1 00:00:00,090 --> 00:00:02,430 The following content is provided under a Creative 2 00:00:02,430 --> 00:00:03,850 Commons license. 3 00:00:03,850 --> 00:00:06,060 Your support will help MIT OpenCourseWare 4 00:00:06,060 --> 00:00:10,150 continue to offer high quality educational resources for free. 5 00:00:10,150 --> 00:00:12,690 To make a donation or to view additional materials 6 00:00:12,690 --> 00:00:16,620 from hundreds of MIT courses, visit MIT OpenCourseWare 7 00:00:16,620 --> 00:00:17,850 at ocw.mit.edu. 8 00:00:26,440 --> 00:00:28,000 JANET RANKIN: A general comment is by 9 00:00:28,000 --> 00:00:30,430 and large, I thought you guys did a great job. 10 00:00:30,430 --> 00:00:33,310 Your learning outcomes were for the most part 11 00:00:33,310 --> 00:00:35,950 specific, measurable, and realistic. 12 00:00:35,950 --> 00:00:39,310 The biggest problem I think I had was with-- the biggest 13 00:00:39,310 --> 00:00:41,650 problem that you had on average was 14 00:00:41,650 --> 00:00:43,390 the idea of the learning outcomes 15 00:00:43,390 --> 00:00:45,620 really have to be measurable. 16 00:00:45,620 --> 00:00:48,580 So if you use a word like appreciate, 17 00:00:48,580 --> 00:00:50,710 it's not measurable. 18 00:00:50,710 --> 00:00:53,740 So that's something to remember. 19 00:00:53,740 --> 00:00:57,037 If you use words like discuss, it's potentially measurable. 20 00:00:57,037 --> 00:00:59,620 But you need to make sure that you set up a venue for students 21 00:00:59,620 --> 00:01:01,120 to discuss. 22 00:01:01,120 --> 00:01:04,252 You can't just say you'll be able to discuss that and assume 23 00:01:04,252 --> 00:01:05,710 that they'll be able to discuss it, 24 00:01:05,710 --> 00:01:07,376 That If that's in your learning outcome, 25 00:01:07,376 --> 00:01:09,850 you have to set up some venue for them to discuss 26 00:01:09,850 --> 00:01:13,570 and you to know what they're discussing. 27 00:01:13,570 --> 00:01:15,520 And then the two biggest things that come up, 28 00:01:15,520 --> 00:01:18,490 or the two most problematic words that come up-- 29 00:01:18,490 --> 00:01:21,040 and I compliment you all, because you did a great job. 30 00:01:21,040 --> 00:01:23,740 Nobody used understand. 31 00:01:23,740 --> 00:01:25,780 So that was awesome. 32 00:01:25,780 --> 00:01:27,550 But the other thing, there's words 33 00:01:27,550 --> 00:01:31,190 like explain and describe, which are perfectly good words 34 00:01:31,190 --> 00:01:33,490 to use in a learning outcome. 35 00:01:33,490 --> 00:01:36,370 But you have to make sure that when you say, 36 00:01:36,370 --> 00:01:44,950 students will explain the ideal gas law. 37 00:01:44,950 --> 00:01:47,440 They'll be able to explain the ideal gas law. 38 00:01:47,440 --> 00:01:51,010 Well do you know that they're really explaining it 39 00:01:51,010 --> 00:01:53,740 in the true sense of that word that they actually 40 00:01:53,740 --> 00:01:56,700 internalized what it means, and they're really explaining it? 41 00:01:56,700 --> 00:02:00,190 Or are they just spitting it back, spitting back, maybe, 42 00:02:00,190 --> 00:02:01,990 what they read in a book, a definition 43 00:02:01,990 --> 00:02:03,160 that they read in the book? 44 00:02:03,160 --> 00:02:04,810 So you have to make sure that you've 45 00:02:04,810 --> 00:02:08,830 set up a situation wherein they really are explaining. 46 00:02:08,830 --> 00:02:12,460 And they're not just remembering. 47 00:02:12,460 --> 00:02:13,810 So it's a great word to use. 48 00:02:13,810 --> 00:02:15,310 But you have to make sure that we're 49 00:02:15,310 --> 00:02:16,280 using in the right context. 50 00:02:16,280 --> 00:02:17,350 Same thing for describe. 51 00:02:17,350 --> 00:02:19,840 You can imagine that has the same issues. 52 00:02:19,840 --> 00:02:21,460 Describe da, da da, da, da. 53 00:02:21,460 --> 00:02:23,477 Well are you sure they're doing the describing? 54 00:02:23,477 --> 00:02:25,810 Or are they just remembering somebody else's description 55 00:02:25,810 --> 00:02:27,520 and writing it down? 56 00:02:27,520 --> 00:02:30,070 One good way around that is to tweak 57 00:02:30,070 --> 00:02:31,780 the parameters a little bit. 58 00:02:31,780 --> 00:02:36,170 To say, in a world where there is no oxygen, 59 00:02:36,170 --> 00:02:41,480 what do you expect this organism to look like, 60 00:02:41,480 --> 00:02:43,660 given that it has to run really fast or something? 61 00:02:43,660 --> 00:02:46,360 So come up with alternate realities 62 00:02:46,360 --> 00:02:49,840 that that actually force students to transfer and then 63 00:02:49,840 --> 00:02:51,130 re-explain. 64 00:02:51,130 --> 00:02:52,090 That can be helpful. 65 00:02:52,090 --> 00:02:53,830 That can be really, really helpful. 66 00:02:53,830 --> 00:02:56,140 I remember once in a kinetics class, 67 00:02:56,140 --> 00:02:58,990 we had been deriving the critical nucleus 68 00:02:58,990 --> 00:03:01,130 size for growth. 69 00:03:01,130 --> 00:03:03,970 And it's all based on a radius, a critical radius. 70 00:03:03,970 --> 00:03:05,954 And then on the exam, the guy said OK, 71 00:03:05,954 --> 00:03:07,120 they don't grow as sphere's. 72 00:03:07,120 --> 00:03:11,676 They grow as rectangular boxes. 73 00:03:11,676 --> 00:03:13,300 So then all of a sudden, we had to look 74 00:03:13,300 --> 00:03:18,190 at the ratio of the length to the height of the box 75 00:03:18,190 --> 00:03:18,880 or something. 76 00:03:18,880 --> 00:03:21,010 So that really wasn't just we were just 77 00:03:21,010 --> 00:03:23,920 remembering a solution or remembering a method. 78 00:03:23,920 --> 00:03:26,270 We had to actually think about what it meant 79 00:03:26,270 --> 00:03:28,930 and then reapply it. 80 00:03:28,930 --> 00:03:30,820 So just think about how you can get students 81 00:03:30,820 --> 00:03:34,810 to really describe, explain, derive even, because you 82 00:03:34,810 --> 00:03:37,990 can memorize a derivation. 83 00:03:37,990 --> 00:03:41,929 But if you really want them to derive it, what does that mean? 84 00:03:41,929 --> 00:03:43,220 How are you going to test that? 85 00:03:43,220 --> 00:03:45,232 So those are generally the biggest problems 86 00:03:45,232 --> 00:03:46,690 people have with learning outcomes. 87 00:03:46,690 --> 00:03:48,610 But by and large, you all did a great job. 88 00:03:48,610 --> 00:03:50,985 If you came in late, I'll give you your learning outcomes 89 00:03:50,985 --> 00:03:52,870 at the end to class. 90 00:03:52,870 --> 00:03:57,620 If you looked at the Wiki-- and this is a test to see who 91 00:03:57,620 --> 00:03:58,540 looked at the Wiki-- 92 00:03:58,540 --> 00:04:03,220 I had suggested you bring a web enabled device if you had one. 93 00:04:03,220 --> 00:04:05,020 And that's because I wanted to set up 94 00:04:05,020 --> 00:04:07,660 something called Back Channel The topic today 95 00:04:07,660 --> 00:04:09,550 is on active learning. 96 00:04:09,550 --> 00:04:13,030 And so this is just one method that might help your students, 97 00:04:13,030 --> 00:04:14,980 especially if you have a big class. 98 00:04:14,980 --> 00:04:16,916 So we don't really need it in this class, 99 00:04:16,916 --> 00:04:18,790 but I just wanted to give you the opportunity 100 00:04:18,790 --> 00:04:20,070 to play with it a little bit. 101 00:04:20,070 --> 00:04:22,660 It was designed for conferences actually. 102 00:04:22,660 --> 00:04:25,340 But it works pretty well, I think, in classes. 103 00:04:25,340 --> 00:04:28,960 So if you login to here, this is the URL. 104 00:04:28,960 --> 00:04:31,837 If you go to our Wiki page bookmarked, 105 00:04:31,837 --> 00:04:33,670 there's a link on the Wiki page, if you just 106 00:04:33,670 --> 00:04:34,972 want to link to it that way. 107 00:04:34,972 --> 00:04:36,430 And then at any point in the class, 108 00:04:36,430 --> 00:04:38,230 you can type a question in. 109 00:04:38,230 --> 00:04:39,842 And if you're on the page, you can 110 00:04:39,842 --> 00:04:41,050 see other people's questions. 111 00:04:41,050 --> 00:04:44,350 You can upvote and downvote their questions. 112 00:04:44,350 --> 00:04:46,840 And I will take a break in the middle, when you're 113 00:04:46,840 --> 00:04:49,570 doing some other things, and read what people have posted 114 00:04:49,570 --> 00:04:50,860 and then get back to you. 115 00:04:50,860 --> 00:04:53,440 So it's an opportunity for students to interact 116 00:04:53,440 --> 00:04:56,310 who may be a little more shy, who may not want to. 117 00:04:56,310 --> 00:04:58,019 I don't think we need that in this class. 118 00:04:58,019 --> 00:04:59,934 I don't think that there's any one of you that 119 00:04:59,934 --> 00:05:02,330 isn't willing to share your ideas, which is great. 120 00:05:02,330 --> 00:05:05,950 But this may be something that's of interest to you. 121 00:05:05,950 --> 00:05:10,742 Before we jump into the topic today, active learning, 122 00:05:10,742 --> 00:05:12,450 there were a couple of mud card questions 123 00:05:12,450 --> 00:05:14,760 that I just wanted to talk about. 124 00:05:14,760 --> 00:05:21,810 One was sometimes students may nod off during class. 125 00:05:21,810 --> 00:05:24,390 And if it's a big class, there's probably 126 00:05:24,390 --> 00:05:27,220 not a lot you can do about it. 127 00:05:27,220 --> 00:05:28,810 If you do enough active learning, 128 00:05:28,810 --> 00:05:32,640 though, that will keep them-- that will make them wake up. 129 00:05:32,640 --> 00:05:36,360 Especially pair activities or activities 130 00:05:36,360 --> 00:05:39,604 where they have to talk to one or two other people, 131 00:05:39,604 --> 00:05:41,520 or two or three other people, it's pretty hard 132 00:05:41,520 --> 00:05:43,505 to be asleep during those. 133 00:05:43,505 --> 00:05:44,130 And you'll see. 134 00:05:44,130 --> 00:05:45,810 We're going to do something called a lightning round later 135 00:05:45,810 --> 00:05:46,399 on. 136 00:05:46,399 --> 00:05:48,690 And it's virtually impossible to be asleep during that. 137 00:05:48,690 --> 00:05:50,730 So you want to make sure that it's worth 138 00:05:50,730 --> 00:05:53,460 the student's time to actually be in class 139 00:05:53,460 --> 00:05:54,690 and be awake for it. 140 00:05:54,690 --> 00:05:59,850 And active learning can play a huge role in that. 141 00:05:59,850 --> 00:06:01,047 Sometimes people are tired. 142 00:06:01,047 --> 00:06:02,880 They stayed up too late for whatever reason. 143 00:06:02,880 --> 00:06:05,590 And you can't control everybody in your class. 144 00:06:05,590 --> 00:06:09,510 But you want to make sure that you're doing everything you 145 00:06:09,510 --> 00:06:11,070 can do to keep them engaged. 146 00:06:11,070 --> 00:06:14,430 And if it's just one student every now and then, 147 00:06:14,430 --> 00:06:16,494 you probably don't want to take it personally. 148 00:06:16,494 --> 00:06:17,410 It's probably not you. 149 00:06:17,410 --> 00:06:18,990 If the whole class is falling asleep, 150 00:06:18,990 --> 00:06:21,090 then it's probably a good opportunity 151 00:06:21,090 --> 00:06:24,430 to rethink your strategies. 152 00:06:24,430 --> 00:06:26,380 Somebody asked if there were good times of day 153 00:06:26,380 --> 00:06:27,700 to have a lecture. 154 00:06:27,700 --> 00:06:30,040 And part of it is you. 155 00:06:30,040 --> 00:06:31,339 Part of is your schedule. 156 00:06:31,339 --> 00:06:32,380 Sometimes you're allowed. 157 00:06:32,380 --> 00:06:33,130 You can pick that. 158 00:06:33,130 --> 00:06:36,280 And sometimes you really don't have much control over when 159 00:06:36,280 --> 00:06:37,720 you choose to teach your class. 160 00:06:37,720 --> 00:06:39,940 People do say that students, undergrads, 161 00:06:39,940 --> 00:06:43,900 people between the ages of 18 and 21 162 00:06:43,900 --> 00:06:46,540 are not particularly interested in being up at 8:00 or 9:00 163 00:06:46,540 --> 00:06:48,130 in the morning. 164 00:06:48,130 --> 00:06:51,370 But again you may not have any control over that. 165 00:06:51,370 --> 00:06:55,425 Generally speaking, that's a pretty low time for people. 166 00:06:58,300 --> 00:07:00,750 So if you want to take that into consideration, you might. 167 00:07:00,750 --> 00:07:05,380 But it depends as much on you as the students. 168 00:07:05,380 --> 00:07:09,130 If you're going to be really tired at 4:00 169 00:07:09,130 --> 00:07:11,980 but they're just waking up, then don't teach it at 4:00. 170 00:07:11,980 --> 00:07:15,410 Maybe don't teach at 4:00. 171 00:07:15,410 --> 00:07:18,360 And the last one was guiding readings. 172 00:07:18,360 --> 00:07:20,751 If you just put a lot of readings up, 173 00:07:20,751 --> 00:07:23,000 students might not know where to focus their attention 174 00:07:23,000 --> 00:07:24,470 until after the class. 175 00:07:24,470 --> 00:07:28,910 So there are reading questions, reading guides 176 00:07:28,910 --> 00:07:30,170 that you can post. 177 00:07:30,170 --> 00:07:32,180 Read such and such and try and think 178 00:07:32,180 --> 00:07:34,730 about how you might explain this, that, or the other thing. 179 00:07:34,730 --> 00:07:37,370 And then there's also pre-class questions 180 00:07:37,370 --> 00:07:39,380 you can ask that they might derive, 181 00:07:39,380 --> 00:07:43,110 that they may have to pull from the readings to answer. 182 00:07:43,110 --> 00:07:48,310 So the concept of just in time teaching, the idea 183 00:07:48,310 --> 00:07:50,720 that students do a reading and then 184 00:07:50,720 --> 00:07:52,970 they actually have to answer questions on the reading 185 00:07:52,970 --> 00:07:56,060 before they come to class and submit their answers. 186 00:07:56,060 --> 00:07:58,610 So there's a whole procedure around that. 187 00:07:58,610 --> 00:07:59,990 It can be very, very effective. 188 00:07:59,990 --> 00:08:01,406 You can do it for a large class. 189 00:08:01,406 --> 00:08:02,780 There's strategies and techniques 190 00:08:02,780 --> 00:08:05,270 to streamline the amount of time you put into it. 191 00:08:05,270 --> 00:08:07,730 But it does force them to do the reading. 192 00:08:07,730 --> 00:08:11,830 And it does guide, at some level, what they read. 193 00:08:11,830 --> 00:08:13,580 And that's a great great approach. 194 00:08:13,580 --> 00:08:18,620 And I'm happy to talk more about that at another time or later 195 00:08:18,620 --> 00:08:21,590 or offline. 196 00:08:21,590 --> 00:08:24,160 I did go to the Teaching with Technology conference, 197 00:08:24,160 --> 00:08:26,150 the Teaching Professor Technology Conference. 198 00:08:26,150 --> 00:08:30,402 And they were giving out little ribbons to stack on your badge. 199 00:08:30,402 --> 00:08:31,610 And this was a prominent one. 200 00:08:31,610 --> 00:08:33,200 It's in the syllabus, which I thought 201 00:08:33,200 --> 00:08:36,179 was just crazy timely because a couple of weeks ago. 202 00:08:36,179 --> 00:08:38,330 So if you want one of these to stick somewhere. 203 00:08:38,330 --> 00:08:43,070 And then they all said when I tweet, which was sort of weird. 