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Transcript of Interactive Learning
How do we teach?
Students develop the theory
Students create an exam question
Students teach each other
Pre-Class Assignment & Quiz
What do students think?
We teach the same way we have been taught - we lecture and tell students to go home and read the material.
24 Hour Retention results
Lecture 5% Reading 10%
Practice by doing 75% Teaching others 90%
Lecturing - little learning!
Proud of my standards - challenging exams and tough marking.
Thank you Carl, Eric, Sarah, Georg, Stephen, Tim, Janet, Moira, Phil, Catherine, so many terrific students and the Soul Hot Yoga instructors - I love your passion!
Constructivist Learning Theory - "Learning is an active process of creating meaning from different experiences. Students will learn best by trying to make something on their own with the instructor acting only as a guide." (2)
"Activities that do not demand substantial focus and effort provide little educational value. Listening passively to a lecture, doing many easy, repetitive tasks, or practicing irrelevant skills produces little learning." Carl Wieman (4)
"The learning of complex expertise is thus quite analogous to muscle development. In response to the extended strenuous use of a muscle, it grows and strengthens. In a similar way, the brain changes and develops in response to its strenuous extended use." Carl Wieman (4)
“We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using research-based instruction (interactive teaching). We found increased student attendance, higher engagement and more than twice the learning in the section taught using research-based instruction.” (5)
UBC (CWSEI) Results:
So for reasons he can’t remember, Mazur told the students to discuss the question with each other. “And something happened in my classroom which I had never seen before,” he says. “The entire classroom erupted in chaos. They were dying to explain it to one another and to talk about it.” Mazur says after just a few minutes of talking to each other, most of the students seemed to have a much better understanding of the concept he’d been trying to teach. “The 50 percent who had the right answer effectively convinced the other 50 percent,” he says. Eric Mazur (3)
Today’s group-to-group teaching class was very beneficial (and fun!). I was really worried about the exam coming up but today really helped to clarify some issues I was having calculating bonds. I think the peer-to-peer made it a bit easier to ask the “simple” questions that had been confusing me and the learning went at a pace that I could keep up with. I really feel a lot more comfortable going into the next quiz thanks to today’s class. Thanks, I hope we can do that again! (Stephanie Hansen)
Proud of my student evaluations - best I have ever had since I adopted interactive learning.
"Not quantity of what we teach that is important, it is the quality of it. If somebody learns to understand fundamental physics, even if it's very little, you can always fill in the holes later." Eric Mazur (1)
Results - Final - Fall 2011
5-6 19 29%
3-4.5 17 26%
0-2.5 30 45%
Total students = 66
Results - Quiz - Winter 2012
6-7 46 48%
3-5.5 34 36%
0-2.5 15 16%
Total students = 95
Bond Question (Final Exam) - Instructor Results - Fall 2012
My class (
Marks # %
8-10 14 50%
4-7 11 39%
1-3 3 11%
Total students = 28
Marks # %
8-10 4 10%
4-7 15 40%
1-3 19 50%
Total students = 38
2. Source: Teaching with the Constructivist Learning Theory http://www.ndted.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm
(Ref: Brooks, J. and Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms, ASCD)
1. Source: Interactive Teaching Promoting Better Learning Using Peer Instruction and Just-in-Time Teaching DVD (Ref: Mazur, E. (2007). Pearson. Getting Started "From Questions to Concepts" 26:50- 27:30)
3. Source: Don't Lecture Me: Rethinking How College Students Learn
(Ref: Hanford, E, (2011). American RadioWorks)
4. Source: Applying New Research to Improve Science Education
(Ref: Wieman, C. (2012) Issues in Science and Technology)
5. Source: Improved Learning in a Large-Enrollment Physics Class
(Ref: Deslauriers, L. and Schelew, E. and Wieman, C. (2011), Science Magazine)
Muscle Development.....Brain Development
Tough Bond Question - Results
Interactive Techniques - teaching each other & creating exam questions
Interactive techniques - teaching each other & creating exam questions