learning lunch box nov 2013 - kevin pimbblet presentation
TRANSCRIPT
Motivation
Motivation
Motivation
l If lectures are for learning, as I contend, then I’m failing if I give a “traditional” lecture.
l Lectures are, hands-down, one of the worst ways in which to learn.
l Psychologists have known this result for a long time, but us physicists are only just hearing about it & doing something about it.
Motivation
Ingredients List l Students are required to, (& assessed on),
reading the textbook prior to attending class. l Class time is ~100% active learning via
concept & other questions integrated alongside live demo’s and videos that students have a stake in.
l Clickers form an integral part of the class for instant formative diagnostics & feedback.
l Weekly problem sheets, tutorials & labs to reinforce learning.
NB: Red items not yet implemented at Monash.
Example Clicker Question
l Tanks A and B are the same apart from their widths. How does the force of the water at the bottom of the tanks compare?
1. F(A) = F(B) 2. F(A) > F(B) 3. F(A) < F(B)
OPTIONS:
Example Clicker Question
l Tanks A and B are the same apart from their widths. How does the force of the water at the bottom of the tanks compare?
1. F(A) = F(B) 2. F(A) > F(B) 3. F(A) < F(B)
OPTIONS:
Example Clicker Question
l Tanks A and B are the same apart from their widths. How does the force of the water at the bottom of the tanks compare?
1. F(A) = F(B) 2. F(A) > F(B) 3. F(A) < F(B)
F(A) = F(B)
F(A) > F(B)
F(A) < F(B)
48%
3%
50%
Example Clicker Question
l In the previous question it became readily apparent that there was a problem with the basic understanding of fluids.
l This directly caused us to spend more time discussing the connections between pressure, force, gravity, water density, height of the tank & its area.
l This would not have been caught in traditional lectures as quickly, and could readily have gone un-addressed.
Student Feedback (UQld)
l This survey encompassed 67/93 students. l Lectures were the most popular part of the
course by a long way – attendance remained very high throughout the course; it was still over 70% in week 13.
l Reading was done by the majority; time was the main factor cited for not doing the reading.
Student Feedback (UQld)
Student Feedback (UQld)
Student Feedback (UQld)
Hard Numbers
l We ran a pre-test and post-test at UQld on first year physics topics in 2009 & 2010.
l Normalized gain (traditional) ~ 25% l Normalized gain (active learning) 60%+/- a few
This ~60% gain is on par with the best in the world. QED for me.
Summary: HAVE A GO!!!
l It takes longer to prepare these classes than traditional lectures.
l Slightly less material can be put in the course, but the students gain a better understanding of the material that is in there.
l Concept questions must be carefully chosen to maximize effect.
l It is far better to have a question provoke discussions than not.