204 00:08:43,070 --> 00:08:46,610 But anyway I brought those back. 205 00:08:46,610 --> 00:08:47,360 Anybody want some. 206 00:08:57,410 --> 00:08:59,340 Sometimes my computer doesn't wake up. 207 00:09:03,470 --> 00:09:09,830 So let's pretend that instead of the class active learning 208 00:09:09,830 --> 00:09:13,040 today, I decided I was going to teach you how to juggle. 209 00:09:13,040 --> 00:09:17,420 And I said, here's the equation for how to juggle. 210 00:09:17,420 --> 00:09:20,300 And here's the variables, F, D, V N, and H, 211 00:09:20,300 --> 00:09:22,910 which are ball in the air, ball in an hand, 212 00:09:22,910 --> 00:09:26,450 time hand is vacant, number of balls, number of hands. 213 00:09:26,450 --> 00:09:28,580 And this is this handy dandy equation, 214 00:09:28,580 --> 00:09:32,704 which if you balance it out, it describes the juggling process. 215 00:09:32,704 --> 00:09:34,620 And for those of you that are visual learners, 216 00:09:34,620 --> 00:09:37,100 I have a graph here, a yellow ball, a blue ball, 217 00:09:37,100 --> 00:09:38,390 and a pink ball. 218 00:09:38,390 --> 00:09:42,680 And then you can see that just shows the path of the balls. 219 00:09:42,680 --> 00:09:44,810 If you remember from physics, there's 220 00:09:44,810 --> 00:09:49,190 the equations of motion in the x direction in the y direction. 221 00:09:49,190 --> 00:09:54,350 And so I think I probably did a pretty good job of teaching you 222 00:09:54,350 --> 00:09:54,950 how to juggle. 223 00:09:59,920 --> 00:10:02,890 No, did a terrible job of teaching you how to juggle. 224 00:10:02,890 --> 00:10:05,530 I didn't even come close to teaching you how to juggle. 225 00:10:05,530 --> 00:10:07,150 And if I were to give you a test, 226 00:10:07,150 --> 00:10:09,550 let's say, and I were to measure whether or not 227 00:10:09,550 --> 00:10:13,060 you could juggle, I guarantee that some of you 228 00:10:13,060 --> 00:10:15,580 would be able to juggle. 229 00:10:15,580 --> 00:10:21,310 And I could say, I did a great job teaching how to juggle. 230 00:10:21,310 --> 00:10:22,780 But I didn't. 231 00:10:22,780 --> 00:10:24,580 If you knew how to juggle coming in, 232 00:10:24,580 --> 00:10:26,320 presumably you still know how to juggle. 233 00:10:26,320 --> 00:10:28,990 I did no harm, I think. 234 00:10:28,990 --> 00:10:31,665 However if you didn't know how to juggle coming in, 235 00:10:31,665 --> 00:10:33,040 you don't know how to juggle now. 236 00:10:36,390 --> 00:10:38,040 So why is this here now? 237 00:10:38,040 --> 00:10:40,605 Why did I bother to do this stupid thought 238 00:10:40,605 --> 00:10:41,480 experiment right now? 239 00:10:48,735 --> 00:10:50,110 AUDIENCE: Because this is clearly 240 00:10:50,110 --> 00:10:52,939 how most classes are taught. 241 00:10:52,939 --> 00:10:54,730 Obviously it would be easier to have a ball 242 00:10:54,730 --> 00:10:56,969 and show us how to juggle, active learning as opposed 243 00:10:56,969 --> 00:11:00,894 to just showing the theory behind it and ending there. 244 00:11:00,894 --> 00:11:02,560 JANET RANKIN: And I think a lot of times 245 00:11:02,560 --> 00:11:05,830 we really do, in science and engineering classes, we really 246 00:11:05,830 --> 00:11:07,720 put up a lot of equations. 247 00:11:07,720 --> 00:11:09,490 And then it's not like we expect somebody 248 00:11:09,490 --> 00:11:12,474 to do something physically with them. 249 00:11:12,474 --> 00:11:14,890 But we expect them to be able to manipulate the equations, 250 00:11:14,890 --> 00:11:17,680 transfer the equations, apply the equations. 251 00:11:17,680 --> 00:11:20,740 And we never really talked about that. 252 00:11:20,740 --> 00:11:24,500 We talked about the equations. 253 00:11:24,500 --> 00:11:28,460 So it's a real call in my mind, for us 254 00:11:28,460 --> 00:11:29,990 to think about what it is we really 255 00:11:29,990 --> 00:11:32,070 want students to be able to do. 256 00:11:32,070 --> 00:11:34,040 And then make sure that they're doing stuff 257 00:11:34,040 --> 00:11:38,760 to teach them that helps them learn how to do that. 258 00:11:38,760 --> 00:11:42,300 And I know you all read the readings 259 00:11:42,300 --> 00:11:45,040 and that they talk a lot about active learning. 260 00:11:45,040 --> 00:11:47,710 There's a few things about techniques for active learning. 261 00:11:47,710 --> 00:11:50,043 There's a few things about the why's of active learning. 262 00:11:50,043 --> 00:11:53,310 There's some data for why active learning works. 263 00:11:53,310 --> 00:11:56,100 But I'm guessing that there's a range of buy in 264 00:11:56,100 --> 00:11:58,170 at this point from you guys. 265 00:11:58,170 --> 00:11:59,700 Eh, I don't think it's worth it. 266 00:11:59,700 --> 00:12:02,820 Or I don't really know. 267 00:12:02,820 --> 00:12:06,690 So for the first 20 minutes, 25 minutes 268 00:12:06,690 --> 00:12:08,970 of class, what I'd like you to do 269 00:12:08,970 --> 00:12:10,980 is I'd like you to pretend that you 270 00:12:10,980 --> 00:12:15,240 were part of a department, the STEM department. 271 00:12:15,240 --> 00:12:18,500 Call it whatever field you want. 272 00:12:18,500 --> 00:12:20,900 And there is a proposal that your department 273 00:12:20,900 --> 00:12:22,580 should commit funds to train professors 274 00:12:22,580 --> 00:12:24,530 and develop resources, the resources 275 00:12:24,530 --> 00:12:27,950 necessary for the adoption and ongoing use of active learning 276 00:12:27,950 --> 00:12:29,840 techniques in all courses. 277 00:12:29,840 --> 00:12:33,460 And the target date is 2017. 278 00:12:33,460 --> 00:12:36,060 You've got a year to get all courses up 279 00:12:36,060 --> 00:12:40,080 to speed with active learning stuff introduced 280 00:12:40,080 --> 00:12:42,780 into these classes and with a plan for how to do that. 281 00:12:45,560 --> 00:12:48,850 So what I'm going to do is I'm going to just count off one, 282 00:12:48,850 --> 00:12:50,620 two, three, one, two, three. 283 00:12:50,620 --> 00:12:53,320 And I'm going to ask you to form a group. 284 00:12:53,320 --> 00:12:55,780 If you're a one, go with the one group. 285 00:12:55,780 --> 00:12:56,920 Two go with the two group. 286 00:12:56,920 --> 00:12:58,870 A three go with the three group. 287 00:12:58,870 --> 00:13:01,300 And you're going to have to physically move. 288 00:13:01,300 --> 00:13:03,520 So just remember your number. 289 00:13:03,520 --> 00:13:04,147 One. 290 00:13:04,147 --> 00:13:04,921 AUDIENCE: Two. 291 00:13:04,921 --> 00:13:06,170 AUDIENCE: Three. 292 00:13:06,170 --> 00:13:07,057 AUDIENCE: One. 293 00:13:07,057 --> 00:13:07,640 AUDIENCE: Two. 294 00:13:07,640 --> 00:13:10,090 AUDIENCE: Three. 295 00:13:10,090 --> 00:13:10,977 AUDIENCE: One. 296 00:13:10,977 --> 00:13:11,560 AUDIENCE: Two. 297 00:13:11,560 --> 00:13:12,226 AUDIENCE: Three. 298 00:13:12,226 --> 00:13:13,030 AUDIENCE: One. 299 00:13:13,030 --> 00:13:14,010 AUDIENCE: Two. 300 00:13:14,010 --> 00:13:14,990 AUDIENCE: Three. 301 00:13:14,990 --> 00:13:16,370 AUDIENCE: One. 302 00:13:16,370 --> 00:13:19,040 JANET RANKIN: It doesn't matter that they're not the same size. 303 00:13:19,040 --> 00:13:23,790 Can we get all the ones, let's say all the ones up here? 304 00:13:23,790 --> 00:13:26,850 All the twos here. 305 00:13:26,850 --> 00:13:29,629 And all the threes there. 306 00:13:29,629 --> 00:13:31,420 And I'll tell you what to do in just a sec. 307 00:13:31,420 --> 00:13:33,520 So if you're group number one, you 308 00:13:33,520 --> 00:13:35,530 have to adopt the position that you are pro. 309 00:13:35,530 --> 00:13:39,122 You are going to push for the adoption of this resolution. 310 00:13:39,122 --> 00:13:41,080 And you have to come up with a set of arguments 311 00:13:41,080 --> 00:13:43,030 and a set of reasons why it's a good thing. 312 00:13:43,030 --> 00:13:45,100 I don't care what you think personally. 313 00:13:45,100 --> 00:13:47,350 I don't care if you think active learning is the worst 314 00:13:47,350 --> 00:13:48,580 idea ever. 315 00:13:48,580 --> 00:13:50,380 For the purposes of this debate, you 316 00:13:50,380 --> 00:13:52,930 need to pretend you're totally into it. 317 00:13:52,930 --> 00:13:56,890 And you need to come up with some good arguments why. 318 00:13:56,890 --> 00:14:00,310 Two are against it. 319 00:14:00,310 --> 00:14:02,680 Again, I don't care how you feel personally. 320 00:14:02,680 --> 00:14:04,600 But come up with some good solid arguments 321 00:14:04,600 --> 00:14:06,715 why you should not do this. 322 00:14:06,715 --> 00:14:08,110 AUDIENCE: We are against it? 323 00:14:08,110 --> 00:14:10,440 JANET RANKIN: Against, you do you not want it. 324 00:14:10,440 --> 00:14:12,449 No. 325 00:14:12,449 --> 00:14:14,490 Group number three, you got a little bit of time. 326 00:14:14,490 --> 00:14:16,560 But get to know each other. 327 00:14:16,560 --> 00:14:19,800 And you're going to hear the arguments. 328 00:14:19,800 --> 00:14:22,320 You're going to hear a case presented by the pro people, 329 00:14:22,320 --> 00:14:23,490 the con people. 330 00:14:23,490 --> 00:14:26,400 And then you are going to deliberate and decide 331 00:14:26,400 --> 00:14:28,590 what's going to happen in your department. 332 00:14:28,590 --> 00:14:30,617 You guys are the deciders. 333 00:14:30,617 --> 00:14:31,950 It's an American political joke. 334 00:14:31,950 --> 00:14:33,046 But we'll let that go. 335 00:14:35,670 --> 00:14:38,910 And you guys get this lovely microphone. 336 00:14:38,910 --> 00:14:41,500 So I'm going to give you 10 minutes for this. 337 00:14:41,500 --> 00:14:43,980 So be ready to share your views. 338 00:14:43,980 --> 00:14:46,350 You've got about, maybe, two or three 339 00:14:46,350 --> 00:14:48,630 minutes of a spiel of proof. 340 00:14:48,630 --> 00:14:51,330 And then we'll do one exchange of debate. 341 00:14:51,330 --> 00:14:54,250 And then the deciders will decide. 342 00:14:54,250 --> 00:14:56,230 [SIDE CONVERSATIONS] 343 00:15:06,969 --> 00:15:09,552 JANET RANKIN: I'm going to ask someone from each of the groups 344 00:15:09,552 --> 00:15:13,600 to make a statement that puts forth the side 345 00:15:13,600 --> 00:15:16,016 that you're supposed to defend, if that is the side you're 346 00:15:16,016 --> 00:15:17,520 supposed to defend. 347 00:15:17,520 --> 00:15:20,430 So we'll start with the pros. 348 00:15:20,430 --> 00:15:23,684 So someone from your group ready to talk pros? 349 00:15:29,480 --> 00:15:32,160 All right, Michelle. 350 00:15:32,160 --> 00:15:35,120 AUDIENCE: So we are pro active learning. 351 00:15:35,120 --> 00:15:38,197 And part of the basis for thinking 352 00:15:38,197 --> 00:15:39,655 that active learning's important is 353 00:15:39,655 --> 00:15:42,945 that we believe that without active learning, 354 00:15:42,945 --> 00:15:45,606 the professor usually just resorts to lecturing. 355 00:15:45,606 --> 00:15:47,871 And we think that lectures are not effective. 356 00:15:47,871 --> 00:15:49,870 Students don't learn simply because the material 357 00:15:49,870 --> 00:15:52,440 is presented to them. 358 00:15:52,440 --> 00:15:54,146 Lecturing wastes resources, because you 359 00:15:54,146 --> 00:15:55,910 could be lecturing to 1,000. 360 00:15:55,910 --> 00:15:58,620 But only 15 students may be reached. 361 00:15:58,620 --> 00:16:01,020 And if you use active learning instead of lecturing, 362 00:16:01,020 --> 00:16:03,215 it can make sure the students are paying attention. 363 00:16:03,215 --> 00:16:04,923 You can check that they're understanding. 364 00:16:04,923 --> 00:16:07,670 You can know what they are getting 365 00:16:07,670 --> 00:16:09,430 and what they're not getting. 366 00:16:09,430 --> 00:16:12,240 We also feel that active learning is a life skill. 367 00:16:12,240 --> 00:16:15,660 And that if students learn to learn by do things 368 00:16:15,660 --> 00:16:19,040 and they learn by talking to each other 369 00:16:19,040 --> 00:16:21,740 and by going through a process and solving problems, 370 00:16:21,740 --> 00:16:26,848 that they can take this skill to outside of the classroom later 371 00:16:26,848 --> 00:16:27,971 in society. 372 00:16:27,971 --> 00:16:29,804 Then that the society that you have students 373 00:16:29,804 --> 00:16:31,345 who are used to being active learners 374 00:16:31,345 --> 00:16:34,710 and who know how to solve problems that way. 375 00:16:34,710 --> 00:16:39,525 And we also think that the end, the big point that we have 376 00:16:39,525 --> 00:16:41,620 is that you remember things that you use. 377 00:16:41,620 --> 00:16:43,494 If you learn something, if it goes in one ear 378 00:16:43,494 --> 00:16:45,494 and out the other, if you don't actually use it, 379 00:16:45,494 --> 00:16:47,440 you're not going to remember it. 380 00:16:47,440 --> 00:16:49,844 If you're not forced to actually work through a problem 381 00:16:49,844 --> 00:16:52,706 and really think about it and use it in a classroom, 382 00:16:52,706 --> 00:16:55,077 that you're much less likely to actually hold on 383 00:16:55,077 --> 00:16:55,910 to that information. 384 00:16:55,910 --> 00:16:58,439 So these are all reasons why we think 385 00:16:58,439 --> 00:17:04,970 that we should promote active learning in our department. 386 00:17:04,970 --> 00:17:07,280 JANET RANKIN: OK, thank you very much. 387 00:17:07,280 --> 00:17:11,410 The con, or I guess I should say the not whatever. 388 00:17:11,410 --> 00:17:12,406 Anyway, group two. 389 00:17:14,849 --> 00:17:16,140 AUDIENCE: Do you want to do it? 390 00:17:16,140 --> 00:17:16,681 AUDIENCE: OK. 391 00:17:20,180 --> 00:17:22,730 We start with a basic question. 392 00:17:22,730 --> 00:17:26,180 The question is, why do we want to change what is working? 393 00:17:26,180 --> 00:17:27,559 We are training our students. 394 00:17:27,559 --> 00:17:28,885 They are getting job. 395 00:17:28,885 --> 00:17:30,220 The professor are doing well. 396 00:17:30,220 --> 00:17:32,055 They are collecting grants. 397 00:17:32,055 --> 00:17:34,756 The original [INAUDIBLE] is OK. 398 00:17:34,756 --> 00:17:36,655 So why do you want to change what is working? 399 00:17:36,655 --> 00:17:38,450 So that is the first question. 400 00:17:38,450 --> 00:17:40,980 Now the first thing is that, if you want to go about this, 401 00:17:40,980 --> 00:17:42,756 it's going to consume a lot of money. 402 00:17:42,756 --> 00:17:44,408 It's going to take a lot of money. 403 00:17:44,408 --> 00:17:45,783 And then it cuts into your funds. 404 00:17:45,783 --> 00:17:49,574 The one funds for other such, want to buy equipment 405 00:17:49,574 --> 00:17:51,576 for the laboratory, want to go hire scientists, 406 00:17:51,576 --> 00:17:53,240 want to go hire post doc. 407 00:17:53,240 --> 00:17:54,492 So why do we want to change? 408 00:17:54,492 --> 00:17:55,665 Where do we get these funds? 409 00:17:55,665 --> 00:17:57,623 We divert funds for the training of professors. 410 00:17:57,623 --> 00:18:01,265 And they're going to be little bit of no funds for all 411 00:18:01,265 --> 00:18:03,470 this such work. 412 00:18:03,470 --> 00:18:06,390 And secondly, the efforts to train professors 413 00:18:06,390 --> 00:18:08,703 is likely to be very huge. 414 00:18:08,703 --> 00:18:10,661 Professors are used to this method of teaching. 