Lecture 18 You will get clicker participation credit this week - PowerPoint Presentation

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Lecture 18

You will get clicker participation credit this week

Give you a chance to get points

CAPE: Email link in your UCSD email account

Very, very, very important – please take the time to complete!

Don’t Forget:

Tech and Society #3 is due Thursday 11:59pm

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Final Exam: Cumulative

Practice Final

Compendium of clicker questions

Up Friday

Take Home Final: 1 hour (estimated) 10%

Linked from

moodle

, delivered via survey

monkey (Avail Thurs)

Reflective Essays

How has this course changed you? (comparisons with other pilots)

Reflection on Course Components (labs,

homeworks

, etc.)

INCREDIBLY IMPORTANT and graded for

“thoughtful” answers

In Class Final:

Friday

3-5pm in

this room

90%

We will seat you randomly

Bring a red

scantron

sheet (like midterm)

Multiple choice and open-

ended

Code writing! What?

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(and more – see sample exam)

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We can create lists of “related” things and loop over them using the index

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Counted Loop: The Advanced Version

We want to loop over three things:But we need access to the “index” of our counted loop (click show complicated)index (a number) will have the values: 0 first time through loop1 second time through loop2 third time through loop

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So which code will make create our “Budweiser commercial”?

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To calculate A3=

VLOOKUP(B3,classList!A$1:B$572,2,TRUE)

For all

items_in_classList_ColA one at a time If item_in_classList_ColA == midterm!B3 midterm!A3’s value is classList!B(index) else Do Nothing

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How People Learn:Making the most of your years at UCSD

LSOE

– faculty specializing in education

Computer Science Education

Developing new curriculum to teach high school teachers to teach this course as an AP course

Faculty

Generally not ever taught “how to teach”

Much NEW research on how people learn

Biology

Educational Psychology (studies of experts, etc.)

Often, not yet “adopted” in classrooms

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How People Learn:Making the most of your years at UCSD

LPSOE – faculty specializing in educationComputer Science EducationDeveloping new curriculum to teach high school teachers to teach this course as an AP courseFacultyGenerally not ever taught “how to teach”Much NEW research on how people learnBiologyEducational Psychology (studies of experts, etc.)Often, not yet “adopted” in classrooms

So how can this help you?

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Forget What you Know about Study Habits*

Share CORE findings about how people learnIdentify ways in which this class supported this kind of learningTalk about how you can leverage this information in the future toReduce your study timeIncrease your studying effectivenessGet more, deeper understanding that will serve you your whole lifeBecome a “life long learner”

* New York Times:

http

://www.nytimes.com/2010/09/07/health/views/07mind.html

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The Basis:Constructivism

People aren’t an empty vessel which a “teacher” fills upAll new learning is based in pre-existing understanding you haveYou store things in long term memory through a set of connections that are made with previous existing memories.“Creating memories” (aka learning) involves having neurons fire (and neurons link up in networks or patterns)

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That’s Nice:

What Does it Mean for

MY Studying?

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Spaced Out Studying Is More Efficient:Better connections: “restarting”, freshness

Hours required

to learn(a fixed task)

Cramming all at once

requires more time (42%)!

Roediger

,

Karpicke

, The Power of Testing Memory:

Basic

Research and Implications for Educational

Practice. Perspectives on Psychological Science, Sept 2010

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Our Course Design: Spaced Learning over 12-15 days

5 “point awarded” learning sessions per weekBut…

Homework

Lecture

Lab

Exam

Q

U

I

Z

Further Study

Homework

Lecture

Q

U

I

Z

Further Study

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Maybe you…

Often did your homework for a lecture spread over multiple sessions (e.g. not all at once)

Prepared for lab before lab

Worked on lab after lab

Reviewed lecture materials after class

Often skipped homework…



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In a “normal” week how many different “learning sessions” did you have?

3 or less

4

5

6

7 or more

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Studying in Different Locations and Contexts Increases Learning:More connections with different things

Study same 40 words, twiceIn different roomsIn same room

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In this class, we expect you learn in at least three environments each week:

Lecture Hall

Lab Space

Someplace else (your room? Library desk?)

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How many actual learning environments do you make use of in a typical week?

3

4

5

6

More than 6

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Testing Yourself Repeatedly is Very Beneficial:

Effort to “test” builds STRONG connections

60 picturesShort answer, list “test”Tests immediately after then 1 minute apartFinal Test: 1 week later

80%

improvement!

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Testing is Better than “Reviewing”(Effortful Retrieval)If you care about long-term…

Read Passage

(“the Sun” or “Sea Otters”)Either --7 min test (recall as much as can) --study: re-read again Final Test -- 5min later --2 days later --1 week later

Benefits

of Testing Memory: Best Practices and Boundary

Conditions,

Roedinger

,

Agarwal

, Kang, pre-publication copy.

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In this class we expect you test yourself with 2 quizzes a week and a large number of clicker questions

However, just “guessing” or not thinking hard

Doesn’t help make connections strongly

The more “effortful” testing is, the greater benefit is has on learning

Learning involves building proteins and neural connections – biological change

Like going to the gym

Lift 10 pounds for 30 minutes, casually jog 30 minutes

Lift progressively, Run with intervals

If it doesn’t hurt, you probably

Aren’t getting it

Are learning less efficiently than you could

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Doing clicker questions with discussion “effortfully” is hard. In a normal lecture, what percent of the time did your group discuss with “effort” to try to understand deeply?

Almost never

Less than half the time

About half the time

More than half the time

Almost all the time

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Said about my class…

“If everyone taught like that, our students would be exhausted!”

I know I ask a lot – but I hope to develop in you valuable understanding that lasts far beyond the exam

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Short answer versus Multiple Choice

Short Answer => More Effort => More Remembering

AH! But only if you “do well”

OR Get

feedback

Find out the right answer (corrective feedback)

BETTER: Explanatory feedback

Correct answer and explanation!

Even IF you got it right!

To avoid remembering “

distractors

”

Focus on explanation

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Why “Voting” in class?

You read

Clicker questions get you to test (before the “final test”)

Get you to recall

effortfully

Try yourself

Discuss with others

Points for “clicking in” and committing yourself

Provide you explanatory feedback

Via discussion with others

Discussing right

and WRONG

answers together

Give you a resource to “re-test”

3 times was better than 1!

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People who “get the most” out of in class voting:

Prepare before

Put in effort to answer question

Discuss, paying special attention to explanations

Review clicker questions after class

By “re-testing” – not just “re-reading”

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What can you do to be a more effective learner in “standard” classes?

Visit the material multiple times

A

bit each day will lead to a lot less TIME overall

Visit the material in multiple locations/ways

Study in different places

Study with other people

Read, discuss, listen (and self question) in lecture, draw, do sample exams, write down your questions

Study HARD, not long

Test yourself, rather than passively review

Do “list” and “open ended” questions rather than multiple choice (if you can somehow check they are right)

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Focus on Connections:

Always ask

How does this fit into what I already know?

Why do I want to know it?

In what situations will I use it?

How does this relate to other things in this discipline?