hat die klassische vorlesung ausgedient? neue wege der ... · engaging than powerpoint slides or...
Post on 13-Oct-2020
16 Views
Preview:
TRANSCRIPT
| | Departement Physik
Guillaume Schiltz
10.06.2014 1
Hat die klassische Vorlesung ausgedient?
Neue Wege der Physikausbildung am D-PHYS
| | Departement Physik
Why do we lecture?
Supporting learning during the lectures
Supporting self-directed learning
Innovative teaching/learning settings
Conclusion
10.06.2014 2
Menu
| | Departement Physik 10.06.2014 3
Lectures at D-PHYS
| | Departement Physik
Five reasons for giving lectures
1. Communicating enthusiasm for the
topic.
2. Providing a structure or framework
for the material.
3. Tailoring material to the students'
needs.
4. Providing current information.
5. Using another format is not viable.
Five reasons against giving lectures
1. Lectures are passive events for
students.
2. Simple duplication of material
available elsewhere.
3. Providing complex material.
4. Where students could be learning at
very different paces.
5. Attention and memory.
6/10/2014 4
Lecturing Pros&Cons
(Silber, 2000)
| | Departement Physik 6/10/2014 5
Effectiveness of lectures
[…] evidence that the increase in performance
was not due to what students learned in the
traditional lectures, but what they learned by
doing homework […] (Heckler/Sayre, 2010)
Lab= laboratory course
HW=homework assignment
| | Departement Physik 6/10/2014 6
Supporting learning during the lectures
[…] research indicates that students taught
interactively have considerably better
conceptual understanding and problem-
solving skills than students taught with lecture.
Furthermore, active learning correlates with
better attendance, improved student ‘affect’
and higher retention in the sciences.
(Fraser et al., 2014)
| | Departement Physik 6/10/2014 7
Peer Instruction (10 D-PHYS lectures)
(1) presentation of a multiple-choice question (2) students discuss answers with their neighbors
(3) students vote on their answer (4) discussion of the answers
| | Departement Physik 10.06.2014 8
| | Departement Physik 10.06.2014 9
| | Departement Physik 6/10/2014 10
Effectiveness of Peer Instruction
[…] the student’s ability to solve
novel problems was significantly
enhanced following peer instruction.
(Cortright et al., 2005)
| | Departement Physik 6/10/2014 11
Supporting self-directed learning
With multimedia learning [i.e. combining
pictures with words] we will be able to
foster deeper learning in students.
(Mayer, 2002)
Typical video styles:
a.) classroom lecture,
b.) “talking head” shot of an instructor at a desk,
c.) digital drawing format popularized by Khan Academy,
d.) PowerPoint slide presentations.
| | Departement Physik
Findings Recommendations
Shorter videos are much more engaging. Invest heavily in pre-production lesson planning to
segment videos into chunks shorter than 6
minutes.
Videos produced with a more personal feel could
be more engaging than high-fidelity studio
recordings
Try filming in an informal setting; it might not be
necessary to invest in big-budget studio
productions.
Khan-style tablet drawing tutorials are more
engaging than PowerPoint slides or code
screencasts.
Introduce motion and continuous visual flow into
tutorials, along with extemporaneous speaking.
Videos where instructors speak fairly fast and with
high enthusiasm are more engaging.
Coach instructors to bring out their enthusiasm
and reassure that they do not need to purposely
slow down.
6/10/2014 12
Video teaching
(Guo et al., 2014)
| | Departement Physik 10.06.2014 13
Video tutorials (3 D-PHYS lectures, >60 videos)
• Visual:
• development of the solution
• using finger as pointer
• Verbal:
• reference to lecture content
• clues to common errors
Example 2
Example 1
| | Departement Physik 6/10/2014 14
D-PHYS Video-Recording Studio
How it works:
• Introduction (pedagogical issues / technical possibilities / working process)
• Recording (self-service) – lecturer (or assistant)
• Postproduction&upload – student (Hilfsassistenz, 10%)
| | Departement Physik 6/10/2014 15
Effectiveness of video tutorials
peak during exam preparation
| | Departement Physik 10.06.2014 16
Innovative teaching/learning settings
[Differentiated Instruction] can
accommodate a wide range of
students who are either at a low level
and need intensive support or at a
high level and need their skills
sharpened. (Pham, 2012)
Differentiation of Instruction is a teacher’s respond to learner’s needs
teachers can differentiate
Content Activities Material(Tomlinson/Allan, 2000)
[…] when choice was offered
in a way that met the needs of the
students, it was found to enhance
motivation, learning, and well-being.
(Katz/Assor, 2006)
| | Departement Physik 10.06.2014 17
Exercise Class Market (6 D-PHYS lectures)
(A) Market Diversity
classes with a focus on lecture content (micro-teaching)
classes with a focus on challenging topics (master class)
classes with a focus on scaffolding (traditional, hints for solutions)
classes with a focus on coaching (in-class work)
| | Departement Physik 10.06.2014 18
(C) Product identity (branding):
Each exercise class includes a section on exercise series
The announced flavor must be visible in each exercise class
(B) Market Regulation:
Students can change classes during the first 4 weeks
Classes with less than 5 participants are eliminated and the TAs
concerned are assisting those TAs with max. participants (team
teaching, shared corrections)
| | Departement Physik 10.06.2014 19
Acceptance
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Physics_1_CAB_HS13 Physik_I_HS13 Physik_III_HS13
stu
den
ts
The Exercise Market should be transferred to other lectures
4 - auf jeden Fall
3 - eher ja
2 - eher nicht
1 - auf keinen Fall
N=368
| | Departement Physik 6/10/2014 20
Student comments
Positive feedback:
I like the concept. Especially as there is no Testat, having different options offers
much more individual benefit..
It is very "cool" that the teaching staff did come up with such a thing, especially
since the physics lecture is the only lesson that comes with such a model (Thanks
for the commitment).
In my opinion this is a really good idea. It is a given that the expectations to an
exercise lesson differ from student to student. This gives the possibility to choose
according to preferences.
Critical feedback:
I think that the groups are too big (max 20 students would be better).
The teaching assistant did not implement the announced flavor, it was a mixture of
everything.
My favorite flavor was always booked out.
| | Departement Physik 6/10/2014 21
Flavor distribution
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Physics_1_CAB_HS13 Physik_I_HS13 Physik_III_HS13
stu
den
ts
Which flavor was most helpful to you?
Traditional
Micro-Teaching
MC (Fokusfragen)
Master Class
keine
In-Class-Work
MC (Fokusfragen) = Master Class based conceptual questions (only Physik_III_HS13)
N=370
| | Departement Physik 10.06.2014 22
Conclusion
1. Communicating enthusiasm for
the topic.
2. Providing a structure or
framework for the material.
3. Tailoring material to the students'
needs.
4.4
4.1
4.2 Le
ctu
re a
nd
exe
rcis
es w
ere
alig
ned
wel
l Th
e le
ctu
re is
wel
l-st
ruct
ure
d a
nd
cle
ar
Lect
ure
r sh
ow
ed d
edic
atio
n in
his
/her
te
ach
ing
Student evaluation HS2013
43 D-PHYS lectures (BSc&MSc)
scale: 1(not true) – 5 (absolutely true)
mean values
| | Departement Physik 10.06.2014 23
Outlook
top related