415 00:18:10,661 --> 00:18:12,810 And as you saw, they will not want to change. 416 00:18:12,810 --> 00:18:16,020 There's going to be a lot of time changing them. 417 00:18:16,020 --> 00:18:18,230 And we're not even sure, if we try to change them, 418 00:18:18,230 --> 00:18:22,380 whether they're going to be able to do it at the end of the day. 419 00:18:22,380 --> 00:18:25,210 Thirdly, we are not sure that the stakeholder would be happy. 420 00:18:25,210 --> 00:18:27,578 What about the alumni that are very much 421 00:18:27,578 --> 00:18:29,072 used to the method of teaching? 422 00:18:29,072 --> 00:18:30,330 What about the parents? 423 00:18:30,330 --> 00:18:32,060 are they now going to go against us? 424 00:18:32,060 --> 00:18:35,220 Will they not see that the professor no longer, 425 00:18:35,220 --> 00:18:38,580 just come to the class, give them group work like this 426 00:18:38,580 --> 00:18:41,302 without teaching, without writing? 427 00:18:41,302 --> 00:18:43,010 Then the professor is no longer teaching. 428 00:18:43,010 --> 00:18:45,800 And they are just going to collect their salary. 429 00:18:45,800 --> 00:18:48,990 And then, there's not to be constrained 430 00:18:48,990 --> 00:18:50,940 on time to cover syllabus. 431 00:18:50,940 --> 00:18:52,760 When I saw I spend a lot of money 432 00:18:52,760 --> 00:18:55,459 being in group work, individual, or this and that. 433 00:18:55,459 --> 00:18:57,000 So how do you complete your syllabus? 434 00:18:57,000 --> 00:19:00,133 You have about 20 topics to cover this semester. 435 00:19:00,133 --> 00:19:01,883 And by the time you start active learning, 436 00:19:01,883 --> 00:19:05,065 how are going you cover about 50% of them? 437 00:19:05,065 --> 00:19:07,929 Then you push all of that up [INAUDIBLE]. 438 00:19:07,929 --> 00:19:09,012 So it's not going to work. 439 00:19:09,012 --> 00:19:12,000 We should just drop the idea. 440 00:19:12,000 --> 00:19:14,150 What have we value very last class? 441 00:19:14,150 --> 00:19:16,038 You have your class of 500. 442 00:19:16,038 --> 00:19:18,398 How do you want active learning to be effective? 443 00:19:18,398 --> 00:19:20,030 How do you want to treat them? 444 00:19:20,030 --> 00:19:23,310 It's good here, because we are just about 15 or less than 20. 445 00:19:23,310 --> 00:19:26,399 By the time you have 500 students in a class, 446 00:19:26,399 --> 00:19:28,024 it's going to be very difficult for you 447 00:19:28,024 --> 00:19:31,420 to have active learning, difficult for the professor 448 00:19:31,420 --> 00:19:32,870 to control classes, and of course, 449 00:19:32,870 --> 00:19:35,147 difficult for you to really get something concrete out 450 00:19:35,147 --> 00:19:37,650 of the whole thing. 451 00:19:37,650 --> 00:19:42,333 So my final guys and professors, I think it's not necessary. 452 00:19:42,333 --> 00:19:42,833 the. 453 00:19:42,833 --> 00:19:43,598 System is working. 454 00:19:43,598 --> 00:19:45,480 Let it continue to work this way. 455 00:19:45,480 --> 00:19:47,136 Thank you. 456 00:19:47,136 --> 00:19:48,844 JANET RANKIN: So now what I'm going to do 457 00:19:48,844 --> 00:19:51,746 is I'm going to let each group ask 458 00:19:51,746 --> 00:19:55,400 one question or a set of clustered questions 459 00:19:55,400 --> 00:19:56,777 to the other group. 460 00:19:56,777 --> 00:19:58,154 The other group can answer them. 461 00:19:58,154 --> 00:20:02,195 And then the deciders can ask a couple questions. 462 00:20:02,195 --> 00:20:05,311 And then we'll let them deliberate. 463 00:20:05,311 --> 00:20:07,936 So group number one, like to ask some questions to group number 464 00:20:07,936 --> 00:20:10,792 two or make some comments? 465 00:20:10,792 --> 00:20:12,660 Go ahead. 466 00:20:12,660 --> 00:20:15,030 AUDIENCE: Yeah, I listened to you speak. 467 00:20:15,030 --> 00:20:18,846 And I want to ask you. 468 00:20:18,846 --> 00:20:21,630 You are saying that the system is changing. 469 00:20:21,630 --> 00:20:28,590 It is changing because the status quo isn't delivering. 470 00:20:28,590 --> 00:20:31,770 So that is why we are adopting active learning. 471 00:20:31,770 --> 00:20:35,610 And this is proven from a research perspective. 472 00:20:35,610 --> 00:20:40,110 There is actually letting more students learn more materials 473 00:20:40,110 --> 00:20:43,050 faster and more effectively. 474 00:20:43,050 --> 00:20:46,296 So what do you think about that? 475 00:20:46,296 --> 00:20:50,361 AUDIENCE: I'll answer it by saying 476 00:20:50,361 --> 00:20:55,434 the different research shows us that the student that is good 477 00:20:55,434 --> 00:20:56,253 is good. 478 00:20:56,253 --> 00:20:59,690 [INAUDIBLE] 479 00:20:59,690 --> 00:21:03,127 So why can't we just concentrate on getting those students? 480 00:21:03,127 --> 00:21:07,738 And what your presentation didn't say about funds, 481 00:21:07,738 --> 00:21:11,838 was the whole idea is to fund the proposal. 482 00:21:11,838 --> 00:21:16,790 And if we divert funds to this new program, 483 00:21:16,790 --> 00:21:18,610 and that's a very big issue. 484 00:21:18,610 --> 00:21:21,112 You have to concentrate on the question that 485 00:21:21,112 --> 00:21:24,490 is the diversion of funds away from research. 486 00:21:24,490 --> 00:21:27,420 So if we can get the new students and they can learn 487 00:21:27,420 --> 00:21:29,690 by [INAUDIBLE], and it's working great-- 488 00:21:29,690 --> 00:21:31,770 go ahead. 489 00:21:31,770 --> 00:21:33,300 AUDIENCE: So you want to throw away 490 00:21:33,300 --> 00:21:35,180 the baby with the bath water? 491 00:21:38,310 --> 00:21:40,770 If you have 20 students in a class, 492 00:21:40,770 --> 00:21:42,600 and you have five active learners, 493 00:21:42,600 --> 00:21:46,870 and then you want to discover 15 that wouldn't. 494 00:21:46,870 --> 00:21:53,790 This program is geared towards each one of the students 495 00:21:53,790 --> 00:21:56,190 in the class to participate. 496 00:21:56,190 --> 00:21:59,010 And I think it's more cost effective. 497 00:21:59,010 --> 00:22:01,560 If you could get all the 20 students 498 00:22:01,560 --> 00:22:05,750 to learn and to learn actively, I 499 00:22:05,750 --> 00:22:08,510 think that would pay itself off at the end of the-- 500 00:22:08,510 --> 00:22:10,590 AUDIENCE: No, the problem there is that you 501 00:22:10,590 --> 00:22:13,040 have to face the proposal. 502 00:22:13,040 --> 00:22:16,310 This is 2017. 503 00:22:16,310 --> 00:22:19,530 It's a lot of change in a very short time. 504 00:22:19,530 --> 00:22:21,530 The proposal itself is already against-- 505 00:22:21,530 --> 00:22:22,530 AUDIENCE: Our department could be three people big. 506 00:22:22,530 --> 00:22:25,029 We don't know how much the department is. 507 00:22:25,029 --> 00:22:28,022 [INTERPOSING VOICES] 508 00:22:28,522 --> 00:22:30,019 AUDIENCE: But then the issue there 509 00:22:30,019 --> 00:22:31,810 is that you're going to retrain professors. 510 00:22:31,810 --> 00:22:34,011 Professors are really stuck in their ways. 511 00:22:34,011 --> 00:22:35,508 And you spend all this money. 512 00:22:35,508 --> 00:22:39,001 And it's very short time. 513 00:22:39,001 --> 00:22:41,995 There's lots of people from the labs, 514 00:22:41,995 --> 00:22:44,478 and money from the labs in this very short time 515 00:22:44,478 --> 00:22:45,936 to train them on something we don't 516 00:22:45,936 --> 00:22:48,202 know if they're ready to buy into it. 517 00:22:48,202 --> 00:22:51,450 AUDIENCE: So I think your assumption is that-- 518 00:22:51,450 --> 00:22:55,060 you're like, we're deferring funds from labs and resort. 519 00:22:55,060 --> 00:22:59,010 But you never once said you're diverting funds from anything 520 00:22:59,010 --> 00:23:00,710 related to the students. 521 00:23:00,710 --> 00:23:04,050 You're thinking of it from the professor perspective. 522 00:23:04,050 --> 00:23:06,740 But really professors are here to teach their students. 523 00:23:06,740 --> 00:23:08,603 And you're like, oh, we're taking money away 524 00:23:08,603 --> 00:23:10,353 from the research, from the lab equipment, 525 00:23:10,353 --> 00:23:11,964 from all these different things that 526 00:23:11,964 --> 00:23:14,255 sound great to the professor but have literally nothing 527 00:23:14,255 --> 00:23:16,190 to do with the students learning experience 528 00:23:16,190 --> 00:23:18,432 or the student's experience on campus. 529 00:23:18,432 --> 00:23:19,890 And from the student's perspective, 530 00:23:19,890 --> 00:23:22,055 that's really frustrating, when that's all the professors care 531 00:23:22,055 --> 00:23:22,606 about. 532 00:23:22,606 --> 00:23:24,022 And that's what makes a difference 533 00:23:24,022 --> 00:23:26,463 between a good professor and a crap professor 534 00:23:26,463 --> 00:23:28,290 is one who cares. 535 00:23:28,290 --> 00:23:31,260 And I think, if you want a professor to care, 536 00:23:31,260 --> 00:23:34,422 oftentimes they're willing to make the effort that 537 00:23:34,422 --> 00:23:36,430 is needed to change their teaching style 538 00:23:36,430 --> 00:23:39,340 or do whatever it is that's necessary to have 539 00:23:39,340 --> 00:23:41,966 their kid interested and engaged in the same material 540 00:23:41,966 --> 00:23:43,630 that this professor loves. 541 00:23:43,630 --> 00:23:45,396 So you keep talking about diverting funds. 542 00:23:45,396 --> 00:23:48,160 But you never once mentioned diverting these funds 543 00:23:48,160 --> 00:23:50,418 away from this one teaching initiative 544 00:23:50,418 --> 00:23:52,560 to a different teaching initiative. 545 00:23:52,560 --> 00:23:54,639 So just keep that in mind . 546 00:23:54,639 --> 00:23:56,180 AUDIENCE: So the problem is that when 547 00:23:56,180 --> 00:23:59,612 we are looking at the proposal itself, the time, 2017, this 548 00:23:59,612 --> 00:24:01,367 is already the end of 2015. 549 00:24:01,367 --> 00:24:05,404 So that means you are going to do this, 550 00:24:05,404 --> 00:24:09,035 by 2017, that means you're going to do it by 2016. 551 00:24:09,035 --> 00:24:13,025 We're not against active learning in the [INAUDIBLE]. 552 00:24:13,025 --> 00:24:15,005 [LAUGHTER] 553 00:24:15,005 --> 00:24:17,480 [INTERPOSING VOICES] 554 00:24:18,914 --> 00:24:19,955 AUDIENCE: --the proposal. 555 00:24:19,955 --> 00:24:21,681 We are against-- we need these two group 556 00:24:21,681 --> 00:24:22,764 and against this proposal. 557 00:24:22,764 --> 00:24:25,592 So for this proposal, we are against this proposal, 558 00:24:25,592 --> 00:24:29,496 because you know how much it's about the funds 559 00:24:29,496 --> 00:24:31,440 and the resources. 560 00:24:31,440 --> 00:24:34,308 And that is why we are against the proposal. 561 00:24:34,308 --> 00:24:36,730 And also you pick whatever [INAUDIBLE], 562 00:24:36,730 --> 00:24:39,284 we're not even sure that it is going to work. 563 00:24:39,284 --> 00:24:41,700 JANET RANKIN: I'm going to take, because you guys actually 564 00:24:41,700 --> 00:24:44,850 did ask a question, so I'm going to count that to you 565 00:24:44,850 --> 00:24:47,140 Did you have another separate one? 566 00:24:47,140 --> 00:24:50,340 AJ, you look like you might have some questions. 567 00:24:50,340 --> 00:24:52,230 AUDIENCE: Yeah actually I was just curious, 568 00:24:52,230 --> 00:24:55,980 so if this initiative is really great, 569 00:24:55,980 --> 00:24:57,480 it looks like a lot of this research 570 00:24:57,480 --> 00:24:59,040 has been done since '80s. 571 00:24:59,040 --> 00:25:01,050 Why isn't it adopted? 572 00:25:01,050 --> 00:25:05,820 Why are we having this conversation now in 2015? 573 00:25:05,820 --> 00:25:08,295 AUDIENCE: I think we should look back 574 00:25:08,295 --> 00:25:11,925 at this issue of the lecturing system that we are using now. 575 00:25:11,925 --> 00:25:13,250 It's static. 576 00:25:13,250 --> 00:25:19,320 When there was no printing, lecturers then, 577 00:25:19,320 --> 00:25:20,390 they get the material. 578 00:25:20,390 --> 00:25:21,390 They reach the students. 579 00:25:21,390 --> 00:25:25,350 So lecturing is a Latin word that means reading. 580 00:25:25,350 --> 00:25:27,160 Now since then, now we are printing. 581 00:25:27,160 --> 00:25:29,190 We have information readily available 582 00:25:29,190 --> 00:25:31,309 that people can get on at their home and their own 583 00:25:31,309 --> 00:25:32,350 and develop to something. 584 00:25:32,350 --> 00:25:36,510 Too So there is a need for us to change to a new system, 585 00:25:36,510 --> 00:25:41,696 because the old system that more facilitated lecturing has 586 00:25:41,696 --> 00:25:42,726 changed. 587 00:25:42,726 --> 00:25:45,099 So then we have to change. 588 00:25:45,099 --> 00:25:46,724 JANET RANKIN: I'm going to turn it over 589 00:25:46,724 --> 00:25:50,556 to the deciders who now have to discuss. 590 00:25:50,556 --> 00:25:53,430 They've been resting for many minutes. 591 00:25:53,430 --> 00:25:54,735 So now they have to. 592 00:25:54,735 --> 00:25:56,610 So you have questions for each of the groups? 593 00:25:56,610 --> 00:25:57,446 AUDIENCE: Yeah. 594 00:25:57,446 --> 00:25:59,120 AUDIENCE: Yeah, thank you. 595 00:25:59,120 --> 00:26:01,137 Great arguments on both sides. 596 00:26:01,137 --> 00:26:03,470 I found it interesting, when you talked about the larger 597 00:26:03,470 --> 00:26:06,070 classes, so my first question is for this group. 598 00:26:06,070 --> 00:26:10,350 So how would active learning apply to a large class? 599 00:26:10,350 --> 00:26:12,950 The proposal is that it's for all courses. 600 00:26:12,950 --> 00:26:16,973 And so are there courses where this doesn't lend itself to? 601 00:26:16,973 --> 00:26:19,838 AUDIENCE: Even in the classes with 700, 800 students here, 602 00:26:19,838 --> 00:26:22,034 they still do active learning for the freshmen, i.e. 603 00:26:22,034 --> 00:26:22,784 Clicker questions. 604 00:26:22,784 --> 00:26:26,370 Oftentimes professors have to talk to your partners. 605 00:26:26,370 --> 00:26:28,260 So they'll pose a question. 606 00:26:28,260 --> 00:26:31,013 Everyone will click on their answer. 607 00:26:31,013 --> 00:26:32,650 And then they'll be like, now go back 608 00:26:32,650 --> 00:26:35,130 and talk to the person sitting next to you. 609 00:26:35,130 --> 00:26:38,072 And then you'll vote again in two minutes. 610 00:26:38,072 --> 00:26:42,500 So I think that's just one example of how you can engage 611 00:26:42,500 --> 00:26:46,730 a class of a lot of students. 612 00:26:46,730 --> 00:26:50,150 AUDIENCE: And to add to that, actually it's 613 00:26:50,150 --> 00:26:55,520 also been found out that when peers speak to themselves, 614 00:26:55,520 --> 00:26:58,860 they even learn the material better than when 615 00:26:58,860 --> 00:27:04,760 the expert, who may have lost touch to what it could be 616 00:27:04,760 --> 00:27:09,020 like to learn from a student's perspective. 