1. 2014 UCF Summer Development Conference Monday, May 5, 2014

4. Preconceived notions Nonscientific beliefs Conceptual misunderstandings Vernacular misconceptions Factual misconceptions Source: http://www.cirtl.net/node/2628

5. A. the earth is farther from the sun in the winter than in the summer B. of the tilt of the earth about its’ axis C. the earth is not a perfect sphere

8. Measure prior knowledge. Engage students in active learning. Promote peer-to-peer interaction. Provide their own understanding.

9. Provide a voice to students. Model the process of critical thinking. Sends a message that instructor is vested in student learning.

10. Stage 1: If you are new to clickers yourself, ask simple questions in the beginning. Stage 2: Ask challenging conceptual questions. Stage 3: Structure the clicker questions around the lecture.

11. prior knowledge, conceptual understanding, new context, draw knowledge, and relate different representations.

13. 1.Elaborative interrogation 2.Self-explanation 3.Summarization 4.Highlighting/underlining 5.Keyword mnemonic 6.Imagery for text 7.Rereading 8.Practice testing 9.Distributed practice 10.Interleaved practice Low

14. 1.Elaborative interrogation 2.Self-explanation 3.Summarization 4.Highlighting/underlining 5.Keyword mnemonic 6.Imagery for text 7.Rereading 8.Practice testing 9.Distributed practice 10.Interleaved practice Moderate Low Moderate

15. 1.Elaborative interrogation 2.Self-explanation 3.Summarization 4.Highlighting/underlining 5.Keyword mnemonic 6.Imagery for text 7.Rereading 8.Practice testing 9.Distributed practice 10.Interleaved practice Moderate Low High Moderate

16. http://j2jenkins.com/2013/04/29/interleaved-practice-a-secret-enhanced-learning-technique/

21. 21 Circuit 2: This one sets our mind to concentrate on something Circuit 1: This one is for reactive attention Source: psych.ucla.edu

22.  Time spent  Mental fatigue  Memory failure  Higher order learning suffers Source: The New Marshmallow Test: Students Can’t Resist Multitasking, Annie Paul, slate.com; blog.reyjunco.com/

25.  Knowledge: (repeating verbatim)  List, State  Comprehension: (demonstrate understanding)  Explain, Interpret  Application: (applying learned info to solve problem)  Calculate, Solve

26.  Analysis: (breaking things down, formulating mathematical models)  Derive, Explain  Synthesis: (creating something, combining elements)  Formulate, Makeup, Design  Evaluation: (making and justifying judgments, selection from alternatives)  Determine, Select, Critique

28. Transmission in class and assimilation at home Transmission at home and assimilation in class Source: CTL, University of Washington

29. Before Class In Class After Class

32. Assign reading

33. Automatically graded quizzes are assigned

34. What did you not understand about the assigned chapter?

35.  PPTs  MC questions and their full solutions  Extra examples  Real world applications  Wolfram demos  Piazza discussion board

37. 10-15 minutes: Clickers are used for quizzes  Answer  Pair  re-poll  instructor discussion.

38. 10-15 minutes: Micro-lectures are based on questions asked

39. 10-15 minutes: Advanced exercises on higher order thinking?

41.  Take another automatically graded algorithmic quiz on the LMS  Complete and submit higher-order thinking exercise for grading.  Continue discussion on Piazza. Answers given via text, videos, links, Livescribe pen, and ShowMe App.

43. Guided DiscoveryFully Guided Instruction

44. Guided DiscoveryFully Guided Instruction

45. Universal Design Learning (UDL) http://udlcenter.org

46. Multiple means of representation Multiple means of action and expression Multiple means of engagement http://udlcenter.org

47. Evidence-Based Classroom Strategies for Improving Student Learning in the Twenty-First Century