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follow me on twitter @julieschell #sssummit14 Julie Schell Student - - PowerPoint PPT Presentation

Aug 24, 2022 376 likes •1.83k views

How to Help People Learn: Evidence- Based Instructional Strategies for Student Success follow me on twitter @julieschell #sssummit14 Julie Schell Student Success Summit Director, OnRamps and Strategic Initiatives Austin, TX Center for T eaching

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How to Help People Learn: Evidence- Based Instructional Strategies for Student Success follow me on twitter @julieschell

Student Success Summit Austin, TX July 15-16, 2014 Julie Schell Director, OnRamps and Strategic Initiatives Center for T eaching and Learning
  • nramps.org

#sssummit14

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School

  • I
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SLIDE 10
  • Mr. Boredom Monster
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SLIDE 15
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#ihateschool

  • 4,500
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The number of hours students spend in a system they #hate.

10,800

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SLIDE 18
  • A. #ihateschool
  • B. #iloveschool*(really)
  • C. #mixed feelings

What #hashtag best describes your schooling experiences?

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SLIDE 19
  • Q. What keeps you

up at night?

A.

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SLIDE 20
  • Q. What keeps you

up at night?

A.

Nothing, I sleep well.

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SLIDE 21
  • Q. What keeps you

up at night?

A.

Having greater student involvement. Rowan

  • Q. What keeps you

up at night?

How can I motivate the class better? It is my real struggle. Rowan

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

H

  • w

c a n I m

  • t

i v a t e a n d g e t t h r

  • u

g h t

  • t

h e s e k i d s ? R

  • w

a n

  • Q. What keeps you

up at night?

A.

A r e m y s t u d e n t s g e t t i n g a r e t u r n

  • n

i n v e s t m e n t ? A r e t h e y b

  • r

e d ?

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SLIDE 22
  • Q. What keeps you

up at night?

A.

Having greater student involvement. Rowan

  • Q. What keeps you

up at night?

How can I motivate the class better? It is my real struggle.

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

H

  • w

c a n I m

  • t

i v a t e a n d g e t t h r

  • u

g h t

  • t

h e s e k i d s ?

  • Q. What keeps you

up at night?

A.

Keeping students interested and engaged for over 98 minutes a day, per class.

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SLIDE 23
  • Q. What keeps you

up at night?

A.

Having greater student involvement. Rowan

  • Q. What keeps you

up at night?

How can I motivate the class better? It is my real struggle.

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

H

  • w

c a n I m

  • t

i v a t e a n d g e t t h r

  • u

g h t

  • t

h e s e k i d s ?

  • Q. What keeps you

up at night?

A.

T h a t k i d s w i l l t h i n k I a m

  • n

e

  • f

t h

  • s

e t e a c h e r s t h a t b

  • r

e t h e m .

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SLIDE 24
  • Q. What keeps you

up at night?

A.

Having greater student involvement. Rowan

  • Q. What keeps you

up at night?

How can I motivate the class better? It is my real struggle.

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

H

  • w

c a n I m

  • t

i v a t e a n d g e t t h r

  • u

g h t

  • t

h e s e k i d s ?

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

S t u d e n t s w h

  • w

i l l n

  • t

p a r t i c i p a t e .

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SLIDE 25
  • Q. What keeps you

up at night?

A.

Having greater student involvement. Rowan

  • Q. What keeps you

up at night?

How can I motivate the class better? It is my real struggle.

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

H

  • w

c a n I m

  • t

i v a t e a n d g e t t h r

  • u

g h t

  • t

h e s e k i d s ?

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

W a s t e d c l a s s t i m e …

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SLIDE 26
  • Q. What keeps you

up at night?

A.

Having greater student involvement. Rowan

  • Q. What keeps you

up at night?

How can I motivate the class better? It is my real struggle. Rowan

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

H

  • w

c a n I m

  • t

i v a t e a n d g e t t h r

  • u

g h t

  • t

h e s e k i d s ? R

  • w

a n

  • Q. What keeps you

up at night?

A.

D e s i n t e r e s s e ! ! Brazil

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SLIDE 27
  • Q. What keeps you

up at night?

A.

Having greater student involvement. Rowan

  • Q. What keeps you

up at night?

How can I motivate the class better? It is my real struggle. Rowan

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

H

  • w

c a n I m

  • t

i v a t e a n d g e t t h r

  • u

g h t

  • t

h e s e k i d s ?

Q . W h a t k e e p s y

  • u

u p a t n i g h t ?

A.

How boring I am & how little will be retained by the student. Yale

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Students and faculty want the same thing.

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I want you engaged.

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I want you engaged. We want to be engaged!

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I want you engaged. We want to be engaged!

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Message Education doesn’t have to be this way.

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What’s going on in this classroom?

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What’s going on in this classroom?