617 00:27:09,020 --> 00:27:12,660 So peers speak to themselves and teach themselves even faster 618 00:27:12,660 --> 00:27:19,500 than the expert who is in front of them. 619 00:27:19,500 --> 00:27:27,420 AUDIENCE: Yeah I have comment for the against group. 620 00:27:27,420 --> 00:27:33,170 You mentioned that you don't require to create 621 00:27:33,170 --> 00:27:38,100 or active learning, because some students are very smart. 622 00:27:38,100 --> 00:27:39,510 They get it right. 623 00:27:39,510 --> 00:27:41,940 But don't you think that education 624 00:27:41,940 --> 00:27:43,740 is a right of every child? 625 00:27:43,740 --> 00:27:46,530 And they deserve to have a good shot at it. 626 00:27:46,530 --> 00:27:48,880 So why do you want to pull one child out of here, 627 00:27:48,880 --> 00:27:50,130 because he's not smart enough? 628 00:27:53,260 --> 00:27:55,550 AUDIENCE: I just to answer, I think 629 00:27:55,550 --> 00:27:57,530 we are pushing for the best education. 630 00:27:57,530 --> 00:28:00,320 We believe that is the traditional way. 631 00:28:00,320 --> 00:28:02,060 We think that active learning can happen 632 00:28:02,060 --> 00:28:04,660 outside of the classroom. 633 00:28:04,660 --> 00:28:07,520 This is the way it's worked for 300 plus years 634 00:28:07,520 --> 00:28:11,780 over at Harvard, one of the best universities, MIT 635 00:28:11,780 --> 00:28:14,940 for 100 plus years. 636 00:28:14,940 --> 00:28:19,045 We think that essentially it's working. 637 00:28:19,045 --> 00:28:21,170 And the reason we're having this conversation right 638 00:28:21,170 --> 00:28:23,420 now is because it has worked. 639 00:28:23,420 --> 00:28:26,900 So we want to continue that legacy. 640 00:28:26,900 --> 00:28:29,270 We think that every system is going to have problems. 641 00:28:29,270 --> 00:28:33,740 And if you analyze any system, you're going to find issues. 642 00:28:33,740 --> 00:28:37,220 And there are certainly some smaller inefficiencies 643 00:28:37,220 --> 00:28:38,690 within the lecture. 644 00:28:38,690 --> 00:28:40,400 But by and large, it's trusted. 645 00:28:40,400 --> 00:28:42,440 And it works. 646 00:28:42,440 --> 00:28:47,730 AUDIENCE: I want to add on what adding. 647 00:28:47,730 --> 00:28:51,865 So I think we are not pushing those less smart kids away, 648 00:28:51,865 --> 00:28:56,690 because they can actually learn from each other outside 649 00:28:56,690 --> 00:28:57,440 of class. 650 00:28:57,440 --> 00:29:00,790 We just want to say that doing the lecture 651 00:29:00,790 --> 00:29:06,416 is more efficient if the professor lecturing at them, 652 00:29:06,416 --> 00:29:09,835 giving all the information. 653 00:29:09,835 --> 00:29:11,570 As a footnote to that-- sorry-- 654 00:29:11,570 --> 00:29:16,970 if professors come to the class and just give theory 655 00:29:16,970 --> 00:29:19,380 and go away, and the smart kids get it, 656 00:29:19,380 --> 00:29:22,860 then how do you measure the professor's performance? 657 00:29:22,860 --> 00:29:25,640 How do you think about, say, something 658 00:29:25,640 --> 00:29:29,531 like students information on educational quality? 659 00:29:29,531 --> 00:29:30,530 How do you measure that? 660 00:29:34,200 --> 00:29:37,140 AUDIENCE: You don't really need the professor 661 00:29:37,140 --> 00:29:41,370 to be extremely active and do active teaching in the class. 662 00:29:41,370 --> 00:29:43,561 The full student can actually get what they need. 663 00:29:43,561 --> 00:29:44,810 You have a bunch of homeworks. 664 00:29:44,810 --> 00:29:48,710 You have a bunch of test questions, exam questions, 665 00:29:48,710 --> 00:29:50,460 that student, whether they like it or not, 666 00:29:50,460 --> 00:29:52,820 they will surely be forced to read those things. 667 00:29:52,820 --> 00:29:56,689 And by the time they come back, they come back learning. 668 00:29:56,689 --> 00:29:58,980 Lot of graduate from MIT, they are l really doing well. 669 00:29:58,980 --> 00:30:01,590 About 25% start up their own business. 670 00:30:01,590 --> 00:30:04,750 Probably like 70% get jobs when they finish. 671 00:30:04,750 --> 00:30:06,480 What are you talking about? 672 00:30:06,480 --> 00:30:07,660 The system is working. 673 00:30:07,660 --> 00:30:08,930 And That's what we're saying. 674 00:30:08,930 --> 00:30:10,390 And their value is a great. 675 00:30:10,390 --> 00:30:11,806 The evaluation is done on the type 676 00:30:11,806 --> 00:30:13,276 of textbook, the mode of lecture, 677 00:30:13,276 --> 00:30:14,730 the [INAUDIBLE] lecture. 678 00:30:14,730 --> 00:30:17,000 So these are the things that I try to evaluate 679 00:30:17,000 --> 00:30:18,705 in the evaluation process. 680 00:30:18,705 --> 00:30:19,862 And it has been great. 681 00:30:19,862 --> 00:30:21,602 And we want it to continue. 682 00:30:24,220 --> 00:30:26,645 AUDIENCE: So we addressed the measuring impact. 683 00:30:26,645 --> 00:30:28,620 And that goes for both. 684 00:30:28,620 --> 00:30:31,950 But for the active learning, how do we 685 00:30:31,950 --> 00:30:34,080 quantify how much active learning needs 686 00:30:34,080 --> 00:30:39,360 to go into these different classrooms in the department? 687 00:30:39,360 --> 00:30:44,550 So how will we ensure the appropriate amount 688 00:30:44,550 --> 00:30:47,296 has been implemented in different classrooms? 689 00:30:55,440 --> 00:30:57,450 Basically, how much active learning 690 00:30:57,450 --> 00:31:02,640 needs to go into a classroom to create change 691 00:31:02,640 --> 00:31:05,562 or to strengthen our student learning? 692 00:31:05,562 --> 00:31:07,614 AUDIENCE: How much has to go in or how 693 00:31:07,614 --> 00:31:10,072 you're going to make sure that the professors are doing it? 694 00:31:10,072 --> 00:31:12,210 AUDIENCE: Both, I guess, is the question. 695 00:31:12,210 --> 00:31:15,990 If there's a professor that's more on the lecture side 696 00:31:15,990 --> 00:31:20,610 that might throw one thing pair share in and call it a day. 697 00:31:20,610 --> 00:31:24,300 So how do we ensure the appropriate active learning 698 00:31:24,300 --> 00:31:28,110 techniques and the quantity are there for the classrooms? 699 00:31:28,110 --> 00:31:30,450 AUDIENCE: I think we'd have to go back to the research 700 00:31:30,450 --> 00:31:33,840 and see how much, whether it's 30% of the time needs 701 00:31:33,840 --> 00:31:35,730 to be spent on active learning activities, 702 00:31:35,730 --> 00:31:40,620 or to see what has been proven, because active learning has 703 00:31:40,620 --> 00:31:42,090 been proven to be effective. 704 00:31:42,090 --> 00:31:44,040 But we would have to go back and make sure 705 00:31:44,040 --> 00:31:48,600 that we set a standard that, if it is 30% of the time 706 00:31:48,600 --> 00:31:50,350 or 70% of the time. 707 00:31:50,350 --> 00:31:52,250 And I think oversight from the department 708 00:31:52,250 --> 00:31:54,750 would be important, in that the leadership in the department 709 00:31:54,750 --> 00:31:57,060 will have to sit in on classes. 710 00:31:57,060 --> 00:32:00,150 And as part of the training of the professors, 711 00:32:00,150 --> 00:32:01,290 there has to be training. 712 00:32:01,290 --> 00:32:04,680 But then there has to be someone to observe them in the class, 713 00:32:04,680 --> 00:32:06,150 give feedback. 714 00:32:06,150 --> 00:32:07,830 The training has to be ongoing. 715 00:32:07,830 --> 00:32:09,950 It's not just a three hour seminar on this 716 00:32:09,950 --> 00:32:11,075 is with active learning is. 717 00:32:11,075 --> 00:32:11,990 And this is what you should do. 718 00:32:11,990 --> 00:32:13,800 I think it's going to be a long term 719 00:32:13,800 --> 00:32:15,660 investment in the professor training 720 00:32:15,660 --> 00:32:18,000 that someone's going to have to check up and give them 721 00:32:18,000 --> 00:32:18,550 feedback. 722 00:32:18,550 --> 00:32:21,325 And then they can adjust from there. 723 00:32:21,325 --> 00:32:24,310 JANET RANKIN: I'm sure that we could [INAUDIBLE] all day. 724 00:32:24,310 --> 00:32:28,310 But I'm going to give the deciders two and a half 725 00:32:28,310 --> 00:32:31,280 minutes, three minutes, to talk to each other 726 00:32:31,280 --> 00:32:35,184 and come up with a decision. 727 00:32:35,184 --> 00:32:37,706 All right, the committee has met. 728 00:32:37,706 --> 00:32:42,790 And now they're going to determine your fate 729 00:32:42,790 --> 00:32:45,162 in this department. 730 00:32:45,162 --> 00:32:46,370 AUDIENCE: Does this mic work? 731 00:32:46,370 --> 00:32:46,900 Is this on? 732 00:32:46,900 --> 00:32:48,560 Do I need to use the mic. 733 00:32:48,560 --> 00:32:50,030 You can hear? 734 00:32:50,030 --> 00:32:52,670 Well thank you again for your arguments. 735 00:32:52,670 --> 00:32:56,720 Certainly the panel felt that the pro arguments 736 00:32:56,720 --> 00:33:00,530 in terms of the benefits of active learning are great. 737 00:33:00,530 --> 00:33:02,790 And we definitely support that. 738 00:33:02,790 --> 00:33:05,900 However, given the time frame, and this proposal 739 00:33:05,900 --> 00:33:08,930 is very aggressive, it would be extremely disruptive. 740 00:33:08,930 --> 00:33:11,180 Also the amount of funds that we think 741 00:33:11,180 --> 00:33:13,410 that it would take to implement this 742 00:33:13,410 --> 00:33:17,430 would be very high without any proven way to measure success. 743 00:33:17,430 --> 00:33:19,850 So what we are willing to do is commit funds 744 00:33:19,850 --> 00:33:22,370 to a pilot program, where we can then 745 00:33:22,370 --> 00:33:24,420 measure what the success will be and then make 746 00:33:24,420 --> 00:33:26,930 it a decision next year as to whether or not 747 00:33:26,930 --> 00:33:29,240 we invest for the rest of the departments. 748 00:33:34,860 --> 00:33:36,776 [INTERPOSING VOICES] 749 00:33:43,300 --> 00:33:46,340 JANET RANKIN: So I hope you found this exercise useful. 750 00:33:46,340 --> 00:33:50,630 I just want to debrief on the exercise itself, 751 00:33:50,630 --> 00:33:53,210 why we bothered to do it. 752 00:33:53,210 --> 00:33:56,780 It took probably 45 minutes of time to do it. 753 00:33:56,780 --> 00:33:59,850 But I made a decision that would be useful. 754 00:33:59,850 --> 00:34:02,920 So what did we get out of this exercise? 755 00:34:02,920 --> 00:34:03,730 What was the point? 756 00:34:07,027 --> 00:34:09,493 AUDIENCE: Whether you think that's it's worth it or not, 757 00:34:09,493 --> 00:34:10,913 it's really important time. 758 00:34:10,913 --> 00:34:12,288 Also, it seems this confrontation 759 00:34:12,288 --> 00:34:17,645 is happening a lot in the department, especially 760 00:34:17,645 --> 00:34:22,970 [INAUDIBLE] as they go through the program. 761 00:34:26,380 --> 00:34:28,770 I assumed this test would be debated quite a bit, 762 00:34:28,770 --> 00:34:31,760 internally and externally. 763 00:34:31,760 --> 00:34:34,538 JANET RANKIN: Other reasons we engaged in this? 764 00:34:34,538 --> 00:34:36,410 AUDIENCE: I think it gives everybody 765 00:34:36,410 --> 00:34:40,121 the opportunity to think deeply about the subject matter. 766 00:34:40,121 --> 00:34:45,522 And it also, even if you are against or for something, 767 00:34:45,522 --> 00:34:47,486 you have to have a deeper knowledge 768 00:34:47,486 --> 00:34:51,989 to be able to bring out the good points, certain issues that 769 00:34:51,989 --> 00:34:57,040 might actually make see [INAUDIBLE]. 770 00:34:57,040 --> 00:34:59,760 JANET RANKIN: [INAUDIBLE], you want to add to that? 771 00:34:59,760 --> 00:35:01,460 AUDIENCE: The topic is active learning. 772 00:35:01,460 --> 00:35:06,240 And what we just demonstrated is active learning in practice. 773 00:35:06,240 --> 00:35:07,380 JANET RANKIN: Yes, exactly. 774 00:35:07,380 --> 00:35:11,160 And the idea to Gordon's point, the idea 775 00:35:11,160 --> 00:35:15,390 that it can be very, very useful for you to have students 776 00:35:15,390 --> 00:35:18,571 take an arbitrary position and argue it, 777 00:35:18,571 --> 00:35:20,070 because they will learn things, they 778 00:35:20,070 --> 00:35:22,230 will think about things, that they would not 779 00:35:22,230 --> 00:35:24,300 have thought about otherwise. 780 00:35:24,300 --> 00:35:27,180 And it's usually not a good idea to say OK everybody that 781 00:35:27,180 --> 00:35:28,320 thinks this, go over here. 782 00:35:28,320 --> 00:35:30,060 Everybody that thinks this, go over here, 783 00:35:30,060 --> 00:35:33,027 because all that does is reinforce 784 00:35:33,027 --> 00:35:34,110 what people think already. 785 00:35:34,110 --> 00:35:36,540 And maybe it's not completely correct. 786 00:35:36,540 --> 00:35:39,990 So this is often a very good technique, 787 00:35:39,990 --> 00:35:45,570 when there's two clear viewpoints or two clear sides. 788 00:35:45,570 --> 00:35:48,180 And you want students to really engage with that. 789 00:35:48,180 --> 00:35:50,310 And exactly, we could have had a discussion. 790 00:35:50,310 --> 00:35:52,139 Or I could have had PowerPoint slides that 791 00:35:52,139 --> 00:35:53,430 said, here are the good things. 792 00:35:53,430 --> 00:35:56,530 Here are the pros with active learning, bum, bum, bum, bum, 793 00:35:56,530 --> 00:35:57,210 bum. 794 00:35:57,210 --> 00:35:59,132 Here are the cons of active learning, bum, bum, bum, bum, 795 00:35:59,132 --> 00:35:59,632 bum. 796 00:35:59,632 --> 00:36:00,880 And that would've taken-- 797 00:36:00,880 --> 00:36:03,310 just to come out of my neutral position here-- 798 00:36:03,310 --> 00:36:08,340 that would have taken probably four minutes. 799 00:36:08,340 --> 00:36:13,460 Instead we took 35 or so, 40 minutes. 800 00:36:13,460 --> 00:36:16,850 But I think you probably engaged with some 801 00:36:16,850 --> 00:36:18,770 of the ideas and concepts a little bit 802 00:36:18,770 --> 00:36:22,190 deeper, because you had to come up with it yourself. 803 00:36:26,270 --> 00:36:29,490 So yes, all those reasons. 804 00:36:29,490 --> 00:36:30,660 And it does come up often. 805 00:36:30,660 --> 00:36:31,850 People are discussing it. 806 00:36:31,850 --> 00:36:33,350 And it's not so clear cut. 807 00:36:33,350 --> 00:36:34,970 There's not a right answer. 808 00:36:34,970 --> 00:36:38,900 And you're going to want to say, OK, well we'll do it by 2019. 809 00:36:38,900 --> 00:36:41,120 Or we'll do it. 810 00:36:41,120 --> 00:36:42,487 But we won't do that. 811 00:36:42,487 --> 00:36:44,820 There's going to be deals and all those kinds of things. 812 00:36:44,820 --> 00:36:45,590 And that's OK. 813 00:36:45,590 --> 00:36:48,110 It's OK that there's not a right answer. 814 00:36:48,110 --> 00:36:50,190 But that was the point of this exercise. 815 00:36:50,190 --> 00:36:53,060 So that served as our discussion for active learning. 816 00:36:53,060 --> 00:36:54,830 But you guys did it. 817 00:36:54,830 --> 00:36:56,960 I didn't do anything. 