Lecture 18 You will get clicker participation credit this week – Give you a chance to get points CAPE: link in your UCSD account – Very, very, very important – please take the time to complete! Don’t Forget: – Tech and Society #3 is due Thursday 11:59pm

Final Exam: Cumulative Practice Final – Compendium of clicker questions – Up Friday Take Home Final: 1 hour (estimated) 10% – Linked from moodle, delivered via survey monkey (Avail Thurs) Reflective Essays How has this course changed you? (comparisons with other pilots) Reflection on Course Components (labs, homeworks, etc.) – INCREDIBLY IMPORTANT and graded for “thoughtful” answers In Class Final: Friday 3-5pm in this room 90% – We will seat you randomly – Bring a red scantron sheet (like midterm) – Multiple choice and open-ended – Code writing! What?

(and more – see sample exam)

We can create lists of “related” things and loop over them using the index

Counted Loop: The Advanced Version We want to loop over three things: But we need access to the “index” of our counted loop (click show complicated) index (a number) will have the values: 0 first time through loop 1 second time through loop 2 third time through loop

So which code will make create our “Budweiser commercial”?

To calculate A3= VLOOKUP(B3,classList!A$1:B$572,2,TRUE) For all items_in_classList_ColA one at a time If item_in_classList_ColA == midterm!B3 midterm!A3’s value is classList!B(index) else Do Nothing

How People Learn: Making the most of your years at UCSD LSOE – faculty specializing in education – Computer Science Education Developing new curriculum to teach high school teachers to teach this course as an AP course Faculty – Generally not ever taught “how to teach” Much NEW research on how people learn – Biology – Educational Psychology (studies of experts, etc.) – Often, not yet “adopted” in classrooms

How People Learn: Making the most of your years at UCSD LPSOE – faculty specializing in education – Computer Science Education Developing new curriculum to teach high school teachers to teach this course as an AP course Faculty – Generally not ever taught “how to teach” Much NEW research on how people learn – Biology – Educational Psychology (studies of experts, etc.) – Often, not yet “adopted” in classrooms

Forget What you Know about Study Habits* Share CORE findings about how people learn – Identify ways in which this class supported this kind of learning Talk about how you can leverage this information in the future to – Reduce your study time – Increase your studying effectiveness – Get more, deeper understanding that will serve you your whole life – Become a “life long learner” * New York Times:

The Basis: Constructivism People aren’t an empty vessel which a “teacher” fills up All new learning is based in pre-existing understanding you have You store things in long term memory through a set of connections that are made with previous existing memories. “Creating memories” (aka learning) involves having neurons fire (and neurons link up in networks or patterns)

That’s Nice: What Does it Mean for MY Studying?

Spaced Out Studying Is More Efficient: Better connections: “restarting”, freshness Hours required to learn (a fixed task) Cramming all at once requires more time (42%)! Roediger, Karpicke, The Power of Testing Memory: Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, Sept 2010

Our Course Design: Spaced Learning over days 5 “point awarded” learning sessions per week – But… Homework Lecture LabExam QUIZQUIZ Further Study Homework Lecture QUIZQUIZ Further Study

Maybe you… Often did your homework for a lecture spread over multiple sessions (e.g. not all at once) Prepared for lab before lab Worked on lab after lab Reviewed lecture materials after class Often skipped homework…

In a “normal” week how many different “learning sessions” did you have? A.3 or less B.4 C.5 D.6 E.7 or more

Studying in Different Locations and Contexts Increases Learning: More connections with different things Study same 40 words, twice – In different rooms – In same room

In this class, we expect you learn in at least three environments each week: Lecture Hall Lab Space Someplace else (your room? Library desk?)

How many actual learning environments do you make use of in a typical week? A.3 B.4 C.5 D.6 E.More than 6

Testing Yourself Repeatedly is Very Beneficial: Effort to “test” builds STRONG connections 60 pictures Short answer, list “test” Tests immediately after then 1 minute apart Final Test: 1 week later 80% improvement!

Testing is Better than “Reviewing” (Effortful Retrieval) If you care about long-term… Read Passage (“the Sun” or “Sea Otters”) Either --7 min test (recall as much as can) --study: re-read again Final Test -- 5min later --2 days later --1 week later Benefits of Testing Memory: Best Practices and Boundary Conditions, Roedinger, Agarwal, Kang, pre-publication copy.

In this class we expect you test yourself with 2 quizzes a week and a large number of clicker questions However, just “guessing” or not thinking hard – Doesn’t help make connections strongly The more “effortful” testing is, the greater benefit is has on learning – Learning involves building proteins and neural connections – biological change – Like going to the gym Lift 10 pounds for 30 minutes, casually jog 30 minutes Lift progressively, Run with intervals – If it doesn’t hurt, you probably Aren’t getting it Are learning less efficiently than you could

Doing clicker questions with discussion “effortfully” is hard. In a normal lecture, what percent of the time did your group discuss with “effort” to try to understand deeply? A.Almost never B.Less than half the time C.About half the time D.More than half the time E.Almost all the time

Said about my class… “If everyone taught like that, our students would be exhausted!” I know I ask a lot – but I hope to develop in you valuable understanding that lasts far beyond the exam

Short answer versus Multiple Choice Short Answer => More Effort => More Remembering – AH! But only if you “do well” OR Get feedback – Find out the right answer (corrective feedback) – BETTER: Explanatory feedback Correct answer and explanation! Even IF you got it right! To avoid remembering “distractors” – Focus on explanation

Why “Voting” in class? You read Clicker questions get you to test (before the “final test”) Get you to recall effortfully – Try yourself – Discuss with others – Points for “clicking in” and committing yourself Provide you explanatory feedback – Via discussion with others – Discussing right and WRONG answers together Give you a resource to “re-test” – 3 times was better than 1!

People who “get the most” out of in class voting: 1.Prepare before 2.Put in effort to answer question 3.Discuss, paying special attention to explanations 4.Review clicker questions after class 1.By “re-testing” – not just “re-reading”

What can you do to be a more effective learner in “standard” classes? Visit the material multiple times – A bit each day will lead to a lot less TIME overall Visit the material in multiple locations/ways – Study in different places – Study with other people – Read, discuss, listen (and self question) in lecture, draw, do sample exams, write down your questions Study HARD, not long – Test yourself, rather than passively review – Do “list” and “open ended” questions rather than multiple choice (if you can somehow check they are right)

Focus on Connections: Always ask – How does this fit into what I already know? – Why do I want to know it? – In what situations will I use it? – How does this relate to other things in this discipline?