  • A. T

eacher left the room

  • B. T

alking about dating

  • C. Working on a physics problem
  • D. This isn’t a classroom, it’s a party
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People learn best when they are ENGAGED.

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bye bye

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This doesn’t seem so bad. My goals for this working group...

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I’ve been doing this for decades but didn’t know it. My goals for this working group... This doesn’t seem so bad.

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I’ve been doing this for decades but didn’t know it. I’m going to do more and help

  • thers.

This doesn’t seem so bad. My goals for this working group...

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Instructional Strategies for Helping People Learn…

5

and to be engaged in their learning.

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1

well T urn your students into Goldilocks.

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SLIDE 46 A B C
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SLIDE 47 A B C Question: What is the shortest number of steps to replicate the exact
  • rder of disks on pole 1 on pole 2?
  • RULES
  • 1. Y
  • u can only move one disk at a time
  • 2. Y
  • u can never put a bigger disk on top of a smaller disks

Orange Pole 1 Orange Pole 2

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SLIDE 48 A B C

Orange Poll 2 Orange Poll 1

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SLIDE 49 B C A

Orange Poll 2 Orange Poll 1

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SLIDE 50 A B C
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SLIDE 51 A B C
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SLIDE 52 A B C
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SLIDE 53 B C A
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SLIDE 54 B C A
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SLIDE 55 B C A
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SLIDE 56 B C A
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SLIDE 57 A B C A B C
  • 7 moves
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1

well Ask desirably difficult questions to engage students.

…not too hard …not too easy just right!

T urn your students into Goldilocks.

Bjork
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2

well Chunk it.

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April 2013 “T exas” University

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Sept 2013 Harvard University

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SLIDE 62 50 mins
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SLIDE 63 IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
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SLIDE 64 IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
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SLIDE 65 IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
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SLIDE 66 IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
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SLIDE 67 IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010

This is the brain...

  • n traditional classrooms
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SLIDE 68 50 mins
  • 12.5 mins
  • 12.5 mins
  • 12.5 mins
  • 12.5 mins
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SLIDE 69 50 mins
  • 12.5 mins
  • 12.5 mins
  • 12.5 mins
  • 12.5 mins
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=

Chunking or the “Pause Method”: Reduces Cognitive Load

Sweller
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6

“Lecture is a comfort blanket for students.”

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well

2

Chunk it. Lecture a little, or in little chunks, to reduce cognitive load and keep kids engaged.

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3

well Chunk it…with retrieval practice.

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If you assess it... they will come Schell

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QUICKL Y break into groups of 5. Answer these questions.

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  • 1. Who won the FIFA World Cup in

2014?

  • a. Argentina
  • b. Germany
  • c. Brazil
  • d. Netherlands
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SLIDE 78
  • 2. What is the only breed of dog with

the American Kennel Club description of “The Barkless Dog.”

  • a. Bouvier
  • b. Basenji
  • c. Briard
  • d. Borzoi
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SLIDE 79
  • 3. What is first Instructional Strategy Dr.

Schell presented?

  • a. Chunk it
  • b. Chunk it with retrieval practice
  • c. Use the Pause Method
  • d. Ask desirably difficulty questions
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  • 4. What Instructional Strategy did Dr.

Schell say reduces cognitive load?

  • a. Assessment
  • b. Chunking
  • c. Desirable difficulty
  • d. Retrieval Practice
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3

well Chunk it…with retrieval practice.

the act of retrieving from your memory… writes on your memory and engages your mind.

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4

well Chunk it…with transfer & social learning

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Thermal Expansion

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Demo

When metals heat up, they expand.

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Demo

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Demo

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Demo

Consider a metal (aluminum) plate with a hole in it.

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Demo

If you heat the plate uniformly what happens to diameter of hole?

  • A. increases
  • B. stays the same
  • C. decreases

Consider a metal (aluminum) plate with a hole in it.

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Demo

What happens when you heat metals up?

  • A. they expand
  • B. they shrink
  • C. nothing

Pure Recall Question

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Demo

If you heat the plate uniformly what happens to diameter of hole?

  • A. increases
  • B. stays the same
  • C. decreases

Consider a metal (aluminum) plate with a hole in it.

  • Learning Transfer
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Demo

  • A. increases
  • B. stays the same
  • C. decreases

If you heat the plate uniformly what happens to diameter of hole? Consider a metal (aluminum) plate with a hole in it.

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SLIDE 94 question 1 feedback question think respond discuss explain respond Mini Lecture

Don’t skip any of these steps.

Important for Metacognition
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Why use it?

  • 20 years of research behind it

  • Engages students in deep versus surface learning 

  • Helps instructors make data-driven decisions during and after
class time

What is it?

  • Research-based formative assessment technique developed by
Eric Mazur in the 1990s originally for use at Harvard, now used all over the globe.