818 00:36:56,960 --> 00:36:59,130 AUDIENCE: And that buttresses the point 819 00:36:59,130 --> 00:37:03,250 that active learning is the way to go. 820 00:37:03,250 --> 00:37:04,250 JANET RANKIN: Thank you. 821 00:37:04,250 --> 00:37:06,190 Yes, this is very meta. 822 00:37:06,190 --> 00:37:08,259 This is very meta here. 823 00:37:08,259 --> 00:37:10,050 Yeah and I do have to feel a little bit bad 824 00:37:10,050 --> 00:37:11,180 when you're like, what? 825 00:37:11,180 --> 00:37:12,680 Then we're going to do all the work. 826 00:37:12,680 --> 00:37:16,430 And the lecturer's just going to sit back and not do anything. 827 00:37:16,430 --> 00:37:17,400 I took it personally. 828 00:37:17,400 --> 00:37:19,970 But no, no, it's OK. 829 00:37:19,970 --> 00:37:22,460 One thing I wanted to bring up is 830 00:37:22,460 --> 00:37:25,280 if you haven't read the Scott Freeman article, 831 00:37:25,280 --> 00:37:28,280 it's in the reading list for today. 832 00:37:28,280 --> 00:37:32,210 It shows-- let me just bump to it-- 833 00:37:32,210 --> 00:37:35,390 it shows essentially these results. 834 00:37:35,390 --> 00:37:39,490 He did a meta analysis of 225 studies on active learning 835 00:37:39,490 --> 00:37:42,560 or on classes that that used active learning. 836 00:37:42,560 --> 00:37:46,190 And they showed a 12% decrease in the failure rate 837 00:37:46,190 --> 00:37:50,090 in classes that used active learning. 838 00:37:50,090 --> 00:37:53,330 And so I was telling the pro group that what say 839 00:37:53,330 --> 00:37:57,650 in the paper is that if it had been a clinical drug trial, 840 00:37:57,650 --> 00:38:00,890 and 12% of the people on the drug were having a better 841 00:38:00,890 --> 00:38:05,620 outcome than the people on the placebo, they would have had-- 842 00:38:05,620 --> 00:38:08,260 or the people on the control-- 843 00:38:08,260 --> 00:38:10,070 they would have had to stop the trial 844 00:38:10,070 --> 00:38:13,370 and give everyone the drug. 845 00:38:13,370 --> 00:38:18,970 So in the sense of why we're still lecturing, 846 00:38:18,970 --> 00:38:21,290 that's to me one of the biggest compelling reasons 847 00:38:21,290 --> 00:38:23,330 for why we should be doing more active learning. 848 00:38:23,330 --> 00:38:28,400 12% of the students are going to pass the class, on average, 849 00:38:28,400 --> 00:38:29,450 normalized. 850 00:38:29,450 --> 00:38:36,760 And they actually considered both experienced lecturers, who 851 00:38:36,760 --> 00:38:38,920 were just lecturing, people that were considered 852 00:38:38,920 --> 00:38:41,080 to be good lecturers that were just lecturing, 853 00:38:41,080 --> 00:38:44,680 as well as graduate students who were first time teachers 854 00:38:44,680 --> 00:38:46,630 but were using active learning. 855 00:38:46,630 --> 00:38:48,250 So they looked at all sorts of-- they 856 00:38:48,250 --> 00:38:49,780 mixed up all sorts of outcomes. 857 00:38:49,780 --> 00:38:53,000 And active learning appears to, the data's pretty conclusive. 858 00:38:53,000 --> 00:38:55,360 And this isn't the only study that shows it. 859 00:38:55,360 --> 00:38:57,400 So there are definitely issues. 860 00:38:57,400 --> 00:38:59,350 There are definitely implementation issues. 861 00:38:59,350 --> 00:39:02,200 They're definitely sticking points. 862 00:39:02,200 --> 00:39:06,490 But it's something that I think we can't ignore. 863 00:39:06,490 --> 00:39:08,400 AUDIENCE: I just want to add that it's not 864 00:39:08,400 --> 00:39:11,880 only that we have 12% decrease in the failure rate. 865 00:39:11,880 --> 00:39:16,530 We also have big shifts in the letter grade students get. 866 00:39:16,530 --> 00:39:20,880 For instance, more people shift from grade C to grade B 867 00:39:20,880 --> 00:39:24,023 or from B to A. And B to see a test like that. 868 00:39:24,023 --> 00:39:25,696 So that's really significant also. 869 00:39:30,330 --> 00:39:37,535 JANET RANKIN: So I just want not have learning outcomes. 870 00:39:37,535 --> 00:39:39,660 But I did want to have the discussion before I even 871 00:39:39,660 --> 00:39:40,110 introduced them. 872 00:39:40,110 --> 00:39:41,790 So I think you'll be able to explain 873 00:39:41,790 --> 00:39:44,190 the impact of active learning exercises in the classroom. 874 00:39:44,190 --> 00:39:45,820 You've already started to do that. 875 00:39:45,820 --> 00:39:48,090 And then you'll be able to identify and develop 876 00:39:48,090 --> 00:39:50,310 active learning exercises that you'll want to use. 877 00:39:50,310 --> 00:39:53,880 And you'll be able to think about how you might use them. 878 00:39:53,880 --> 00:39:57,360 I think, pretty attainable learning outcomes. 879 00:39:57,360 --> 00:40:00,050 I'm going to show the slide a lot 880 00:40:00,050 --> 00:40:01,940 throughout the rest of the time. 881 00:40:01,940 --> 00:40:04,340 But remember, it's constructive alignment. 882 00:40:04,340 --> 00:40:06,540 We've seen this diagram before. 883 00:40:06,540 --> 00:40:09,740 But the beauty of some of these active learning techniques 884 00:40:09,740 --> 00:40:11,600 is that their formative assessments 885 00:40:11,600 --> 00:40:14,620 of students' understanding, of students' learning. 886 00:40:14,620 --> 00:40:16,670 And so they are actually activities 887 00:40:16,670 --> 00:40:18,110 that happen in the class. 888 00:40:18,110 --> 00:40:23,390 But they're also measures, informative, formative measures 889 00:40:23,390 --> 00:40:27,170 of whether students are learning or not. 890 00:40:27,170 --> 00:40:30,920 So if somebody had come up with a really terrible argument, 891 00:40:30,920 --> 00:40:33,590 or it was clear that nobody had read any of the papers 892 00:40:33,590 --> 00:40:36,710 on the active learning research, then I 893 00:40:36,710 --> 00:40:39,520 would know that from this debate. 894 00:40:39,520 --> 00:40:41,775 I know what you've read and what you haven't read, 895 00:40:41,775 --> 00:40:43,400 and what you're thinking about and what 896 00:40:43,400 --> 00:40:44,862 you're not thinking about. 897 00:40:44,862 --> 00:40:47,195 And I get a good sense for whether or not it you know it 898 00:40:47,195 --> 00:40:48,778 and how much and how well you know it. 899 00:40:48,778 --> 00:40:51,350 And so do you. 900 00:40:51,350 --> 00:40:52,850 And we'll see that a little bit more 901 00:40:52,850 --> 00:40:55,058 in these other situations, where if you get a clicker 902 00:40:55,058 --> 00:40:57,980 question wrong or you get a multiple choice question wrong 903 00:40:57,980 --> 00:41:01,190 or that you can't participate in the lightning round, 904 00:41:01,190 --> 00:41:04,696 then you know that you've got to step up to the plate. 905 00:41:04,696 --> 00:41:06,320 Or you need to try something different. 906 00:41:06,320 --> 00:41:08,140 Or you're not really getting it. 907 00:41:08,140 --> 00:41:10,310 So you get information. 908 00:41:10,310 --> 00:41:11,660 The learner gets information. 909 00:41:11,660 --> 00:41:13,739 And the teacher gets information. 910 00:41:13,739 --> 00:41:15,780 AUDIENCE: I just thought that was really powerful 911 00:41:15,780 --> 00:41:17,420 in the readings, as well. 912 00:41:17,420 --> 00:41:19,321 They mentioned that, that students who, 913 00:41:19,321 --> 00:41:20,820 when they get in the group sections, 914 00:41:20,820 --> 00:41:24,140 if it's clear they really are getting a lot of things wrong, 915 00:41:24,140 --> 00:41:26,660 they know they need to step up. 916 00:41:26,660 --> 00:41:29,930 And that's in a different way, I think, than getting a bad grade 917 00:41:29,930 --> 00:41:30,500 on a paper. 918 00:41:30,500 --> 00:41:33,530 And you know the average distribution or whatever. 919 00:41:33,530 --> 00:41:35,240 Or the professor says you're wrong. 920 00:41:35,240 --> 00:41:38,390 But when you know that the people sitting right next 921 00:41:38,390 --> 00:41:41,140 to you are getting it and you're not, that really, I think, 922 00:41:41,140 --> 00:41:45,501 will push the student forward to do something. 923 00:41:45,501 --> 00:41:47,000 JANET RANKIN: It's news you can use. 924 00:41:47,000 --> 00:41:48,620 It's information. 925 00:41:48,620 --> 00:41:50,540 And then you're not being penalized. 926 00:41:50,540 --> 00:41:51,950 You're not in trouble. 927 00:41:51,950 --> 00:41:54,680 It's not affecting your grade if you 928 00:41:54,680 --> 00:41:57,950 act on it, if you take the information and use it. 929 00:41:57,950 --> 00:42:00,640 So that's why, I think that's the beauty of it. 930 00:42:03,280 --> 00:42:05,420 There are many, many active learning techniques. 931 00:42:05,420 --> 00:42:07,940 And if you looked at the website from University 932 00:42:07,940 --> 00:42:10,310 of South Florida has just, I think, 933 00:42:10,310 --> 00:42:12,980 it's close to 200 techniques for what you might do. 934 00:42:12,980 --> 00:42:15,380 I'm doing a bit of a-- 935 00:42:15,380 --> 00:42:17,940 I call it the foie gras method. 936 00:42:17,940 --> 00:42:20,810 You know how they make foie gras? 937 00:42:20,810 --> 00:42:22,430 They force feed the goose. 938 00:42:22,430 --> 00:42:23,690 So I'm going to give a lot. 939 00:42:23,690 --> 00:42:25,580 And we're going to do a lot of different active learning 940 00:42:25,580 --> 00:42:26,810 things in this session. 941 00:42:26,810 --> 00:42:30,424 It's a little bit comical. 942 00:42:30,424 --> 00:42:32,090 I know it's kind of funny how many we're 943 00:42:32,090 --> 00:42:34,117 trying to cram into two hours. 944 00:42:34,117 --> 00:42:35,450 But I'm going to try to do that. 945 00:42:35,450 --> 00:42:37,520 So we'll do some of these. 946 00:42:37,520 --> 00:42:40,310 And we can talk about any one of them in particular. 947 00:42:40,310 --> 00:42:45,590 But a nice one to get students in the frame of your class 948 00:42:45,590 --> 00:42:46,940 is to they come in. 949 00:42:46,940 --> 00:42:49,010 And they have five minutes before you do anything 950 00:42:49,010 --> 00:42:51,890 to write down what they thought was the most interesting part 951 00:42:51,890 --> 00:42:54,440 of the reading or answer a certain question related 952 00:42:54,440 --> 00:42:58,520 to the reading or solve a problem or whatever it is. 953 00:42:58,520 --> 00:42:59,600 You give them a prompt. 954 00:42:59,600 --> 00:43:00,320 You sit down. 955 00:43:00,320 --> 00:43:01,740 You focus them. 956 00:43:01,740 --> 00:43:05,090 And then they're off. 957 00:43:05,090 --> 00:43:10,360 I do want to just focus on the word active for just a second. 958 00:43:10,360 --> 00:43:13,120 It may help you to think about active and interactive 959 00:43:13,120 --> 00:43:13,934 learning. 960 00:43:13,934 --> 00:43:15,600 There's all sorts of ways to chop it up. 961 00:43:15,600 --> 00:43:19,030 And at some level, it's semantics. 962 00:43:19,030 --> 00:43:20,710 But at some level, it isn't. 963 00:43:20,710 --> 00:43:23,110 So students can be active if they're 964 00:43:23,110 --> 00:43:25,900 sitting by themselves thinking about something 965 00:43:25,900 --> 00:43:28,360 and writing something down or solving a problem. 966 00:43:28,360 --> 00:43:29,887 That is active learning. 967 00:43:32,690 --> 00:43:36,170 They don't have to be talking to each other. 968 00:43:36,170 --> 00:43:43,320 You can do active learning in a class of 3,000 people. 969 00:43:43,320 --> 00:43:44,040 Stop and think. 970 00:43:44,040 --> 00:43:45,860 Answer this question. 971 00:43:45,860 --> 00:43:47,570 That's active learning. 972 00:43:47,570 --> 00:43:52,260 That's way more than happens in a lot of classes. 973 00:43:52,260 --> 00:43:54,870 Interactive learning generally implies that students 974 00:43:54,870 --> 00:43:57,250 are talking to each other. 975 00:43:57,250 --> 00:44:00,390 That's the most general categorizations you can get, 976 00:44:00,390 --> 00:44:04,070 active, interactive. 977 00:44:04,070 --> 00:44:05,900 So we're going to do a bunch of stuff 978 00:44:05,900 --> 00:44:11,526 with clickers or plickers, these things. 979 00:44:11,526 --> 00:44:13,400 But there's some other techniques you can do. 980 00:44:13,400 --> 00:44:15,345 You can put up a graph or an image. 981 00:44:15,345 --> 00:44:16,970 And you could say, OK, somebody come up 982 00:44:16,970 --> 00:44:19,250 and show me the green boundary in this picture. 983 00:44:19,250 --> 00:44:21,080 Show me a triple junction. 984 00:44:21,080 --> 00:44:25,910 Show me where the building, the crack in the building started. 985 00:44:25,910 --> 00:44:28,450 Show me whatever. 986 00:44:28,450 --> 00:44:29,540 And you pass the pointer. 987 00:44:29,540 --> 00:44:30,914 And then you have the student who 988 00:44:30,914 --> 00:44:32,990 has the pointer come up with another question 989 00:44:32,990 --> 00:44:35,570 and pass it to somebody else. 990 00:44:35,570 --> 00:44:42,480 So that's another nice technique that takes the responsibility 991 00:44:42,480 --> 00:44:47,440 off of the teacher. 992 00:44:47,440 --> 00:44:51,522 And so you're not picking on students. 993 00:44:51,522 --> 00:44:53,480 We've been doing mud cards, think, pair, share. 994 00:44:53,480 --> 00:44:55,130 We're going to do a lightning round. 995 00:44:55,130 --> 00:44:57,530 I'll talk a little bit more about jigsaw later. 996 00:44:57,530 --> 00:44:59,180 And if time allows, I'll show you 997 00:44:59,180 --> 00:45:03,650 a demo I did on diffusion using the students as the atoms. 998 00:45:09,400 --> 00:45:13,690 Sometimes if you're trying to ease in active learning, 999 00:45:13,690 --> 00:45:17,800 slowly into your class-- you don't want to do too much-- 1000 00:45:17,800 --> 00:45:20,290 you want to think about the short time things that 1001 00:45:20,290 --> 00:45:23,700 don't require huge disruptions. 1002 00:45:23,700 --> 00:45:25,800 If you want to go back to your seats, you can. 1003 00:45:25,800 --> 00:45:27,730 Maybe I should let you guys do that. 1004 00:45:27,730 --> 00:45:29,240 So you know what we'll do? 1005 00:45:29,240 --> 00:45:30,690 While they're taking a break, I'm 1006 00:45:30,690 --> 00:45:33,540 going to demo the beach ball. 1007 00:45:33,540 --> 00:45:34,810 So this is nice. 1008 00:45:34,810 --> 00:45:36,390 This is the beach ball technique. 1009 00:45:36,390 --> 00:45:38,790 So when you catch the ball, I'd like 1010 00:45:38,790 --> 00:45:41,050 you to tell me if you've had any experiences 1011 00:45:41,050 --> 00:45:44,565 with active learning in classes that you've taken. 1012 00:45:44,565 --> 00:45:45,773 And you can't count this one. 1013 00:45:50,914 --> 00:45:54,453 AUDIENCE: I had active learning in my electricity and magnetism 1014 00:45:54,453 --> 00:45:55,355 class. 1015 00:45:55,355 --> 00:45:58,760 And that was called TEAL. 1016 00:45:58,760 --> 00:46:00,410 And it's very polarized. 1017 00:46:00,410 --> 00:46:04,630 The people for and against it, especially the students. 1018 00:46:04,630 --> 00:46:08,338 So they basically tables of nine. 1019 00:46:08,338 --> 00:46:11,125 And then within that table, you had groups of three. 1020 00:46:11,125 --> 00:46:13,250 And each of those would be a problem solving group. 1021 00:46:13,250 --> 00:46:16,918 So you'd have four problems to solve per two hour class 1022 00:46:16,918 --> 00:46:17,512 period. 