1. I’D RATHER BE IN CLASS THAN PLAY ON MY SMART PHONE, OR WOULD I?
Tatiana Stantcheva
PUP 2017
Part I: What We Know
Part II: Active Learning Activities

2. What We Know
How many minutes the average student can keep his/her attention on one object
15 min
Of the first 10 min of lecture, students remember what percentage
70%
Of the last 10 min of lecture, students remember what percentage
20%
How many things can the average person hold simultaneously in his/her attention 4
01/03/2017
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3. What We Know
How long does a piece of new information stay in your short term memory?
30 sec
How long does a piece of new information stay in your long term memory?
Why do you need to close your eyes to picture something?
And why, oh so many people suffer from revisionist history?
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4. What We Can Do
State (or even better write down) the most important points during the first 10 min
Take frequent breaks from “lecturing”. Pause, ask questions, tell a joke, use clickers, etc.
Write down the important concepts and keep them up for the entire lecture
Encourage students to create their own study materials
01/03/2017
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5. What We Know
How many minutes can the average student keep his/her attention on one object (a) 1 min (b) 15 min (c) 60 min (d) 2 hr
What percent of students remember what was lectured in the first 10 minutes
(a) (b) (c) (d) 100
What percent of students remember what was lectured in the last 10 minutes
(a) (b) (c) (d) 100
How many things can the average person hold simultaneously in his/her attention
(a) (b) (d) (d) unlimited
How long does a piece of new information stay in your short term memory?
(a) 15 sec (b) 30 sec (c) 15 min (d) 30 min
01/03/2017
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6. Expectations and Outcomes
The Rules: Set up clear expectations and achievable outcomes
Practice: Create assignments clearly linked to the class goals
NO HOMEWORK FOR THE SAKE OF HOMEWORK!!!
Feedback: Give timely and specific feedback
GENERIC FEEDBACK: THOSE WHO DID WELL DO NOT NEED IT. THOSE WHO DID POORLY WILL NOT LISTEN.
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7. Expectations and Outcomes
The Rules
Practice:
Feedback:
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8. P-F-M Cycle Practice Feedback Metacognition Spacing Timely
Interleaving
Specific
Metacognition
Ability to assess your progress
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9. P-F-M Cycle Practice Feedback Metacognition 01/03/2017
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10. Active Learning
Any instructional method that engages students in the learning process
Classroom engagement
Collaboration on projects
Cooperative activities
Problem Based Activities
01/03/2017
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11. Active Learning
Any instructional method that engages students in the learning process
Classroom engagement
Collaboration on projects
Clickers
Generate study materials
Pause for Q&A
Group Projects
Labs and Google Docs
Two-stage Exams
Cooperative activities
Problem Based Activities
Study groups
Problem Solving Sessions
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12. Two-Stage Exams The “first stage”: individual work
Wieman et al., Physics Exams that Promote Collaborative Learning (2014). The Physics Teacher, v.52, p.51
The “first stage”: individual work
The “second stage”: group work on one of the problems
The highly-emotional state during tests actually facilitates learning
Effective group work where all participate
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13. References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: John Wiley & Sons, Inc., Pages of Chapter 3
Bertsch, S. & Pesta, B. J. (2014). Generating active learning. In V. A. Benassi, Overson, & Hakala text. (
Prince, M. (2004). Does active learning work? (PDF) Journal of Engineering Education, 93(3),
Pyc, Mary A, Agarwal, Pooja K., Roediger, Henry L. (2014). Test-enhanced Learning. In V. A. Benassi, Overson, & Hakala text. (
Wieman, Carl E., Rieger, Georg W., and Heiner, Cynthia E. (2014). Physics Exams that Promote Collaborative Learning, The Physics Teacher, v. 52, p. 51
01/03/2017
I would rather...