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1
What do you
notice?
What do you
wonder?
(All im
ages b
y ttre
ntham
on flickr C
C)
The College Classroom
October 15 and 17, 2013
Week 3: Developing Expertise
Deliberate practice [1]
activity that’s explicitly intended to improve
performance
that reaches for objectives just beyond one’s level of
competence
provides feedback on results
involves high levels of repetition
3
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Expertise Development 4
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Tiger
Wood
s (Im
age: W
ikim
ed
ia C
om
mons
)
Sere
na W
illia
ms
(Im
age b
y C
ari
ne0
6 o
n fl
ickr
CC
)
Wayne
Gre
tzy (Im
age: W
ikim
ed
ia C
om
mons
CC
) 10,000 hours 4 hours/day deliberate practice
collegeclassroom.ucsd.edu #tccucsd
5
There’s something about this that
bothers me: a 5-foot NBA star? Huh?
1. If it’s bothering me, then it’s probably
bothering some of my students.
2. Maybe one of my students has a
solution or explanation – their
diversity is an asset
3. How can I stimulate a conversation
for everyone in the classroom rather
than the few who would raise their
hands if I asked?
Clicker question
With 10,000 hours of deliberate practice, a 5-ft tall
man can be a basketball star in the NBA.
A) true
B) false
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Clicker question
With 10,000 hours of deliberate practice, a 5-ft tall
man can be a basketball star in the NBA.
A) totally true – I’m so sure about this, I could stand up
in class and convince everyone
B) maybe true – I think it’s true but I’m not exactly sure
why
C) maybe false – I think it’s false but I’m not exactly
sure why
D) absolutely false – I’m so sure about this, I could
stand up in class and convince everyone
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collegeclassroom.ucsd.edu #tccucsd
Certainly some important traits are partly inherited, such
as physical size and particular measures of intelligence,
but those influence what a person doesn’t do more than
what he does; a five-footer will never be an NFL lineman,
and a seven-footer will never be an Olympic gymnast.
Geoffrey Colvin [1]
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Tip Sheet: Perfect Practice [1]
Approach each critical task with an explicit
goal of getting much better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way your are.
After the task, get feedback on your performance from
multiple sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional
practice does not work
9
1
2
3
4
5
collegeclassroom.ucsd.edu #tccucsd
Approach each critical task with an explicit
goal of getting much better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way you are.
After the task, get feedback on your performance from
multiple sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional
practice does not work
10
1
2
3
4
5
collegeclassroom.ucsd.edu #tccucsd
In a moment but not yet, each table will discuss how one tip is revealed
in your fields of expertise. Use the whiteboard to capture ideas. One
person on the table will present the ideas to the class.
Prompts students to
listen to entire set of
instructions before
beginning. [2]
Students put their finished ideas on
poster paper. Whiteboards can
(should!) be used to capture
thinking along the way.
Intelligence is grown
Dr. Carol Dweck – Stanford
Shown that convincing people to adopt a “growth mindset” (not “fixed mindset”) leads to higher GPAs, higher graduation rates. [See Week 7: Fixed/Growth]
Dr. Anders Ericcson – Florida State Univ.
Studies development of expertise (sports figures, pianists, chess players). Expertise is not an innate trait, it is developed through
Long (10,000 hours)
Daily (4 hours a day)
Deliberate Practice
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Part 2:
Teaching the development of expertise
Development of Mastery [3] 13
conscious
unconscious
incompetent competent
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Level of Expertise
Beha
vior
Development of Mastery [3] 14
conscious
unconscious
incompetent competent
collegeclassroom.ucsd.edu #tccucsd
Level of Expertise
Beha
vior
Wait! When introducing
a graph for the first time,
explain the “architecture” of
the graph before addressing
the data and message it
contains.