1023 00:46:17,512 --> 00:46:19,345 And that would be going up to the board look 1024 00:46:19,345 --> 00:46:20,470 and doing it by themselves. 1025 00:46:20,470 --> 00:46:22,803 And then the teacher at the end would reveal the answers 1026 00:46:22,803 --> 00:46:24,280 and tell us how to go through it. 1027 00:46:24,280 --> 00:46:27,830 And, for my group at least, there was always-- 1028 00:46:27,830 --> 00:46:29,251 or my table-- 1029 00:46:29,251 --> 00:46:30,750 there was always this one person who 1030 00:46:30,750 --> 00:46:32,910 would write every single time-- 1031 00:46:32,910 --> 00:46:37,100 JANET RANKIN: 3,000 People. 1032 00:46:37,100 --> 00:46:37,790 Stop and think. 1033 00:46:37,790 --> 00:46:39,630 Answer this question. 1034 00:46:39,630 --> 00:46:41,340 That's active learning. 1035 00:46:41,340 --> 00:46:46,030 That's way more that happens in a lot of classes. 1036 00:46:46,030 --> 00:46:48,640 Interactive learning generally implies that students 1037 00:46:48,640 --> 00:46:50,830 are talking to each other. 1038 00:46:50,830 --> 00:46:53,710 And that's the most general categorizations 1039 00:46:53,710 --> 00:46:57,840 you can get active, interactive. 1040 00:46:57,840 --> 00:47:00,750 So we're going to do a bunch of stuff with clickers, 1041 00:47:00,750 --> 00:47:05,296 or plickers, these things. 1042 00:47:05,296 --> 00:47:07,170 But there's some other techniques you can do. 1043 00:47:07,170 --> 00:47:09,115 You can put up a graph or an image. 1044 00:47:09,115 --> 00:47:10,740 And you could say, OK, somebody come up 1045 00:47:10,740 --> 00:47:13,020 and show me the green boundary in this picture. 1046 00:47:13,020 --> 00:47:16,290 Show me a triple junction. 1047 00:47:16,290 --> 00:47:19,690 Show me where the building, the crack in the building started. 1048 00:47:19,690 --> 00:47:22,230 Show me whatever. 1049 00:47:22,230 --> 00:47:23,310 And you pass the pointer. 1050 00:47:23,310 --> 00:47:24,684 And then you have the student who 1051 00:47:24,684 --> 00:47:26,790 has the pointer come up with another question 1052 00:47:26,790 --> 00:47:29,370 and pass it to somebody else. 1053 00:47:29,370 --> 00:47:36,250 So that's another nice technique that takes the responsibility 1054 00:47:36,250 --> 00:47:41,112 off of the teacher. 1055 00:47:41,112 --> 00:47:42,695 And so you're not picking on students. 1056 00:47:45,302 --> 00:47:47,260 We've been doing mud cards, think, pair, share. 1057 00:47:47,260 --> 00:47:48,910 We're going to do a lightning round. 1058 00:47:48,910 --> 00:47:51,310 I'll talk a little bit more about jigsaw later on. 1059 00:47:51,310 --> 00:47:52,960 And if time allows, I'll show you 1060 00:47:52,960 --> 00:47:57,175 a demo I did on diffusion using the students as the atoms. 1061 00:48:03,170 --> 00:48:07,460 Sometimes if you're trying to ease in active learning, 1062 00:48:07,460 --> 00:48:10,160 slowly into your class-- 1063 00:48:10,160 --> 00:48:11,600 you don't want to do too much-- 1064 00:48:11,600 --> 00:48:14,060 you want to think about the short time things that 1065 00:48:14,060 --> 00:48:17,470 don't require huge disruptions. 1066 00:48:17,470 --> 00:48:19,550 If you want to go back to your seats, you can. 1067 00:48:19,550 --> 00:48:22,750 Maybe I should let you guys do that. 1068 00:48:22,750 --> 00:48:24,250 So you know what we'll do? 1069 00:48:24,250 --> 00:48:25,730 While they're taking a break, I'm 1070 00:48:25,730 --> 00:48:28,580 going to demo the beach ball. 1071 00:48:28,580 --> 00:48:29,880 So this is nice. 1072 00:48:29,880 --> 00:48:31,430 This is the beach ball technique. 1073 00:48:31,430 --> 00:48:33,830 So when you catch the ball, I'd like 1074 00:48:33,830 --> 00:48:36,090 you to tell me if you've had any experiences 1075 00:48:36,090 --> 00:48:39,190 with active learning in classes that you've taken. 1076 00:48:39,190 --> 00:48:40,776 And you can't count this one. 1077 00:48:46,060 --> 00:48:49,697 AUDIENCE: I had active learning in my electricity and magnetism 1078 00:48:49,697 --> 00:48:50,197 class. 1079 00:48:50,197 --> 00:48:54,040 And that was called TEAL. 1080 00:48:54,040 --> 00:48:58,756 It's very polarized, the people for and against it, especially 1081 00:48:58,756 --> 00:48:59,870 the students. 1082 00:48:59,870 --> 00:49:03,731 So we basically had tables of nine. 1083 00:49:03,731 --> 00:49:05,856 And then within that table, we had groups of three. 1084 00:49:05,856 --> 00:49:07,980 And each of those would be a problem solving group. 1085 00:49:07,980 --> 00:49:11,973 So you'd have four problems to solve per two hour class 1086 00:49:11,973 --> 00:49:12,473 period. 1087 00:49:12,473 --> 00:49:14,098 And that would be going up to the board 1088 00:49:14,098 --> 00:49:16,647 and doing it by themselves. and then the teacher at the end 1089 00:49:16,647 --> 00:49:18,230 would reveal the answer and telling us 1090 00:49:18,230 --> 00:49:19,565 how to go through it. 1091 00:49:19,565 --> 00:49:22,952 And for my group at least-- 1092 00:49:22,952 --> 00:49:25,638 or my table-- there was always this one who 1093 00:49:25,638 --> 00:49:28,370 would write every single time. 1094 00:49:28,370 --> 00:49:30,680 And I feel like that detracted from active learning. 1095 00:49:30,680 --> 00:49:32,430 I think it worked better for other people. 1096 00:49:35,224 --> 00:49:36,890 JANET RANKIN: It's definitely polarized. 1097 00:49:36,890 --> 00:49:38,062 Students really are not-- 1098 00:49:38,062 --> 00:49:39,770 I think we talked a little bit about this 1099 00:49:39,770 --> 00:49:42,950 when we did some of the learning theories-- 1100 00:49:42,950 --> 00:49:46,220 but students really are polarized about whether they 1101 00:49:46,220 --> 00:49:48,110 like it or not. 1102 00:49:48,110 --> 00:49:51,830 The data that there's been some pretty good analysis 1103 00:49:51,830 --> 00:49:54,350 of learning, measuring how much students learn, 1104 00:49:54,350 --> 00:49:56,990 and then how much they retain and all that kind of stuff. 1105 00:49:56,990 --> 00:49:59,240 And when you go through that, students 1106 00:49:59,240 --> 00:50:03,710 seem to learn more and retain more in the active learning 1107 00:50:03,710 --> 00:50:06,770 format, even though they really at least half of them 1108 00:50:06,770 --> 00:50:08,010 don't like it at all. 1109 00:50:08,010 --> 00:50:10,920 So it's an interesting commentary 1110 00:50:10,920 --> 00:50:12,410 That's a good great story. 1111 00:50:12,410 --> 00:50:13,993 So why don't you give the ball a toss? 1112 00:50:16,760 --> 00:50:17,505 There you go. 1113 00:50:20,190 --> 00:50:22,010 No, you have to answer a question. 1114 00:50:22,010 --> 00:50:24,560 Have you ever experienced active learning 1115 00:50:24,560 --> 00:50:26,270 in a classroom besides this class? 1116 00:50:26,270 --> 00:50:29,510 And how did it work or not work? 1117 00:50:29,510 --> 00:50:31,580 AUDIENCE: I would say yes to that. 1118 00:50:31,580 --> 00:50:35,347 It's definitely the traditional method, sitting in front, 1119 00:50:35,347 --> 00:50:36,780 face to face lecture. 1120 00:50:39,437 --> 00:50:40,520 JANET RANKIN: Fair enough. 1121 00:50:40,520 --> 00:50:41,695 Give a toss, toss to anyone. 1122 00:50:45,840 --> 00:50:48,770 Are we going to get the same answer from all of you? 1123 00:50:48,770 --> 00:50:50,044 If it's just-- 1124 00:50:50,044 --> 00:50:51,460 AUDIENCE: Is it the same question? 1125 00:50:51,460 --> 00:50:53,840 JANET RANKIN: Yeah, same question. 1126 00:50:53,840 --> 00:50:56,638 AUDIENCE: Yeah, I have. 1127 00:50:56,638 --> 00:50:59,720 Because I recently studied in Sweden. 1128 00:50:59,720 --> 00:51:03,000 And that's the way, most of the time that way, 1129 00:51:03,000 --> 00:51:03,970 they teach in Sweden. 1130 00:51:03,970 --> 00:51:10,494 So for some classes, generally in higher level classes, 1131 00:51:10,494 --> 00:51:13,910 according with d-level classes, they use active learning. 1132 00:51:13,910 --> 00:51:17,870 JANET RANKIN: Great and students buy into it? 1133 00:51:17,870 --> 00:51:18,730 They're OK with it? 1134 00:51:18,730 --> 00:51:21,034 They work at it? 1135 00:51:21,034 --> 00:51:23,472 AUDIENCE: Culturally, they tend to veer 1136 00:51:23,472 --> 00:51:24,472 towards active learning. 1137 00:51:27,117 --> 00:51:29,200 JANET RANKIN: And that's a very interesting point, 1138 00:51:29,200 --> 00:51:34,801 the idea that it can be a cultural thing. 1139 00:51:34,801 --> 00:51:37,660 If everybody else is doing it, or it's expected, 1140 00:51:37,660 --> 00:51:39,070 then that's what you do right. 1141 00:51:39,070 --> 00:51:43,210 So some of these changes, there's an incubation period 1142 00:51:43,210 --> 00:51:46,427 before they actually take off and they're widely accepted. 1143 00:51:46,427 --> 00:51:47,968 AUDIENCE: In fact in Denmark, I think 1144 00:51:47,968 --> 00:51:50,805 that's the only way they each. 1145 00:51:50,805 --> 00:51:52,180 JANET RANKIN: It's pretty active. 1146 00:51:52,180 --> 00:51:54,860 I have a colleague who's in, or friend 1147 00:51:54,860 --> 00:51:58,600 who works at the University of Copenhagen, 1148 00:51:58,600 --> 00:52:03,670 and all new faculty have to take a yearlong course on teaching, 1149 00:52:03,670 --> 00:52:07,690 no matter what department, physics, math, a year long, 1150 00:52:07,690 --> 00:52:08,530 the faculty. 1151 00:52:08,530 --> 00:52:13,030 And here you could never force the faculty to do anything. 1152 00:52:13,030 --> 00:52:14,770 So it's pretty interesting that they've 1153 00:52:14,770 --> 00:52:16,140 been doing it for so long. 1154 00:52:16,140 --> 00:52:17,765 AUDIENCE: I have a question about that. 1155 00:52:17,765 --> 00:52:24,106 Is it the way that professors, their role as actual teachers 1156 00:52:24,106 --> 00:52:25,097 is viewed? 1157 00:52:25,097 --> 00:52:25,597 [INAUDIBLE] 1158 00:52:25,597 --> 00:52:27,088 But seriously, people [INAUDIBLE] 1159 00:52:27,088 --> 00:52:30,402 or something, I think definitely trying to enforce a teaching 1160 00:52:30,402 --> 00:52:31,860 class would be a lot more receptive 1161 00:52:31,860 --> 00:52:35,290 than if you tried to enforce that here, where teaching 1162 00:52:35,290 --> 00:52:38,210 isn't necessarily the focus. 1163 00:52:38,210 --> 00:52:42,890 JANET RANKIN: But there, it's a good research university. 1164 00:52:42,890 --> 00:52:45,732 But on the teaching side, that's the norm. 1165 00:52:45,732 --> 00:52:46,690 That's the expectation. 1166 00:52:46,690 --> 00:52:47,690 AUDIENCE: But what about requiring-- 1167 00:52:47,690 --> 00:52:49,190 I know it's hard when you have professors 1168 00:52:49,190 --> 00:52:50,564 that have been doing what they're 1169 00:52:50,564 --> 00:52:53,026 doing for 25, 30, 40 years. 1170 00:52:53,026 --> 00:52:54,942 It's hard to get them to adopt new techniques. 1171 00:52:54,942 --> 00:52:57,796 But I think that requiring things-- the faculty 1172 00:52:57,796 --> 00:53:01,212 that you can require things of are the new faculty, who 1173 00:53:01,212 --> 00:53:03,650 have no power yet. 1174 00:53:03,650 --> 00:53:05,360 JANET RANKIN: Yes and no. 1175 00:53:05,360 --> 00:53:08,450 If the tenured system, the requirements for tenure 1176 00:53:08,450 --> 00:53:13,700 don't change, then asking them to take on new-- oh, 1177 00:53:13,700 --> 00:53:15,410 you guys should try active learning. 1178 00:53:15,410 --> 00:53:16,670 Revamp this course. 1179 00:53:16,670 --> 00:53:18,980 And then they don't get tenure. 1180 00:53:18,980 --> 00:53:21,740 So it really has to be a whole systemic change, 1181 00:53:21,740 --> 00:53:24,680 where the department buys in. 1182 00:53:24,680 --> 00:53:26,180 The school buys in. 1183 00:53:26,180 --> 00:53:27,950 The university buys in and says, OK, these 1184 00:53:27,950 --> 00:53:29,750 are the criteria for tenure. 1185 00:53:29,750 --> 00:53:34,070 And in that is you have to use active learning. 1186 00:53:34,070 --> 00:53:35,210 Or you have to-- 1187 00:53:35,210 --> 00:53:36,960 that's where it would have to get change. 1188 00:53:36,960 --> 00:53:38,780 Otherwise you can't expect people 1189 00:53:38,780 --> 00:53:40,460 that aren't tenured to do it. 1190 00:53:40,460 --> 00:53:41,780 You shouldn't. 1191 00:53:41,780 --> 00:53:43,250 Let's give the ball one more toss. 1192 00:53:50,570 --> 00:53:53,316 AUDIENCE: So it's been a long time 1193 00:53:53,316 --> 00:53:54,618 since I've been in a classroom. 1194 00:53:54,618 --> 00:53:59,010 I would say, in a regular classroom, 1195 00:53:59,010 --> 00:54:01,286 I don't that I've been in a class that 1196 00:54:01,286 --> 00:54:02,350 does active learning. 1197 00:54:02,350 --> 00:54:08,309 But I have taken courses that are largely lab courses, 1198 00:54:08,309 --> 00:54:09,850 like a mouse embryology course, where 1199 00:54:09,850 --> 00:54:14,896 you have 15 minutes of lecture. 1200 00:54:14,896 --> 00:54:17,190 And then you go into the lab And you do it. 1201 00:54:17,190 --> 00:54:19,479 And the professor will walk around and help you 1202 00:54:19,479 --> 00:54:20,270 with the technique. 1203 00:54:20,270 --> 00:54:21,770 You're actually there with the mice. 1204 00:54:21,770 --> 00:54:24,160 And you're actually doing something. 1205 00:54:24,160 --> 00:54:26,750 So does that count? 1206 00:54:26,750 --> 00:54:31,430 JANET RANKIN: Lab courses can be their own genre. 1207 00:54:31,430 --> 00:54:34,310 But there has been this movement to take 1208 00:54:34,310 --> 00:54:39,130 that's a little bit of what TEAL does, at a more simple level. 1209 00:54:39,130 --> 00:54:40,820 And there's a little bit of lecture. 1210 00:54:40,820 --> 00:54:43,111 And then students are supposed to answer some questions 1211 00:54:43,111 --> 00:54:44,240 or do something. 1212 00:54:44,240 --> 00:54:46,280 And then they come back together. 1213 00:54:46,280 --> 00:54:49,880 And Studio Labs at WPI has that same format, 1214 00:54:49,880 --> 00:54:53,600 where the classrooms are built with lab benches. 1215 00:54:53,600 --> 00:54:57,710 And students sit at lab benches and see a lecture. 1216 00:54:57,710 --> 00:55:00,110 And then they do some experiments. 1217 00:55:00,110 --> 00:55:01,310 They're mini experiments. 1218 00:55:01,310 --> 00:55:07,190 It's not whole mouse dissection. 1219 00:55:07,190 --> 00:55:09,140 But they do a mini experiment. 1220 00:55:09,140 --> 00:55:10,700 And then they report back. 1221 00:55:10,700 --> 00:55:12,530 And there's an interchange like that. 1222 00:55:12,530 --> 00:55:17,330 So there are some blending of the two. 1223 00:55:17,330 --> 00:55:20,390 Often what people do in labs is different. 1224 00:55:20,390 --> 00:55:23,405 And usually a good lab is fabulous. 1225 00:55:23,405 --> 00:55:26,120 A good lab is fabulous, which is another argument for why 1226 00:55:26,120 --> 00:55:28,394 active learning is good, because everybody 1227 00:55:28,394 --> 00:55:30,560 thinks back about, oh, that lab course was so great. 1228 00:55:30,560 --> 00:55:32,040 I learned so much and did so much. 1229 00:55:32,040 --> 00:55:33,980 And yet that's the lab course. 1230 00:55:33,980 --> 00:55:35,220 And then we have the lecture. 