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Beverly Ozburn

Rethinking the Way College Students Are Taught - 52 views

  • But here's the irony. "Mary is more likely to convince John than professor Mazur in front of the class," Mazur says. "She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it." That's the irony of becoming an expert in your field, Mazur says. "It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner."
  • To make sure his students are prepared, Mazur has set up a web-based monitoring system where everyone has to submit answers to questions about the reading prior to coming to class. The last question asks students to tell Mazur what confused them. He uses their answers to prepare a set of multiple-choice questions he uses during class.
  • Mazur begins class by giving a brief explanation of a concept he wants students to understand. Then he asks one of the multiple-choice questions. Students get a minute to think about the question on their own and then answer it using a mobile device that sends their answers to Mazur's laptop. Next, he asks the students to turn to the person sitting next to them and talk about the question. The class typically erupts in a cacophony of voices, as it did that first time he told students to talk to each other because he couldn't figure out what else to do. Once the students have discussed the question for a few minutes, Mazur instructs them to answer the question again.
  • ...7 more annotations...
    • Beverly Ozburn
       
      Why do we continue to do things the same way we always have and expect different results from what we have always gotten?
    • Beverly Ozburn
       
      How true this statement is!  If students want to learn, they are going to learn in spite of who the teacher is or what the teacher does - no teacher is really needed!
  • So Mazur gave what he thought was a thorough and thoughtful explanation of the concept. He went slowly, putting all kinds of helpful diagrams up on the board. "I thought I'd nailed it," he says. "I thought it was the best explanation one could possibly give of this question." Mazur triumphantly turned around. "Any questions?" he asked. The students just stared at him. "Nobody raised their hand and said, well but what if this and what if that, simply because they were so confused they couldn't," he says. "I didn't know what to do. But I knew one thing. I knew that 50 percent of the students had given the right answer."
    • Beverly Ozburn
       
      How many times have we done this when we are providing direct instructions to students and then felt frustration when we assess what they know?  ARGH!
    • Beverly Ozburn
       
      Watch this video!
    • Beverly Ozburn
       
      The same probably goes for info that is simply read and not annotated or discussed.  It is probably also true for info gained from a video or movie...
    • Beverly Ozburn
       
      This would be an effective use of Socrative or WallWisher!
Derek D'Angelo

Piazza - Ask. Answer. Explore. Whenever. - 28 views

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    The (Free) Efficient Way to Manage Class Q&A.
Dallas McPheeters

Power League | A fun and easy way to explore any topic - 93 views

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    Sample group opinions and provoke group discussions - its easy and free. Create your own online leagues or use our existing ones. Power League is a versatile resource that lets you ask tough questions, stimulates debate and creates a visual league table based on votes gathered across your group. Start your own league and get voting ...
Maggie Tsai

Week 2: Diigo in Education - Work Literacy - 2 views

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    Interesting discussion among educators about diigo in education
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