Peer Instruction

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W h a t d

  • y
  • u

n e e d t

  • f

a c i l i t a t e P e e r I n s t r u c t i

  • n

?

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bit.ly/TgzIcQ

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bit.ly/VnXtN5

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socrative lcatalytics

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Question structure is important: Facilitate transfer through hugging and bridging.

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  • Hugging: Near T

ransfer

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19 20 C

What is c?

Pythagorean Theorem A2 + B2 = C2

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SLIDE 106

What is the shortest distance from the corner of the field to the center?

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Bridging: Near T ransfer

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Wax on….Wax off: Washing a Car

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Wax on….Wax off: Karate Block

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4

well Chunk it…with transfer & social learning Peer Instruction

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5

well Play with Velcro.

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SLIDE 112 velcro theory of memory, Made to Stick
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Study these letters, DON’T write them down.

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Study these letters, DON’T write them down.

  • J FKFB INA

T OUP SNA SAI RS

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SLIDE 115

Study these letters, DON’T write them down.

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SLIDE 116

Now study these letters, don’t write them down.

  • JFK FBI NA

TO UPS NASA IRS

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SLIDE 117 velcro theory of memory, Made to Stick
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Out of Class In Class

Students prepare to participate in class activities B E F O R E

T h e F l i p p e d C l a s s r

  • m
created by Josh Walker
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Out of Class In Class

Students prepare to participate in class activities Students practice applying key concepts with feedback BEFORE DURING

The Flipped Classroom

created by Josh Walker
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SLIDE 120

Out of Class In Class

Students prepare to participate in class activities Students practice applying key concepts with feedback Students check their understanding and extend their learning BEFORE AFTER DURING

The Flipped Classroom

created by Josh Walker
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SLIDE 121 Bloom’s T axonomy - Traditional Classroom
  • created by Josh Walker
easy part Hard Part
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SLIDE 122 Bloom’s T axonomy - Flipped Classroom
  • created by Josh Walker
Easy Part Hard Part
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SLIDE 123

H

  • w

d

  • I

g e t m y s t u d e n t s t

  • d
  • u

t

  • f

c l a s s w

  • r

k ?

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SLIDE 124
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SLIDE 125 coverage assignment assessment 2 conceptual questions review responses address difficulties in class

What do you find most difficult

  • r confusing about this concept?
1 feedback question

Just-in-Time Teaching

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SLIDE 126

What is it?

  • Research-based formative assessment technique developed
by Gregor Novack in 1990s.

Why use it?

  • Motivates students to come to class prepared 

  • Helps instructors make data-driven decisions for in-class work
versus simply having students do “homework” during class time.

Just-in-Time Teaching

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SLIDE 127

W h a t m a k e s a g

  • d

J i T T q u e s t i

  • n

?

Just-in-Time Teaching

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Pride and Prejudice Example

Out-of-Class Assignment: Watch this excerpt from Pride and Prejudice and answer the reading questions.

Just-in-Time Teaching

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Pride and Prejudice

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Pride and Prejudice Reading Question

a) Clergy b) Farmer c) Lawyer d) Doctor What is Collins’ profession? Just-in-Time Teaching

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What is Collins’ profession? Just-in-Time Teaching

X

Pride and Prejudice Reading Question

a) Clergy b) Farmer c) Lawyer d) Doctor

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SLIDE 132

Hypothesize Collins’ purpose for proposing to Elizabeth. Just-in-Time Teaching

Pride and Prejudice Reading Question

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SLIDE 133 Score for each question Criteria (Students are asked to respond with an answer and a rationale for that answer) Question is left blank or incomplete

1

Response includes an answer, but does not include any or includes only very minimal reasoning or rationale (regardless
  • f correctness)

2

Response includes an answer AND reasoning or rationale (regardless of correctness)

Just-in-Time Teaching

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SLIDE 134
  • Implementation Tips
  • Just-in-Time Teaching

http://bit.ly/jitt_tips

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SLIDE 135

5

well Play with Velcro

  • Build students prior knowledge out-of-class

to engage them in deeper learning during class.

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Call to Action

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What are the 5 instructional strategies for improving student success?

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SLIDE 139

Which will you use to slay your boredom monster at your institution?

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SLIDE 140

Which will you use to slay your boredom monster at your institution?

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Demo

blog.peerinstruction.net

Follow now!

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SLIDE 144

Acknowledgements

  • PEOPLE

Eric Mazur

  • James Fraser

Ives Araujo Cassandre Alvarado Brian Lukoff Jen Ebbeler Josh Walker EdX Carol Dweck Dan Meyer Nancy Duarte Chip and Dan Heath

  • BOOKS

Flip Your Classroom Slide:Ology Made to Stick Why Students Don’t Like School

www.julieschell.com @julieschell

EdX