1231 00:55:35,220 --> 00:55:40,440 So it's an interesting comment. 1232 00:55:40,440 --> 00:55:42,200 So that was the beach ball. 1233 00:55:42,200 --> 00:55:44,090 And you see you guys got to throw 1234 00:55:44,090 --> 00:55:45,890 the ball at other students. 1235 00:55:45,890 --> 00:55:48,290 So I didn't have to pick on every-- 1236 00:55:48,290 --> 00:55:50,420 I didn't have to call on people or pick on people. 1237 00:55:53,510 --> 00:55:56,390 I had a little demo here about why it's important, 1238 00:55:56,390 --> 00:56:01,280 just if you ask a question or you ask students 1239 00:56:01,280 --> 00:56:04,629 if there are any questions or what questions they have. 1240 00:56:04,629 --> 00:56:06,170 And that's generally a better phrase. 1241 00:56:06,170 --> 00:56:08,330 What questions do you have? 1242 00:56:08,330 --> 00:56:11,900 It's more welcoming, opposed to saying OK, who's stupid enough. 1243 00:56:11,900 --> 00:56:15,010 Who's not following me? 1244 00:56:15,010 --> 00:56:17,980 Say, OK, what are the questions? 1245 00:56:17,980 --> 00:56:20,540 It's a more welcoming phrase. 1246 00:56:20,540 --> 00:56:23,300 But the idea of waiting. 1247 00:56:23,300 --> 00:56:26,000 So here, if I click on this little guy, 1248 00:56:26,000 --> 00:56:31,380 you should hear 30 seconds of music. 1249 00:56:31,380 --> 00:56:33,890 So imagine you ask a question, 30 seconds for people 1250 00:56:33,890 --> 00:56:36,210 to think about it and formulate an answer. 1251 00:56:36,210 --> 00:56:41,240 This is what 30 seconds feels like of dead time. 1252 00:56:41,240 --> 00:56:43,098 Well, there'll be music. 1253 00:56:43,098 --> 00:56:46,062 [MUSIC PLAYING] 1254 00:57:07,259 --> 00:57:08,175 That's not part of it. 1255 00:57:15,734 --> 00:57:17,150 So did that feel like a long time? 1256 00:57:17,150 --> 00:57:20,270 I know we had a little break there. 1257 00:57:20,270 --> 00:57:22,580 But that feels like a lot. 1258 00:57:22,580 --> 00:57:24,650 Especially when you're standing up here, 1259 00:57:24,650 --> 00:57:25,970 it feels like a long time. 1260 00:57:25,970 --> 00:57:30,260 But 30 seconds, give them 30 seconds. 1261 00:57:30,260 --> 00:57:32,767 The point is, if you want to give students 30 seconds, 1262 00:57:32,767 --> 00:57:34,100 you're going to have to time it. 1263 00:57:34,100 --> 00:57:37,010 You totally have to time it, because you will not estimate 1264 00:57:37,010 --> 00:57:38,990 30 seconds effectively. 1265 00:57:38,990 --> 00:57:41,750 You will totally underestimate it. 1266 00:57:41,750 --> 00:57:44,420 And then another technique that you 1267 00:57:44,420 --> 00:57:47,450 can piggyback on that is saying, OK, take 30 seconds. 1268 00:57:47,450 --> 00:57:51,170 I'm not going to take any answers for 30 seconds. 1269 00:57:51,170 --> 00:57:52,790 So you may have an answer right away. 1270 00:57:52,790 --> 00:57:54,590 But I don't want to hear it for 30 seconds, 1271 00:57:54,590 --> 00:57:56,465 because there's always that guy in the front. 1272 00:57:56,465 --> 00:57:59,060 I had this guy in my high school math class. 1273 00:57:59,060 --> 00:58:01,540 And he used to sit on his-- this little short guy-- 1274 00:58:01,540 --> 00:58:03,821 and he used to sit on his foot on the chair. 1275 00:58:03,821 --> 00:58:04,570 He's on his chair. 1276 00:58:04,570 --> 00:58:05,750 And he's sitting on his foot. 1277 00:58:05,750 --> 00:58:06,740 And he had his hand like this. 1278 00:58:06,740 --> 00:58:07,910 And he was in the front row. 1279 00:58:07,910 --> 00:58:11,870 And whenever the teacher asked the question, he would go. 1280 00:58:11,870 --> 00:58:14,079 And he would come up off of it. 1281 00:58:14,079 --> 00:58:16,370 And so he was always the guy that answer the questions. 1282 00:58:16,370 --> 00:58:21,452 But that left some of us who took a little more time 1283 00:58:21,452 --> 00:58:22,910 not having the opportunity, kind of 1284 00:58:22,910 --> 00:58:27,090 like having the one person write all the time in the TEAL group. 1285 00:58:27,090 --> 00:58:31,830 So that's a good way to go about that. 1286 00:58:31,830 --> 00:58:34,910 We talk a little bit about using clicker questions 1287 00:58:34,910 --> 00:58:35,770 to solicit feedback. 1288 00:58:35,770 --> 00:58:37,520 And we've used the plickers in this class. 1289 00:58:37,520 --> 00:58:40,430 We'll use them again. 1290 00:58:40,430 --> 00:58:44,280 You can get dedicated clickers, these dedicated punch 1291 00:58:44,280 --> 00:58:44,870 in things. 1292 00:58:44,870 --> 00:58:47,492 They use them for TEAL, I think. 1293 00:58:47,492 --> 00:58:48,950 Students may have to purchase them. 1294 00:58:48,950 --> 00:58:49,790 That may cost money. 1295 00:58:49,790 --> 00:58:51,498 The department may have to purchase them. 1296 00:58:51,498 --> 00:58:53,202 That's another source of money. 1297 00:58:53,202 --> 00:58:55,720 AUDIENCE: They make us buy everything. 1298 00:58:55,720 --> 00:59:00,520 JANET RANKIN: So when I was at Brown, actually, 1299 00:59:00,520 --> 00:59:01,770 the department would buy them. 1300 00:59:01,770 --> 00:59:03,360 And they'd leave them in the library. 1301 00:59:03,360 --> 00:59:06,120 And then you could check them out with your student ID. 1302 00:59:06,120 --> 00:59:07,550 And then you got that. 1303 00:59:07,550 --> 00:59:09,090 So you got it for the semester. 1304 00:59:09,090 --> 00:59:10,050 But it was linked to your ID. 1305 00:59:10,050 --> 00:59:12,466 And if you didn't bring it back, they'd charge you for it. 1306 00:59:12,466 --> 00:59:16,840 But that's another way to do it, a fairer way to do it. 1307 00:59:16,840 --> 00:59:20,195 We'll look at something called Socrative later on. 1308 00:59:20,195 --> 00:59:21,070 I'll use it later on. 1309 00:59:21,070 --> 00:59:22,410 But it's a text. 1310 00:59:22,410 --> 00:59:23,860 It's an online format. 1311 00:59:23,860 --> 00:59:27,030 So students need a smartphone or a laptop. 1312 00:59:27,030 --> 00:59:29,490 But they don't need a separate clicker. 1313 00:59:29,490 --> 00:59:32,550 There are issues with that, because not everybody is 1314 00:59:32,550 --> 00:59:33,780 going to have a smartphone. 1315 00:59:33,780 --> 00:59:37,590 And are you biasing your class against people that don't 1316 00:59:37,590 --> 00:59:40,320 happen to have the technology? 1317 00:59:40,320 --> 00:59:42,510 This is why I like plickers, because you 1318 00:59:42,510 --> 00:59:43,890 don't need to buy anything. 1319 00:59:43,890 --> 00:59:45,090 I give you the card. 1320 00:59:45,090 --> 00:59:48,330 And I need to have the smartphone. 1321 00:59:48,330 --> 00:59:49,980 But you don't. 1322 00:59:49,980 --> 00:59:51,900 And then you could always use index cards 1323 00:59:51,900 --> 00:59:54,570 or do the whole, put one finger up 1324 00:59:54,570 --> 00:59:57,480 if you think it's A and two if it's B and three if it's 1325 00:59:57,480 --> 01:00:01,050 C. That gets a little tough in a bigger class, 1326 01:00:01,050 --> 01:00:02,550 because it's hard to see. 1327 01:00:02,550 --> 01:00:04,710 It's hard to count. 1328 01:00:04,710 --> 01:00:08,160 I like the fact that the clickers, plickers, 1329 01:00:08,160 --> 01:00:09,990 and the Socrative or Poll Everywhere 1330 01:00:09,990 --> 01:00:11,290 give you a histogram. 1331 01:00:11,290 --> 01:00:14,330 So you get a really quick idea about who's getting it 1332 01:00:14,330 --> 01:00:17,566 and who isn't getting it. 1333 01:00:17,566 --> 01:00:19,190 So we're going to do a couple of these. 1334 01:00:19,190 --> 01:00:21,950 Remember-- this is from the label of the free body 1335 01:00:21,950 --> 01:00:28,640 diagram-- that these misconceptions always 1336 01:00:28,640 --> 01:00:30,500 linger in a lecture class. 1337 01:00:30,500 --> 01:00:34,940 We talked about this free diagram the other day. 1338 01:00:34,940 --> 01:00:38,240 So let's just try this one here, give you another little warm up 1339 01:00:38,240 --> 01:00:39,320 on the picker's. 1340 01:00:39,320 --> 01:00:40,640 So you have the card. 1341 01:00:40,640 --> 01:00:47,290 And I'm just going to ask you to look at the question. 1342 01:00:47,290 --> 01:00:52,180 And when you're ready to answer, just hold up your card. 1343 01:00:52,180 --> 01:01:00,020 And if you can keep your finger away from the pattern, 1344 01:01:00,020 --> 01:01:05,000 that would be great, because it makes it hard to read it. 1345 01:01:05,000 --> 01:01:06,360 And then however you want to-- 1346 01:01:14,932 --> 01:01:16,890 AUDIENCE: Does this work for larger classrooms? 1347 01:01:16,890 --> 01:01:18,300 JANET RANKIN: It does. 1348 01:01:18,300 --> 01:01:20,490 I have a colleague who uses it at Brown. 1349 01:01:20,490 --> 01:01:22,950 And he just started teaching this semester. 1350 01:01:22,950 --> 01:01:24,610 And he showed me his-- 1351 01:01:24,610 --> 01:01:28,560 or a friend-- he showed me his plickers. 1352 01:01:28,560 --> 01:01:32,460 And he printed them out on 8 by 10, 1353 01:01:32,460 --> 01:01:35,220 like a sheet of paper, cardstock. 1354 01:01:35,220 --> 01:01:37,380 And they're enormous. 1355 01:01:37,380 --> 01:01:39,540 They're like this big. 1356 01:01:39,540 --> 01:01:41,951 AUDIENCE: How do you not get [INAUDIBLE]? 1357 01:01:41,951 --> 01:01:43,450 Well Well they have to hold them up. 1358 01:01:43,450 --> 01:01:44,040 You have to. 1359 01:01:44,040 --> 01:01:45,581 And you can walk around a little bit. 1360 01:01:45,581 --> 01:01:47,320 But I'll show you this. 1361 01:01:47,320 --> 01:01:48,990 So I have the histogram. 1362 01:01:48,990 --> 01:01:53,100 And I measured everybody. 1363 01:01:53,100 --> 01:01:56,100 So now I know what you think about this question. 1364 01:01:56,100 --> 01:01:57,677 I know who's got it right. 1365 01:01:57,677 --> 01:01:59,010 I don't know who's got it right. 1366 01:01:59,010 --> 01:02:12,260 But I know that most of you have chosen the correct answer. 1367 01:02:12,260 --> 01:02:17,220 But there were a few of you picked up 1368 01:02:17,220 --> 01:02:18,790 one of the other answers. 1369 01:02:18,790 --> 01:02:23,440 And so now I know that it's a non-trivial number of you that 1370 01:02:23,440 --> 01:02:26,000 picked an incorrect answer. 1371 01:02:26,000 --> 01:02:29,950 So now I know exactly what I need to do. 1372 01:02:29,950 --> 01:02:31,690 It's given me incredibly good information 1373 01:02:31,690 --> 01:02:33,160 that there is some out there that 1374 01:02:33,160 --> 01:02:36,640 have a pretty strong misunderstanding 1375 01:02:36,640 --> 01:02:38,920 of the literature. 1376 01:02:38,920 --> 01:02:40,420 And that's that some of you picked 1377 01:02:40,420 --> 01:02:48,070 A. There's a lot of data to support that active learning, 1378 01:02:48,070 --> 01:02:50,746 active technique supports student learning. 1379 01:02:50,746 --> 01:02:52,495 I call your attention to the Freeman paper 1380 01:02:52,495 --> 01:02:55,810 that's in the reading for today, also to the [? Haik ?] 1381 01:02:55,810 --> 01:02:58,320 article, which was referenced. 1382 01:02:58,320 --> 01:03:01,010 So those are two of the more compelling readings. 1383 01:03:01,010 --> 01:03:03,820 But if you go through, you'll see quite a few studies 1384 01:03:03,820 --> 01:03:08,890 that unambiguously show that active learning has an impact. 1385 01:03:08,890 --> 01:03:11,770 So the incorrect answer is that it always involves group work. 1386 01:03:11,770 --> 01:03:12,610 That's not true. 1387 01:03:12,610 --> 01:03:13,930 It doesn't always involve work. 1388 01:03:13,930 --> 01:03:15,760 As we said, you could just ask students 1389 01:03:15,760 --> 01:03:18,730 to sit and think and then do something with their thoughts. 1390 01:03:18,730 --> 01:03:20,200 And that would be active. 1391 01:03:20,200 --> 01:03:21,770 So Rachel, you're smiling. 1392 01:03:21,770 --> 01:03:24,380 Is there a-- 1393 01:03:24,380 --> 01:03:26,410 OK. 1394 01:03:26,410 --> 01:03:28,267 AUDIENCE: Sometimes my face just does that. 1395 01:03:28,267 --> 01:03:30,350 JANET RANKIN: I didn't know whether it was a smirk 1396 01:03:30,350 --> 01:03:31,620 or whatever. 1397 01:03:31,620 --> 01:03:34,610 And did I show you what this looks like? 1398 01:03:34,610 --> 01:03:37,410 So you can see with the histogram looks like. 1399 01:03:37,410 --> 01:03:38,088 I did? 1400 01:03:38,088 --> 01:03:39,720 [INTERPOSING VOICES] 1401 01:03:39,720 --> 01:03:43,160 You weren't here, though, when I did. 1402 01:03:43,160 --> 01:03:44,490 The time I used it before. 1403 01:03:44,490 --> 01:03:46,560 I'll show you offline. 1404 01:03:46,560 --> 01:03:50,900 So the histogram is really, really useful. 1405 01:03:50,900 --> 01:03:56,667 So it really can ferret out some misunderstanding. 1406 01:03:56,667 --> 01:03:58,250 We don't have to go through all these. 1407 01:03:58,250 --> 01:04:01,537 But this is another way to check for misunderstanding. 1408 01:04:01,537 --> 01:04:02,870 I can ask this kind of question. 1409 01:04:02,870 --> 01:04:03,870 It's a concept question. 1410 01:04:03,870 --> 01:04:06,030 It's a conceptual question. 1411 01:04:06,030 --> 01:04:08,790 And then I can ask you to pick an answer. 1412 01:04:08,790 --> 01:04:13,020 And then I can see where your misconceptions 1413 01:04:13,020 --> 01:04:15,150 lie about this topic. 1414 01:04:15,150 --> 01:04:19,110 So it can be very, very-- it should be very, very focused. 1415 01:04:19,110 --> 01:04:20,490 It's not just a busywork question 1416 01:04:20,490 --> 01:04:23,650 it's a focused question with focus distractors. 1417 01:04:23,650 --> 01:04:27,315 The distractors are the incorrect answers. 1418 01:04:27,315 --> 01:04:28,356 AUDIENCE: Can we do this? 1419 01:04:28,356 --> 01:04:30,150 I want to see what the spread of answers is. 1420 01:04:30,150 --> 01:04:30,950 JANET RANKIN: Sure. 1421 01:04:30,950 --> 01:04:31,140 Let's do it. 1422 01:04:31,140 --> 01:04:32,639 AUDIENCE: They asked this question-- 1423 01:04:32,639 --> 01:04:35,246 I laughed, because they asked a very similar question 1424 01:04:35,246 --> 01:04:37,140 at Harvard graduation. 1425 01:04:37,140 --> 01:04:38,800 JANET RANKIN: Exactly. 1426 01:04:38,800 --> 01:04:41,036 What was it called, a world of their own? 1427 01:04:41,036 --> 01:04:42,202 AUDIENCE: Yeah one of those. 1428 01:04:45,760 --> 01:04:47,270 JANET RANKIN: Two times, check. 1429 01:04:47,270 --> 01:04:49,454 I've got to clear my responses. 1430 01:04:54,843 --> 01:04:55,343 Let's go. 1431 01:05:00,140 --> 01:05:03,780 So I'm getting you folks in the back without a problem. 1432 01:05:10,830 --> 01:05:11,470 I got one. 1433 01:05:11,470 --> 01:05:12,987 I'm missing one of you. 1434 01:05:17,650 --> 01:05:19,507 Wow. 1435 01:05:19,507 --> 01:05:21,340 So there's any number of things I could ask. 1436 01:05:21,340 --> 01:05:22,881 We're going to do another pair, share 1437 01:05:22,881 --> 01:05:24,430 around this kind of thing. 1438 01:05:24,430 --> 01:05:26,200 But maybe not for this one. 1439 01:05:26,200 --> 01:05:28,060 But this is amazing. 1440 01:05:28,060 --> 01:05:31,180 Basically it's A got three votes. 1441 01:05:31,180 --> 01:05:32,000 B got three votes. 