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expandingfrontiers · 6 years

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Peer Instruction for Active Learning

I am a professor of Physics for Pre-Medical students in Harvard. These students already hate physics before coming to this class, and normally they got poor ratings, so the other physics teachers didn’t like to teach here. But that wasn’t my case. My students got very high ratings and did well on what I considered complicated exams. I thought I was the best teacher, but that was an illusion.

After 7 years, I read an article that claimed that students learn nothing in their introductory physics courses, and they based this study in a test with multiple choice questions using not typical textbook problems (using word based problems). And I made a trial with my Harvard students to probe it wrong, but it turned out that they couldn’t solve these simple problems. The reason was my students were simply approaching the physics as recipes, which they were memorizing. It was not a matter of understanding the principles, it was a matter of “tell me how to do the problems, give me the recipe”.

I didn’t know what to do, until the solution presented totally accidentally. After the test was completed, my students were shocked because they’ve done so poorly, and they were worried. So they asked me for a special session to go through every question of that test, one by one. I took 2 minutes to explain one particular question: I drew a car, drew the forces and said “by Newton’s 3rd law these 2 forces are equal”. There wasn’t more to explain about it. But the students were confused after the explanation. So, I further developed the problem and I gave a “brilliant” explanation, but they looked more confused at the end. They couldn’t even articulate a question saying what they didn’t understand.

I didn't know what to do. The only thing I knew is that half of the students had given the right answer in the test. So, in a moment of despair, I said to them “why don’t you just discuss it with each other?”. And what happened is that all the 250 students starting talking. It was a complete chaos! They forgot about me in front of the class. But what was really interesting is that in less than 2 minutes they figured it out! It took me 10 minutes to explain it unsuccessfully and they in 2 minutes explained it to each other. How can it be?

Imagine you have 2 students sitting next to each other: John and Mary. Mary has the right answer because she understands it, while John does not. On average, Mary is more likely to convince John than the other way round, simply by the force of logic. And here is the important point: Mary is more likely to explain to John than a professor in front of the class, because she has only recently learned it. She still knows what the difficulties are that the beginner learner has. Whereas the professor in front of the class has learned it such a long time ago, to him is so obvious, so simple, that he no longer understands why someone doesn’t understand it. This is called the “curse of knowledge”: once you understand something, you forget the difficulties encountered as a beginner learner.

Then I remembered that when I was a student, I didn’t bother ask a professor for a thing. I just asked a peer to explain it to me.

After this revelation I changed my approach to teaching completely. I stopped lecturing, I stopped being the “Hollywood performer” in front of the students. Instead, I gave them the book and my notes to read BEFORE coming to class, not after class. And in class I teached by questioning: I’ll talk a few minutes and ask a question, the student thinks about it and then I have them vote on the answer. So then I tell them to find somebody with a different answer around you and try to convince that person. Complete chaos as they start talking and arguing, and then you see these students go “oh yes!”. And different students help each other understand the subject. I make them vote again and usually many more students get a correct answer on the second try, and then we wrap up with a discussion and I go to the next question. I call this approach peer instruction, because students teach each other, and I, as the instructor, facilitate it. Instead of being the sage on the stage delivering the wisdom, which I now know I can’t do, I am the coach who guides them from the side. This method works and people are already applying it in different disciplines.

Education is a 2-step process. One step is the transfer of information (with books, videos, lecturing, …). The second step, the crucial part of an education, is for the student to make sense of that information. To have the “aha” moment. So that you can apply the knowledge in a new context.

Unfortunately during the lecture there’s no time for that aha moment, there’s only time to take the information down to paper. If you try to think, you lose track of what the person says, because the majority cannot think and write at the same time.

In the standard approach to teaching, the information transfers in the classroom and the sense making is out of the classroom. But the harder part is the sense making, so why not flip this around and do the easy part outside of the classroom (the transfer of information) and then in class we think about it? (This is the model of flipped classroom explained by Salman Kahn in another post below).

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Instrucción de pares para el aprendizaje activo

Soy profesor de Física para Estudiantes de Medicina en Harvard. Estos estudiantes ya odian la física antes de venir a esta clase, y normalmente obtienen bajas calificaciones, por lo que a los otros profesores de física no les gusta enseñar en esta materia. Pero ese no era mi caso. Mis alumnos obtenían calificaciones muy altas y les iba bien en lo que consideré exámenes complicados. Pensé que era el mejor profesor, pero eso era una ilusión.

