Date post: | 03-Jul-2015 |
Category: |
Education |
Upload: | peter-newbury |
View: | 99 times |
Download: | 0 times |
1
What do you
notice?
What do you
wonder?
(All im
ages by ttrentham on flickr C
C) Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Teaching Methods in Public Health
Week 2: Developing Expertise
Peter Newbury
@polarisdotca
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
Cheryl Anderson
October 22, 2014
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 Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Expertise Development
4 Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Eri
c C
lapt
on (
Imag
e by
yum
mif
ruit
bat
on
Wik
imed
ia c
omm
ons
CC
BY
SA
Sere
na W
illi
ams
(Im
age
by C
arin
e06
on f
lick
r C
C)
Chr
is H
adfi
eld
(Im
age:
NA
SA)
10,000 hours of deliberate practice:
4 hrs / day for 12 years
3 hrs / day for 16 years
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 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?
True or False
With 10,000 hours of deliberate practice, a 5-ft tall man
can be a basketball star in the NBA.
A) true
B) false
6 Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
True or False
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 7 Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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]
8 Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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. Choose someone to share your group’s ideas with the class.
5
Intelligence is grown
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 11
Dr. Carol Dweck – Stanford Convincing people to adopt a “growth mindset” (not
“fixed mindset”) leads to higher GPAs, higher graduation rates. [Week 4: Fixed/Growth Mindsets]
Dr. Anders Ericcson – Florida State Univ. Studies development of expertise (sports figures,
pianists, chess players).[2] Expertise is not an innate trait, it is developed through
Long duration (10,000 hours)
Daily (4 hours a day)
Deliberate Practice
New meta-analysis suggests
“10,000 hr rule” does not
always apply. Some reach
expert levels quicker.[3]
Part 2:
Teaching the development of expertise
Developing Expertise -
teachingmethodsinpublichealth.ucsd.edu 12
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 13 13
Development of Mastery [4]
14
conscious
unconscious
incompetent competent
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Wait! When introducing
a graph for the first time,
explain the “architecture” of the
graph before addressing the data
and message the graph contains.
Level of Expertise
Development of Mastery [4]
15
incompetent competent
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Level of Expertise
Development of Mastery [4]
16
conscious
unconscious
adikko.deviantart.com
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Development of Mastery [4]
17
conscious
unconscious
incompetent competent
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Level of Expertise
Development of Mastery [4]
18
conscious
unconscious
incompetent competent
1
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Level of Expertise
Development of Mastery [4]
19
conscious
unconscious
incompetent competent
1
2
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Level of Expertise
Development of Mastery [4]
20
conscious
unconscious
incompetent competent
1
2 3
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Level of Expertise
Development of Mastery [4]
21
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Level of Expertise
Development of Mastery [4]
22
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Level of Expertise
Development of Mastery [4,5]
23
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Beh
avio
r
Level of Expertise
5
Think about the house you grew up in
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 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, “It’s hard for the professor to explain
things so students can understand: the professor has different
pre-existing knowledge.”
The next time you teach a course, what will
you do to help your students 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.
25
1
2
3
4
5
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Deliberate Practice: for you
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 26
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)
Deliberate Practice: for you
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 27
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)
your students
Set
Provide
Give
Help them
Suggest
Big Question
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 28
Where does the motivation to
engage in deliberate practice
come from?
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 29
Colvin: “People hate abandoning the notion that they could
coast to fame and riches if only they found their talent.”
Gladwell: “Why are we so hostile to the notion that what
separates the genius from the rest of us is that the genius
loves that he or she does more than we do?” [6]
Gladwell: “Love is not the complete explanation: love is the
way in.” [6]
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 30
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 [7]
Instructor has different pre-existing
knowledge. And motivation.
Next week: Learning Outcomes
Watch the blog for next week’s
readings and assignments
short paper
math worksheet
read resources about teaching statements
Developing Expertise -
teachingmethodsinpublichealth.ucsd.edu 31
References
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 32
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. Ericsson, K.A., Krampe, R. Th., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review 100, 3, 363-406.
3. Mcnamara, B.N., Hambrick, D.Z., & Oswald, F.L. (2014). Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis. Psychological Science 25, 8, 1608-1618.
4. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.
5. DiPeitro, M. (2014). 2.4.3 Classroom Climate [video file] Retrieved from https://www.coursera.org/course/stemteaching
6. Malcolm Gladwell, in “Radiolab: Secrets of Success”, aired 26 July 2010. www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/
7. 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