Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Teaching in Stereo

Perspectives on Learner-Centered Instruction, presented at Indiana University-Purdue University Indianapolis, October 25, 2016

Derek Bruff

on 3 November 2018

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Teaching in Stereo

Teaching in Stereo
Perspectives on Learner-Centered Instruction
"Colourful army," maistora, Flickr
"#201," Yasmeen, Flickr (CC BY-NC-ND)
Page (2008)
Where do you keep your ketchup?
Why do students leave the sciences?

Seymour & Hewitt (2000)
How does race influence the university experience?

Rosevelt Noble
In most cases, it's not ability that keeps students from persisting in STEM majors.

It's other factors: instructional approaches, curriculum, lack of role models, and classroom climate.
For black students at Vanderbilt, the classroom is often
on their list of “safe” places where they can be themselves.
In-Class Polling
Collaborative Learning
"Nine by Nine," Derek Bruff, Flickr (CC)
Classroom Contracts
Difficult Dialogues, http://bit.ly/1qsKjSQ
Structured Reading Groups
Discussion leader
Passage master
Devil's advocate
Creative connector
Parrott & Cherry (2011)
Further exploration...
Michele DiPietro, Kennesaw State
Stereotype Threat
Build rapport.
Learn names.
Use office hours.
Provide good feedback.
Invite independence.
Allow anonymity.
Set the climate.
Provide structure.
Challenge Cycles
Margaret Rubega's Story: http://is.gd/KbKhFO
Birdwatching + Twitter
See also: http://is.gd/T2kybD
And this: http://is.gd/0s55se
More #birdclass tweets: http://is.gd/2sWdGf
Course Blogs
Erika Grundstrom's blog:
Open-Ended Problems
Ambrose et al. (2010)
"Pink Pedal Power," Derek Bruff, Flickr (CC)
Creative Projects
Helen Shin, English: http://bit.ly/1q8bKBh
Social Bookmarking
Derek's Diigo Group: http://is.gd/KM1rh0
Categorize these super-heroes.
Prediction Markets
View of Boston, c. 1860
View-Master, c. 1980
"Robin launched himself at a catman--ZAP!", Anssi Koskinen, Flickr (CC)
Canine Noses
Francis Galton
and an Ox
Actual weight: 1,198 lbs.
Median guess: 1,207 lbs.
Mean guess: 1,197 lbs.
Crisis Mapping
Iron Man
Captain America
Why don't students speak up in class?
Women students and math exams
Spencer, Steele, & Quinn (1999)
White students and athletic performance
Stone, Lynch, Sjomeling, & Darley (1999)
Black students and verbal reasoning tests
Steele & Aronson (1995)
Be willing to examine your assumptions.
Model inclusive language.
Use multiple, diverse examples.
Don't ask people to speak for an entire group.
Image: http://bit.ly/1TthZYZ
Encourage autonomy.
"College Halls," Derek Bruff, Flickr (CC)
So what to do?

Some small steps...

What your takeaway from this keynote?
What do you want to try in your classroom?
Derek Bruff / derekbruff.org / @derekbruff
Nick Sousanis, Unflattening. More info:
Credit / apologies to Kimberly Tanner
And many more
Normalizes help-seeking.
Builds social connections.
Light (2001)
Tinto (2012)
Cordray, D., Harris, T., & Klein, S. (2009). A research synthesis of the effectiveness, replicability, and generality of the VaNTH challenge-based instructional modules in bioengineering. Journal of Engineering Education, 98, 335-348.
Light, R. (2001). Making the most of college: Students speak their minds. Harvard University Press.
Page, S. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press.
Parrott, H. M., & Cherry, E. (2011). Using structured reading groups to facilitate deep learning. Teaching Sociology. 39(4), 354-370.
Seymore, E., & Hewitt, N. (2000). Talking about leaving: Why undergraduates leave the sciences. Westview Press.
Spencer, S., Steel, C., & Quinn, D. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28.
Steel, C. (2010). Whistling Vivaldi. Norton & Co.
Steele, C., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
Stone, J., Lynch, C., Sjomeling, M., & Darley, J. (1999). Stereotype threat effects on Black and White athletic performance. Journal of Personality and Social Psychology, 77, 1213-1227.
Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.

Make learning visible.
Seated Poster Session: http://derekbruff.org/?p=2118
Full transcript