Después de 7 años, leí un artículo que decía que los estudiantes no aprenden nada en sus cursos introductorios de física, y basaron este estudio en una prueba con preguntas de opción múltiple usando problemas no típicos de libros de texto (usando problemas basados en palabras). E hice una prueba con mis estudiantes de Harvard para probar lo contrario, pero resultó que mis alumnos NO podían resolver estos problemas simples. La razón era que mis alumnos simplemente se acercaban a la física con [recetas[ de cómo resolver los problemas, que estaban memorizando. No se trataba de entender los principios físicos sino que era una cuestión de "dime cómo resolver los problemas, dame la receta".

No sabía qué hacer, hasta que la solución se presentó de forma totalmente accidental. Después de conocer los resultados de la prueba, mis estudiantes se sorprendieron mucho y estaban muy preocupados. Entonces me pidieron una clase especial para repasar cada pregunta de esa prueba, una por una. Me tomó 2 minutos explicar una pregunta en particular: dibujé un automóvil, dibujé las fuerzas y dije: "según la tercera ley de Newton, estas dos fuerzas son iguales". No había más que explicar al respecto. Pero los estudiantes estaban confundidos después de la explicación. Entonces, desarrollé más el problema y di una explicación "brillante", pero los alumnos parecían más confusos al final. Ni siquiera podían articular una pregunta que dijera lo que no entendían.

No sabía qué hacer. Lo único que sabía es que la mitad de los estudiantes había dado la respuesta correcta en la prueba. Entonces, en un momento de desesperación, les dije: "¿por qué no lo discuten uno con el otro?". Y lo que sucedió es que los 250 estudiantes comenzaron a hablar. ¡Fue un completo caos! Se olvidaron de mí en frente de la clase. ¡Pero lo que fue realmente interesante es que en menos de 2 minutos entendieron el problema! Me tomó 10 minutos explicarlo sin éxito y en 2 minutos explicándolo entre ellos lo entendieron. ¿Cómo puede ser?

Imagina que tienes 2 estudiantes sentados uno al lado del otro: Juan y María. María tiene la respuesta correcta porque ella entiende el problema, mientras que Juan no. En promedio, es más probable que María convenza a Juan que al revés, simplemente por la fuerza de la lógica. Y aquí está el punto importante: es más probable que María le explique mejor a Juan que un profesor frente a la clase, porque ella lo ha aprendido recientemente. Todavía sabe cuáles son las dificultades que tiene el aprendiz al principio. Mientras que el profesor de la clase lo aprendió hace mucho tiempo y para él es tan obvio y tan simple, que no puede entender por qué alguien no entiende eso. Esto se llama "maldición del conocimiento": una vez que entiendes algo, te olvidas de las dificultades encontradas para aprenderlo.

Entonces recordé que cuando era estudiante, no me molestaba en preguntarle nada a un profesor. Normalmente le pedía a un compañero que me lo explicara.

Después de esta revelación, cambié mi enfoque a la enseñanza por completo. Dejé de dar conferencias, dejé de ser el “actor de Hollywood” frente a los estudiantes. En cambio, ahora les doy el libro y mis apuntes para que lean ANTES de venir a clase, no después de la clase. Y en clase enseño haciendo preguntas: hablo unos minutos y hago una pregunta, el alumno piensa la respuesta y luego les pido que voten una respuesta. Después les digo que encuentren a alguien con una respuesta diferente a su alrededor y traten de convencer a esa persona de que la respuesta propia es la correcta. Completo caos cuando comienzan a hablar y discutir, y luego ves a estos estudiantes decir "¡oh sí!", el momento de *CLIC* en el que comprenden el concepto. Osea que entre diferentes estudiantes se ayudan a entender el tema. Después, vuelven a votar y generalmente muchos más estudiantes obtienen una respuesta correcta en el segundo intento, y luego tenemos una discusión para terminar de afianzar el concepto y voy a la siguiente pregunta. A esto lo llamo instrucción de pares, porque los estudiantes se enseñan unos a otros, y yo, como instructor, facilito la situación. En lugar de ser el “sabio en el escenario entregando la sabiduría”, que ahora sé que no puedo hacer, soy el entrenador/coach que los guía desde un costado.

Este método funciona y las personas ya lo están aplicando en diferentes disciplinas.

