For some inspiration to try a more active approach to learning, I thought I would share a short video from Dr. Carl Wieman, who is a Nobel Laureate, a physicist, and more recently a researcher in learning science. Wieman has designed and run some very elegant experiments to demonstrate the effects of active learning techniques. Consider this one:
What happens if you run two classes for a week with the same learning objectives, the same time in class, and the same assessment. Prior to the experiment, you take care to ensure that the student makeup and performance is very similar up to this point. One class continues on, lecture-style, with a veteran instructor with lots of experience. The other class is assigned a freshly-minted PhD trained to lead the students in learning via deliberate practice (an active learning strategy). The courses meet under these conditions for the exact same time.
The technique of deliberate practice takes the form of a series of challenging questions and tasks. This forces students to spend their class time thinking scientifically, discussing concepts, critiquing each other’s predictions, and engaging in problem solving.
Really … watch the video. Student pushback against these strategies is a real issue and usually worst at the beginning of the semester. We can all use a good foundational reminder about why we continue to strive to lead more active learning sessions in our classes.
Challenge: Consider the deliberate practice model described above. Where can you tackle a learning objective through a series of challenging questions and tasks instead of with lecture? Give yourself that extra nudge to try just a little more activity (or to build in just a little more activity).
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864.
In November, I gave the keynote at the American Mathematical Association of Two-Year Colleges (AMATYC) Conference in Denver.
I have given versions of this talk that are not specific for mathematics, but I don’t have recordings of those. I promise that the math in this talk is not inaccessible and is used more for examples than a framework for the talk. In other words, don’t let the word “math” scare you away. The alternate version of the talk is “Learning is Not a Spectator Sport.”
The talk emphasizes the importance of interaction, and as such, this talk has a lot of audience interaction in it near the beginning, so you may want to jump through some of that interaction as you watch (between 51:30 and 1:02:00).
At the end of the keynote, audience members are invited to participate in a Weekly Teaching Challenge to continue exploring the ideas and research in the talk. You’re invited too. Just sign up!
When you walk in to a room full of people, choose someone who seems the most different from you (on the surface) or the person that seems the “scariest” to start a conversation with. Start there. Lean in to the Discomfort of having that awkward first conversation. In all likelihood, you DO have something in common with the person – seek to find it. If you always start with the conversation that you perceive to be the most difficult one to have, you will, over time, reduce your own fear of talking to strangers.
90% of an iceberg is unseen beneath the surface of the water
About 90% of an iceberg is unseen beneath the surface of the water and likewise, the majority of who we are as a person is beneath what you can see or hear on the surface. Consider all the characteristics of a person that you can’t “see”:
what sports do they like
what do they do for a living
what is their family like
what do they do for fun
where do they live
what do they do when they hang out with friends
what are their favorite foods
Whether at a conference or having Thanksgiving Dinner with far-flung relatives, there is so much to learn from the people that surround us. But we have to actually engage them in conversations and interact. If we want our students to interact more to learn, we need to get better at modeling this willingness to have conversations with strangers or those who differ from us.
When I walk into a room and feel the first uncomfortable feelings of having to mingle or that I will be alone in a room full of people, I remember the phrase “Lean in to the Discomfort,” take a deep breath, and begin the first conversation.
There was this inconspicuous article in the Nov 14, 2008 issue of The Chronicle of Higher Ed called “Does It Matter Where You Go to College?” (by Sara Lipka). The article was based on NSSE data (the National Survey of Student Engagement). The most interesting part of the article was