Workshop Design Goal: Interdisciplinary Learning

1. Creating Effective Learning Environments: Session Two CONSORTIUM STHEM BRAZIL LORENA, BRAZIL May 29, 2014Dr. Peter DourmashkinPhysics Department MITpadour@mit.edu

2. Workshop Design Goal:Interdisciplinary Learning Each group shall identify a topic, and develop inter-disciplinary content for an active learning environment. You may focus on any aspect of active learning that you have encountered in the workshop.

3. Expert Knowledge/Problem Solving Knowledge of numerous models and concepts and how to apply that knowledge in various settings (decision making) • Ability to identify relevant information and what to neglect • Knowledge of and ability to apply problem solving methodologies • Ability to apply multiple representations: graphs, equations, language based logical explanations,… • Ability to evaluate whether or not the answer makes sense • Ability to self-evaluate critical thinking

4. Effective Practice Model: Learning to play an instrument, cooking, or a sport • Motivation to improve ability • Constant practice of challenging but not impossible learning tasks • High quality focused practice on elements of expertise • Immediate feedback to reinforce good practices and avoid repetition of bad practice

5. Discussion Question

6. Discussion Question Each person in the group identify something that they are trying to learn. Describe one “good” practice, one “bad” practice, and what type of feedback helped them improve their practice.

7. Expert Feedback • Subject knowledge of instructor is critical • Instructor selects content that challenges students to extend their understanding and skill set. • Motivates students why content is relevant and instills passion for learning

8. Rethinking Teaching Roles Instructor no longer delivers material, non-lecture based learning Instructor selects content that challenges students to extend their understanding and skill set. Motivates students why content is relevant and instills passion for learning Measures learning outcomes

9. Teaching Teams Graduate TA: Learn to teach Undergraduate TA: Encourages student teaching Technical Instructor: No longer hidden Students: Peer Instructors

10. Discussion Question

11. Discussion Question:Expertise Within Specialty • Identify what you think are the attributes of expert knowledge in your discipline • Discuss how to implement at least one of these attributes in an active learning environment

12. Interactive Learning Prof. John Belcher TEAL Founder

13. Components of Interactive Learning Class: TEAL • Online Pre-Class Preparation: MITX platform • Interactive Presentations with Demos • ConcepTests: Peer Instruction with Clickers • On-line Visualizations • Hands-on Experiments • Extensive Problem Solving Opportunities • Post-Class Homework

14. Problem Solving Students take turns writing up their work Students work in small teams at the white boards solving problems

15. Pólya: How to Solve it! Getting Started – identify assumptions and givens, identify what information is needed and what should be neglected Plan the Approach – articulate a strategy that may involve multiple concepts and problem solving methodologies, Carry out the plan – use multiple types of representations, equations, graphs, visualizations Reflection and Modification: Ability to modify plan in a constructive manner. Review - does the answer make sense? Reflect on the limits of the model.

16. Group Learning

17. Group Learning • Preparation • Participation • Attendance • Open to change • Communicate effectively and respectfully • Personal responsibility

18. Discussion Question

19. Discussion Question:Maximize Group Learning How to make group work maximize learning gains for all participants despite widespread differences in preparation and background. Please draw on your experience from Prof. Serva’s afternoon workshop on group dynamics.

20. Gender Gap in Stem Education

21. Discussion Question

22. Discussion Question: Gender Gap Discuss what you feel are the main obstacles for women in STEM courses/disciplines. How can you design an active learning environment to counteract these obstacles.

23. Gender Gap • Gender gap disappears in the active learning environment compared to a traditional lecture format. • Peer discussion • Ability to ask questions • Many opportunities to practice problem solving • Cooperative learning in a non-competitive learning environment • Demonstrate that science and engineering solves problems that people encounter in their everyday lives

24. Concept Questions

25. ConcepTests / Peer Instruction Guided by Instructor Expertise Model: Eric Mazur’s Peer Instruction based on ConcepTests using “Clicker” Technology Methodology:Concept Test • Students first answer on their own • Peers discuss why answers are correct or incorrect based on models and reasoning • Students answer a second time • Instructor explains why specific models and reasoning are correct, and why others are incorrect. • Instructor answers student questions.

26. Workshop Design Project:Problem-Based Learning Each group should choose a typical worked example that is done in a lecture learning environment. Redesign the example for an active learning environment. Discuss hjowto institute effective practice on the part of students (problem solving, etc). Discuss how to provide expert feedback. in an active learning environment.

27. Workshop Design Project:Interdisciplinary Learning Each group shall identify a topic, and develop inter-disciplinary content for an active learning environment. You may focus on any aspect of active learning that you have encountered in the workshop.

28. Discussion Question

29. Open Question and Answer Session .