La educación es un proceso de 2 pasos. Un paso es la transferencia de información (con libros, videos, conferencias, ...). El segundo paso, la parte crucial de la educación, es que el concepto cobre sentido para el alumno, que lo internalice. Tener el momento del "aha!". Para que pueda aplicar el conocimiento/información en un nuevo contexto.

Desafortunadamente, durante la clase tipo conferencia no hay tiempo para ese momento, solo hay tiempo para que el alumno tome apuntes. Si tratas de pensar, pierdes el hilo de lo que dice el profesor, porque la mayoría no puede pensar y escribir al mismo tiempo.

En el enfoque estándar de la enseñanza, la información se transfiere en el aula y la toma de sentido está fuera del aula. Pero la parte más difícil es la creación de sentido, entonces ¿por qué no dar la vuelta esto y hacer la parte fácil fuera del aula (la transferencia de información) y pensamos en clase? (Este es el modelo del aula invertida explicado por Salman Kahn en otra publicación previa).

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edivupage · 6 years

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The Edvocate’s 2018 EdTech 20: A Ranking of 20 Global Edtech Influencers

Who are the biggest edtech influencers in the world? The Edvocate editorial team has exhaustively researched the movers and shakers of edtech and selected 20 global influencers. To frame our methodology, we decided to define edtech influencer broadly. On this list, you will find administrators, bloggers, journalists, policymakers, researchers, innovators, businessmen, activists, etc. who are transforming the edtech space as we know it.

The influencers that we chose are all active in the area of edtech, doing something influential in 2018, well-known throughout the edtech landscape, and making an impact globally. We are excited to witness how these influencers continue to change the world this year, and we are anxious to see who will stand on the shoulders of these giants, and as a result, make our list next year. Without further ado, here is The Edvocate’s 2018 EdTech 20: A Ranking of 20 Global Edtech Influencers.

1. Nathaniel A. Davis

CEO and Chairman of the Board of Directors at K12

What His Current Focus Is: Mr. Davis is the CEO of K12, a technology-based education company and leading provider of online curriculum and school programs for students in pre-K through high school. As CEO and Chairman, he focuses on strengthening the K12 organization, its operations, and its academic programs. He is the person responsible for K12’s meteoric rise over the last decade.

How He’s Transforming the EdTech Space: Under his helm, K12 is driving innovation and advancing the quality of education by delivering state-of-the-art, digital learning platforms and technology to students and school districts across the globe. K12’s curriculum serves over 2,000 schools and school districts and has delivered millions of courses over the past decade. K12 is a company of educators providing online and blended education solutions to charter schools, public school districts, private schools, and directly to families. The K12 program is offered through more than 70 partner public schools and school districts and public and private schools serving students in all 50 states and more than 100 countries.

What His Background Is: Mr. Davis received an MBA from the Wharton School of the University of Pennsylvania, an MS in Engineering Computer Science at the Moore School of the University of Pennsylvania, and a BS in Engineering from Stevens Institute of Technology.

What May Surprise You About Him: With a personal passion for serving children and helping them achieve higher levels of success, Mr. Davis founded the JANDT Foundation to aid minority children in attending private and parochial schools in the Washington, DC area.

Twitter: @K12bloggED

Email: N/A

2. Salman Khan

Founder and Executive Director of Khan Academy

What His Current Focus Is: Salman Kahn is an American educator who has founded both an online education platform called the Khan Academy, as well as a physical school, the Khan Lab School. The Khan Academy is a free service that offers over 6500 video lessons on a range of topics and subjects, through primarily focused on math and science. The Khan Academy’s YouTube page has more than 2.9 million subscribers.

How He’s Transforming the EdTech Space: Khan’s goal is to reach as many students as possible, regardless of resources, and so his mission is to make his lessons accessible and free. Kahn’s videos, therefore, have become vital educational resources for rural African and Asian students.

What His Background Is: Kahn graduated from MIT with a Bachelor’s of Science in math, electrical engineering, and computer sciences; he then earned an MBA from Harvard. Kahn worked hedge fund analyst. As his online tutoring and education videos gained popularity, he quit his hedge fund position in 2009 to shift his focus to crafting and developing his online education endeavors.

What May Surprise You About Him: The Khan Academy began as a way for Kahn to tutor his cousin long-distance.

Twitter: @khanacademy