Development of Mastery [3] 15
incompetent competent
collegeclassroom.ucsd.edu #tccucsd
Level of Expertise
Development of Mastery [3] 16
conscious
unconscious
adikko.deviantart.com
collegeclassroom.ucsd.edu #tccucsd
Beha
vior
Development of Mastery [3] 17
conscious
unconscious
incompetent competent
collegeclassroom.ucsd.edu #tccucsd
Level of Expertise
Beha
vior
Development of Mastery [3] 18
conscious
unconscious
incompetent competent
1
collegeclassroom.ucsd.edu #tccucsd
Level of Expertise
Beha
vior
Development of Mastery [3] 19
conscious
unconscious
incompetent competent
1
2
collegeclassroom.ucsd.edu #tccucsd
Level of Expertise
Beha
vior
Development of Mastery [3] 20
conscious
unconscious
incompetent competent
1
2 3
collegeclassroom.ucsd.edu #tccucsd
Level of Expertise
Beha
vior
Development of Mastery [3] 21
conscious
unconscious
incompetent competent
1
2 3
4
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Level of Expertise
Beha
vior
Development of Mastery [3] 22
conscious
unconscious
incompetent competent
1
2 3
4
collegeclassroom.ucsd.edu #tccucsd
Level of Expertise
Beha
vior
Why Students Don’t Understand
Your Lectures
Expert brains differ from novice brains because novices:
lack rich, networked connections: they cannot make
inferences, cannot reliably retrieve information
have preconceptions that distract, confuse, impede
lack automization, resulting in cognitive overload
“Comparing Students’ and Experts’ Understanding of
the Content of a Lecture” [4]
“Why should I use peer instruction in my class?” [5]
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Think about the house you grew up in
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24
How many windows?
As you counted the windows, did you see them
from the outside or from the inside of the house?
Did you magically teleport from room to room
or did you imagine walking there?
Constructivism says, “Of course it’s hard for the
professor to explain things so students can understand:
the professor has different pre-existing knowledge.”
“different pre-existing knowledge”
and motivation
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25
The discovery that students don't love the new teacher's
content area is one of those school of hard knock
lessons. Graduate education reinforces the centrality of
discipline-based content knowledge. Having immersed
themselves in its study for years and having been
surrounded with colleagues equally enamored with the
area, new faculty arrive at those first teaching jobs no
longer objective about how the rest of the world views
their content domain.
Maryellen Weimer [6]
The next time you teach a course, what will you
do to get your students to do these things?
Approach each critical task with an explicit
goal of getting much better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way your are.
After the task, get feedback on your performance from
multiple sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional
practice does not work
26
1
2
3
4
5
collegeclassroom.ucsd.edu #tccucsd
Deliberate Practice Findings: for you
Reach for objectives JUST beyond where you are:
Work on incrementally harder problems.
Try variations on ones from class, homework, quizzes.
Practice consistently (every day)
And practice a LOT
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results, making
appropriate adjustments”
What to practice?
Maybe harder, but exam questions (if they are understandable)
27
collegeclassroom.ucsd.edu #tccucsd
Deliberate Practice Findings: for you
Reach for objectives JUST beyond where you are:
Work on incrementally harder problems.
Try variations on ones from class, homework, quizzes.
Practice consistently (every day)
And practice a LOT
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results, making
appropriate adjustments”
What to practice?
Maybe harder, but exam questions (if they are understandable)
Set
Give
help them to
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collegeclassroom.ucsd.edu #tccucsd
your students
Big Question
collegeclassroom.ucsd.edu #tccucsd
29
Where does the motivation
to engage in deliberate
practice come from?
Watch the blog for next week’s
readings and assignments
short paper
math worksheet
read resources about teaching statements
Next week: Learning Outcomes
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References
collegeclassroom.ucsd.edu #tccucsd
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1. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88- 96. Available at money.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm
2. Cummings, M. In a Moment, But Not Yet. Retrieved October 14, 2013 from http://store.training-wheels.com/inmobutnotye.html
3. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.
4. Hrepic, Z., Zollman, D.A., & Rebello, N.S. (2007) Comparing Students’ and Experts’ Understanding of the Content of a Lecture. Journal of Science Education and Technology 16, 213-224. Available at http://ksuperg.blogspot.com/2009/06/hrepic-zollman-rebello-journal-of.html
5. Newbury, P. (2011, June 15) Why should I use peer instruction in my class? Available at www.peternewbury.org/2011/06/why-should-i-use-peer-instruction-in-my-class/
6. Weimer, M. (2010). New Faculty: Beliefs That Prevent and Promote Growth, in the book Inspired College Teaching: A Career-Long Research for Professional Growth. San Francisco, Jossey-Bass. (Reprinted in Tomorrow’s Professor email Newsletter October 15, 2013) Available at http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279
Based on Biology and Expertise:
How do we support learning?
Spaced engagement (time to rest between sessions)
Repeated, effortful testing (not passive studying)
Appropriate-level tasks
Expert, detailed, frequent feedback
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Students in UCSD CSE course
(Beth Simon, heavy use of peer instruction with clickers)
Couldn’t you PLEASE just tell it to me?
I know how to learn from lecture!
Can’t you just explain it?
Well, clickers were fun, but the professor made me learn
it myself! It would have been easier if she’d just lectured!
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