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What everyone should know about teaching others

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In life, as computing professionals, we all teach and we all learn. And, especially in the computing discipline, we don't ever expect that to stop. So whether you plan to work in industry, academia, or somewhere else (a small desert island?) you should know more about what research shows contributes to effective learning. Use this knowledge to learn better yourself or to assist others in their learning. From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Apr. 04, 2008.

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What everyone should know out how people learn Beth Simon Science Teaching and Learning Fellow UBC Carl Wieman Science Education Initiative and Univ. of California, San Diego
How un-distinguished is this? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
At the end of today you will be able to…* ,[object Object],[object Object],[object Object],[object Object],These are examples of “learning goals” -- they are explicit, learner-focused, and something a newbie can tell whether they know or not immediately.
At the end of today you will be able to do… ,[object Object],[object Object],[object Object],These are examples of “learning goals” -- they are explicit, learner-focused, and something a newbie can tell whether they know or not immediately.
Who am I? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Research  Teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*Ask Beth for examples
Constructivism: How the Brain Works ,[object Object]
What’s this number?
Constructivism: How the Brain Works ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learners and Instructors are rarely on the same page ,[object Object],[object Object],Ask how many. Then ask everyone: --when you were counting, were in looking from outside or inside the house? --inside people: what room did you start in? --inside people: how did you get from room to room (through doors or teleporting?)
Learners and Instructors are rarely on the same page ,[object Object],[object Object]
Recent Brain Science: Connections
Constructivism: The Winner ,[object Object],[object Object],*Construct is an active word, oodles of research shows no one** learns from traditional, passive lecture
Since We’re Talking about Work… ,[object Object]
Recent Brain Science: More Like a Muscle Than We Thought ,[object Object],Stronger?
Recent Brain Science: More Like a Muscle Than We Thought ,[object Object],Smarter? F=ma
Recent Brain Science: More Like a Muscle Than We Thought ,[object Object],Smarter? F=ma
Quick Aside: Passivity is Biological ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Discuss/Argue with your Neighbor: ,[object Object],[object Object],[object Object]
Effortful Practice (!couch) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],**Meta-cognitive Skills: How do I know if I know, How do I learn new things
Motivation: The single most important factor for success ,[object Object],[object Object],[object Object]
Quick Aside: Motivation is Biological ,[object Object]
Effortful “Time on Task” is one of the largest predictors of success ,[object Object],[object Object]
New Experiment at UCSD ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Success Story To Model: Expert Tutors ,[object Object],[object Object],[object Object],* Bloom et al Educational Researcher , Vol. 13, pg. 4
Best Practices of Expert Tutors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The End 
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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