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The Wins and Challenges of Active Learning with Louis Deslauriers
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When? This feed was archived on February 26, 2024 10:10 (). Last successful fetch was on March 01, 2024 01:56 ()
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What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.
Manage episode 302002465 series 2824516
Louis Deslauriers, the Director of Science Teaching and Learning and Senior Preceptor in Physics at Harvard University, discusses what he’s learned the last decade about the successes and challenges of research-based instructional strategies for both students and faculty.
Full episodes notes at:
Articles mentioned in Part 1 and Part 2 of this interview:
- Improved learning in a large-enrollment physics class
- Learning and retention of quantum concepts with different teaching methods
- Use of research-based instruction strategies: How to avoid faculty quitting
- Measuring actual learning versus feel of learning in response to being actively engaged in the classroom
- Increasing the effectiveness of active learning using deliberate practice: A homework transformation
Quotes:
- If students learn [how to solve the Schrodinger equation] as a set of procedures, then they might as well be a set of phone numbers. The research from cognitive psychology is very clear: factual information gets lost within a few weeks; it’s gone. But students that code information conceptually...that is a lot more robust over time.
- We know that researched based instructional strategies work. How do we keep it up? What are the key supports to ongoing implementation? The number one thing is proper faculty training. And the next is a supportive departmental environment.
- Give students time and space to think. If you do that, learning will improve.
48 つのエピソード
アーカイブされたシリーズ ("無効なフィード" status)
When? This feed was archived on February 26, 2024 10:10 (). Last successful fetch was on March 01, 2024 01:56 ()
Why? 無効なフィード status. サーバーは持続期間に有効なポッドキャストのフィードを取得することができませんでした。
What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.
Manage episode 302002465 series 2824516
Louis Deslauriers, the Director of Science Teaching and Learning and Senior Preceptor in Physics at Harvard University, discusses what he’s learned the last decade about the successes and challenges of research-based instructional strategies for both students and faculty.
Full episodes notes at:
Articles mentioned in Part 1 and Part 2 of this interview:
- Improved learning in a large-enrollment physics class
- Learning and retention of quantum concepts with different teaching methods
- Use of research-based instruction strategies: How to avoid faculty quitting
- Measuring actual learning versus feel of learning in response to being actively engaged in the classroom
- Increasing the effectiveness of active learning using deliberate practice: A homework transformation
Quotes:
- If students learn [how to solve the Schrodinger equation] as a set of procedures, then they might as well be a set of phone numbers. The research from cognitive psychology is very clear: factual information gets lost within a few weeks; it’s gone. But students that code information conceptually...that is a lot more robust over time.
- We know that researched based instructional strategies work. How do we keep it up? What are the key supports to ongoing implementation? The number one thing is proper faculty training. And the next is a supportive departmental environment.
- Give students time and space to think. If you do that, learning will improve.
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