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The Headline

The Headline. At Stirling: final year undergraduates teach statistics to 2 nd year ugrads . Fy ugrads prepare and deliver Course Materials Lectures Tutorials It works well!. The Issue. Learning statistics is aversive baffling overwhelming frightening

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The Headline

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  1. The Headline • At Stirling: • final year undergraduates teach statistics to 2nd year ugrads. • Fyugrads prepare and deliver • Course MaterialsLecturesTutorials • It works well!

  2. The Issue • Learning statistics is aversive • baffling • overwhelming • frightening • and plays a small part in psychological discovery • creative • exciting • pleasant

  3. The Issue • Learning music theory and the physics of how a trumpet plays a note is aversive • and plays a small part in making a good tune sing • creative • exciting • pleasant

  4. The Idea • Learning music theory and the physics of how a trumpet plays a note is aversive • Blowing into a piece of metal pipe is easy • provided I am strongly encouraged and rewardedwhen I keep on trying • the tune will come

  5. The Idea • Learning statistics is aversive • Doing statistics is easy • provided I am strongly encouraged and rewardedwhen I keep on trying • the discoveries will come

  6. The Contract • Doing statistics is easy • provided I am strongly encouraged and rewardedwhen I keep on trying • I (the learner) • will keep on trying • You (the teacher) • will keep on encouraging and rewarding • ie. facilitatemy learning

  7. The Contract • Keep on encouraging and rewarding • Who is best to do this? • People who have just learned themselves • understand what is neededknow the need for encouragement • = Students

  8. The Key Concept: Doing • Student Learners • to become actively competent • (rather than highly knowledgeable) • Student Leaders • to become confident facilitators of learning • (rather than pretend lecturers)

  9. The Key Concept: Doing • Learning to do means I must do • over and over again • If you do for me, I don’t learn • support me • don’t help me

  10. The traditional process Staff Student Teaching Learning Examining Grades

  11. The traditional processDoing bolted on Staff Student Teaching Doing Learning Examining Grades Personal Reflection Staff Feedback

  12. The staff view: Staff Student Teaching Doing Learning Examining Grades Personal Reflection Staff Feedback

  13. The student view: Staff Student Teaching Doing Learning Examining Grades Personal Reflection Staff Feedback

  14. The active process Student Planning Learning Doing Outcome Personal Reflection

  15. The active process Staff Student Starting Planning Learning Doing Outcome Peer Feedback Grades Personal Reflection Staff Feedback

  16. Active: Who’s in control? Staff Student StaffControl Starting StudentControl Planning Learning Doing Outcome Peer Feedback Grades Personal Reflection Staff Feedback

  17. Active: Who’s in control? Staff Student StaffControl Starting StudentControl Planning Learning Doing Outcome Peer Feedback Grades Personal Reflection CollaborativeControl Staff Feedback

  18. Collaborative Control • The test: • Student Learners • do they freely say “I don’t understand/know”? • Student Leaders • do they freely say “I don’t understand/know”?

  19. The Outcome • Learners: • a bit wary at first • learn considerably better • are already waiting for their turn to lead • Leaders • adopt a peer role • work as a team • acquire confidence

  20. The Outcome • Staff: • disbelieving, then... • dubious, then... • curious , then... • interested , then... • amazed, then... • proud (with a hint of disbelief...)

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