1442 01:05:32,000 --> 01:05:33,350 C got four votes. 1443 01:05:33,350 --> 01:05:34,330 And D got three votes. 1444 01:05:39,050 --> 01:05:41,132 So it's pretty amazing. 1445 01:05:41,132 --> 01:05:42,590 AUDIENCE: What is the right answer? 1446 01:05:45,399 --> 01:05:46,440 JANET RANKIN: Biologists? 1447 01:05:46,440 --> 01:05:52,106 AUDIENCE: B. 1448 01:05:52,106 --> 01:05:56,600 JANET RANKIN: The answer is B. And it's the most-- 1449 01:05:56,600 --> 01:05:59,000 maybe not surprising-- but the idea 1450 01:05:59,000 --> 01:06:01,490 that it's taking in things from the air. 1451 01:06:01,490 --> 01:06:04,100 They're taking in gases. 1452 01:06:04,100 --> 01:06:08,600 But there's chemical reactions which manifest themselves 1453 01:06:08,600 --> 01:06:10,672 in a weight gain. 1454 01:06:10,672 --> 01:06:13,152 [INTERPOSING VOICES] 1455 01:06:17,950 --> 01:06:22,630 It's not a biology class, which is why-- 1456 01:06:22,630 --> 01:06:25,170 so that's just super telling. 1457 01:06:25,170 --> 01:06:26,250 That would be incredible. 1458 01:06:26,250 --> 01:06:29,300 If this were a biology class and that was the spread, 1459 01:06:29,300 --> 01:06:31,465 that would just be really, really informative 1460 01:06:31,465 --> 01:06:32,256 for the instructor. 1461 01:06:32,256 --> 01:06:33,390 AUDIENCE: Really worrying. 1462 01:06:33,390 --> 01:06:34,320 JANET RANKIN: Well yeah, that too. 1463 01:06:34,320 --> 01:06:35,420 But it's biology class. 1464 01:06:35,420 --> 01:06:36,045 So don't worry. 1465 01:06:38,760 --> 01:06:40,890 But you do want to think very, very carefully 1466 01:06:40,890 --> 01:06:43,080 about the wrong answers, because you 1467 01:06:43,080 --> 01:06:44,940 want the wrong answers to tell you 1468 01:06:44,940 --> 01:06:48,088 something about what students understand or don't understand. 1469 01:06:51,760 --> 01:06:55,360 Generally speaking in the adoption of clickers, 1470 01:06:55,360 --> 01:06:59,570 plickers, whatever, takes a three step process. 1471 01:06:59,570 --> 01:07:01,150 One is that people generally start 1472 01:07:01,150 --> 01:07:04,660 with these simple fact questions, 1473 01:07:04,660 --> 01:07:07,200 and then more challenging conceptual questions, which 1474 01:07:07,200 --> 01:07:10,720 I would put the one we just did at. 1475 01:07:10,720 --> 01:07:12,700 That students, they might-- 1476 01:07:12,700 --> 01:07:16,450 arguing with each other could be useful. 1477 01:07:16,450 --> 01:07:18,490 And then the third is you've just 1478 01:07:18,490 --> 01:07:20,080 totally revamped the lecture. 1479 01:07:20,080 --> 01:07:21,980 And it's all centered around these questions. 1480 01:07:21,980 --> 01:07:23,740 And depending on how students answer, 1481 01:07:23,740 --> 01:07:27,460 that's how you navigate through the lecture 1482 01:07:27,460 --> 01:07:29,860 or through the course, class period. 1483 01:07:29,860 --> 01:07:33,210 I would never recommend that anybody start with this one. 1484 01:07:33,210 --> 01:07:36,190 I think that we're all capable of starting with two actually. 1485 01:07:36,190 --> 01:07:39,610 And I think starting with three may be a waste of time, 1486 01:07:39,610 --> 01:07:41,860 unless you really just want to check and see if people 1487 01:07:41,860 --> 01:07:42,770 did the reading or something. 1488 01:07:42,770 --> 01:07:43,280 It's a big class. 1489 01:07:43,280 --> 01:07:45,488 And you just want to see if they've done the reading. 1490 01:07:45,488 --> 01:07:47,912 But in general, I would say put your energy 1491 01:07:47,912 --> 01:07:49,870 into coming up with some really good questions. 1492 01:07:49,870 --> 01:07:51,040 And maybe don't ask as many. 1493 01:07:53,740 --> 01:07:56,890 And then as I keep saying, I hope 1494 01:07:56,890 --> 01:08:00,257 you can start to see how that's really, really linked. 1495 01:08:00,257 --> 01:08:01,840 It's a measure of whether they get it. 1496 01:08:01,840 --> 01:08:03,756 But it's also an activity to help them get it. 1497 01:08:07,560 --> 01:08:10,220 So I've been minoring the Back Channel. 1498 01:08:10,220 --> 01:08:13,630 Nobody's saying anything except for Dave. 1499 01:08:13,630 --> 01:08:15,780 And I answered him. 1500 01:08:15,780 --> 01:08:17,600 And because I gave you a break before, 1501 01:08:17,600 --> 01:08:22,439 I may scoot on, continue on. 1502 01:08:25,439 --> 01:08:28,396 So if you want take a second and login, that's fine. 1503 01:08:28,396 --> 01:08:29,020 But I may not-- 1504 01:08:29,020 --> 01:08:31,994 AUDIENCE: That's the link for last year's. 1505 01:08:31,994 --> 01:08:34,827 AUDIENCE: I entered it, and I put entered into last year's. 1506 01:08:34,827 --> 01:08:35,910 And I got really confused. 1507 01:08:35,910 --> 01:08:36,840 JANET RANKIN: Uh oh. 1508 01:08:36,840 --> 01:08:39,029 So the one for this year is back here. 1509 01:08:39,029 --> 01:08:40,425 Hold on. 1510 01:08:40,425 --> 01:08:42,700 AUDIENCE: It's like four something, 1511 01:08:42,700 --> 01:08:45,044 4125 instead of 3969. 1512 01:08:45,044 --> 01:08:46,335 JANET RANKIN: Oh OK, thank you. 1513 01:08:55,969 --> 01:08:57,510 So while you're doing that, I'm going 1514 01:08:57,510 --> 01:09:01,460 to set up something which is called lightning round. 1515 01:09:01,460 --> 01:09:04,819 And we're doing these two. 1516 01:09:04,819 --> 01:09:07,760 So I'm going to just, sitting in your seat, 1517 01:09:07,760 --> 01:09:13,100 if you can think about this question, just the question 1518 01:09:13,100 --> 01:09:13,970 on the left. 1519 01:09:13,970 --> 01:09:15,830 Based on research at NASA, what was 1520 01:09:15,830 --> 01:09:18,020 the approximate net global change in temperature 1521 01:09:18,020 --> 01:09:22,819 between 1880 and 1975? 1522 01:09:22,819 --> 01:09:25,170 It's not a plicker question. 1523 01:09:25,170 --> 01:09:26,179 It's just a question. 1524 01:09:26,179 --> 01:09:28,179 Try to think about what you think the answer is. 1525 01:09:37,990 --> 01:09:39,656 AUDIENCE: What is Celsius to Fahrenheit? 1526 01:09:42,645 --> 01:09:46,010 JANET RANKIN: To get from Celsius to Fahrenheit? 1527 01:09:46,010 --> 01:09:47,439 So you have to-- 1528 01:09:47,439 --> 01:09:49,149 well I always just double it and add 30. 1529 01:09:51,729 --> 01:10:01,562 So it's 8/5 plus 32. 1530 01:10:01,562 --> 01:10:02,910 [INTERPOSING VOICES] 1531 01:10:02,910 --> 01:10:05,370 8/56 plus 32 is the real equation. 1532 01:10:26,440 --> 01:10:27,195 Is it 8/5 or 9/5? 1533 01:10:27,195 --> 01:10:27,695 AUDIENCE: 9. 1534 01:10:27,695 --> 01:10:33,405 JANET RANKIN: 9/5 That's why I just double it. 1535 01:10:33,405 --> 01:10:34,375 Close enough. 1536 01:10:43,010 --> 01:10:48,110 So what I'm going to ask is that-- let's see-- 1537 01:10:48,110 --> 01:10:52,970 David, Gordon, and Julie. 1538 01:10:52,970 --> 01:10:59,330 And if you can move down, down, just to the end. 1539 01:10:59,330 --> 01:11:09,320 And then if Adam, [INAUDIBLE], Dave can come around? 1540 01:11:22,284 --> 01:11:22,950 Just keep going. 1541 01:11:22,950 --> 01:11:24,900 Keep going. 1542 01:11:24,900 --> 01:11:25,860 Keep going. 1543 01:11:25,860 --> 01:11:27,540 That's fine. 1544 01:11:27,540 --> 01:11:29,160 One, two, three, four-- no, no. 1545 01:11:29,160 --> 01:11:31,440 You have to stand up, guys. 1546 01:11:31,440 --> 01:11:34,350 No relaxing. 1547 01:11:34,350 --> 01:11:35,890 Yes, but that's not-- 1548 01:11:35,890 --> 01:11:37,110 I can tell a story. 1549 01:11:37,110 --> 01:11:39,600 Please stand up and move over. 1550 01:11:39,600 --> 01:11:40,990 Move over. 1551 01:11:40,990 --> 01:11:42,510 And just keep coming around. 1552 01:11:42,510 --> 01:11:43,250 Everybody's up. 1553 01:11:43,250 --> 01:11:44,243 Everybody's doing this. 1554 01:11:48,820 --> 01:11:53,440 Michelle, so I need six, Michelle 1555 01:11:53,440 --> 01:11:56,931 come on over here next to [INAUDIBLE]. 1556 01:11:56,931 --> 01:11:58,520 That's fine. 1557 01:11:58,520 --> 01:12:00,310 Now [INAUDIBLE], you come around here 1558 01:12:00,310 --> 01:12:06,410 please, and go opposite David, please. 1559 01:12:06,410 --> 01:12:08,870 And everybody else just file in and go opposite someone. 1560 01:12:14,910 --> 01:12:16,370 Sarah, do you want to participate? 1561 01:12:21,450 --> 01:12:23,530 So here's what happens. 1562 01:12:23,530 --> 01:12:24,930 I'm going to tell you to go. 1563 01:12:24,930 --> 01:12:27,000 And you have two minutes. 1564 01:12:27,000 --> 01:12:31,200 The person in this line takes some amount of time 1565 01:12:31,200 --> 01:12:36,420 and says what their answer is and why they chose it. 1566 01:12:36,420 --> 01:12:39,150 And the person in that line can ask questions or whatever, 1567 01:12:39,150 --> 01:12:42,215 and then say what they thought and say why they thought that. 1568 01:12:42,215 --> 01:12:44,340 So you're going to have a really quick conversation 1569 01:12:44,340 --> 01:12:46,770 about your choices. 1570 01:12:46,770 --> 01:12:50,790 And after two minutes, I'm going to tell you to please stop. 1571 01:12:50,790 --> 01:12:54,870 And then you have to get a new person. 1572 01:12:54,870 --> 01:12:56,520 And I'll show you how to do that. 1573 01:12:56,520 --> 01:12:58,380 Everybody understand what we're doing? 1574 01:12:58,380 --> 01:13:00,840 You're having a two minute exchange of ideas. 1575 01:13:00,840 --> 01:13:02,970 And it's going to be loud. 1576 01:13:02,970 --> 01:13:03,500 Believe me. 1577 01:13:03,500 --> 01:13:05,265 And it's the person opposite you. 1578 01:13:09,590 --> 01:13:11,330 Are you ready? 1579 01:13:11,330 --> 01:13:13,450 Everyone ready? 1580 01:13:13,450 --> 01:13:19,030 On your mark, get set, go. 1581 01:13:19,030 --> 01:13:21,230 [INTERPOSING VOICES] 1582 01:13:45,594 --> 01:13:46,510 Let me ask a question. 1583 01:13:46,510 --> 01:13:49,860 Did you encounter people that had different choices than you? 1584 01:13:49,860 --> 01:13:50,500 AUDIENCE: Yes. 1585 01:13:50,500 --> 01:13:53,350 JANET RANKIN: Yes. 1586 01:13:53,350 --> 01:13:58,360 So that generally means it's a pretty good question, 1587 01:13:58,360 --> 01:14:00,760 because you get to hear lots of different perspectives. 1588 01:14:00,760 --> 01:14:05,050 Now if this were the central part of the class, this topic, 1589 01:14:05,050 --> 01:14:08,680 you might let the pairings go even longer, even more 1590 01:14:08,680 --> 01:14:10,240 pairings. 1591 01:14:10,240 --> 01:14:13,090 So did anybody change their mind based on what 1592 01:14:13,090 --> 01:14:14,545 they heard a partner say? 1593 01:14:17,260 --> 01:14:20,002 OK, a couple of you. 1594 01:14:20,002 --> 01:14:21,460 Generally, what happens then is you 1595 01:14:21,460 --> 01:14:23,860 would want to have a de-brief, where 1596 01:14:23,860 --> 01:14:27,040 we talk about why you picked the answer you picked 1597 01:14:27,040 --> 01:14:28,810 and what you picked. 1598 01:14:28,810 --> 01:14:31,180 And most of the time, the choices 1599 01:14:31,180 --> 01:14:32,950 are a little been informative. 1600 01:14:32,950 --> 01:14:36,970 If you found, as the instructor, that everybody picked 1601 01:14:36,970 --> 01:14:40,420 a negative number, well you're in a very different place 1602 01:14:40,420 --> 01:14:44,920 than if people are arguing over how much positive it is. 1603 01:14:44,920 --> 01:14:46,630 So you're going to use that information 1604 01:14:46,630 --> 01:14:52,340 to find out about where the misconceptions are. 1605 01:14:52,340 --> 01:14:54,216 What's the advantage of this method? 1606 01:14:58,522 --> 01:14:59,384 Gordon. 1607 01:14:59,384 --> 01:15:02,003 AUDIENCE: It's very interesting, I thought. 1608 01:15:02,003 --> 01:15:05,044 One I found out is that the students talk to each other. 1609 01:15:05,044 --> 01:15:07,529 We never talk to each other. 1610 01:15:07,529 --> 01:15:12,002 And it's easier for them as to [INAUDIBLE]. 1611 01:15:12,002 --> 01:15:16,105 So at the beginning, they are aware of conflicts. 1612 01:15:16,105 --> 01:15:19,556 But as we rotated, there was a convergence. 1613 01:15:19,556 --> 01:15:22,514 It was very interesting. 1614 01:15:22,514 --> 01:15:25,965 JANET RANKIN: [INAUDIBLE] have your hand up. 1615 01:15:25,965 --> 01:15:30,410 AUDIENCE: Yes, one time I was laughing just 1616 01:15:30,410 --> 01:15:32,330 because it was very effective. 1617 01:15:32,330 --> 01:15:34,903 There was so much [INAUDIBLE]. 1618 01:15:34,903 --> 01:15:39,020 And when we started, one resisted 1619 01:15:39,020 --> 01:15:42,620 some passionated idea about this is how it should be. 1620 01:15:42,620 --> 01:15:44,370 And by the time it went to all the people, 1621 01:15:44,370 --> 01:15:46,860 people can get all the idea. 1622 01:15:46,860 --> 01:15:48,880 You try to look for the superior idea. 1623 01:15:48,880 --> 01:15:52,410 Then you decide, oh, this is better. 1624 01:15:52,410 --> 01:15:56,933 When we try to switch again, you listen to a better argument. 1625 01:15:59,630 --> 01:16:02,298 So from which one decides without [INAUDIBLE] 1626 01:16:02,298 --> 01:16:03,170 the first one? 1627 01:16:05,615 --> 01:16:06,990 JANET RANKIN: A couple of points. 1628 01:16:06,990 --> 01:16:11,190 One is that it's impossible not to-- when you pair people up, 1629 01:16:11,190 --> 01:16:16,190 it's pretty hard for somebody not to participate. 1630 01:16:16,190 --> 01:16:18,000 So if you have somebody that's resistant, 1631 01:16:18,000 --> 01:16:19,250 they might still be resistant. 1632 01:16:19,250 --> 01:16:21,914 But it's virtually impossible for them not to participate. 1633 01:16:21,914 --> 01:16:23,330 And also it's a little less scary. 1634 01:16:23,330 --> 01:16:24,710 One person, it's really noisy. 1635 01:16:24,710 --> 01:16:27,168 You know you only have to talk to them for a minute or two. 1636 01:16:27,168 --> 01:16:28,790 So it's a little less scary. 1637 01:16:28,790 --> 01:16:30,950 Everybody's doing it. 1638 01:16:30,950 --> 01:16:33,800 The other thing is that you definitely want 1639 01:16:33,800 --> 01:16:35,660 to have some sort of de-brief. 1640 01:16:35,660 --> 01:16:38,002 You can't just stop and go, OK, let's go on. 1641 01:16:38,002 --> 01:16:40,460 You're going to have to find out what people's answers are. 1642 01:16:40,460 --> 01:16:43,190 And you're going to have to address it or at least reveal 1643 01:16:43,190 --> 01:16:46,220 the right answer, because there's many places 1644 01:16:46,220 --> 01:16:49,730 many, many places for misconception. 1645 01:16:49,730 --> 01:16:52,160 And also, then, if you do it enough, 1646 01:16:52,160 --> 01:16:54,260 you can maybe-- students can find 1647 01:16:54,260 --> 01:16:57,200 arguments or people's explanations that 1648 01:16:57,200 --> 01:16:58,520 resonate with them. 1649 01:16:58,520 --> 01:17:02,870 And then you get exposed to different kinds of arguments 1650 01:17:02,870 --> 01:17:05,760 or different kinds of ways of explaining the problem. 1651 01:17:05,760 --> 01:17:11,540 So in this case, the answer is actually positive 0.4 degrees. 1652 01:17:11,540 --> 01:17:18,334 So B is the correct answer, just so you know. 1653 01:17:18,334 --> 01:17:19,750 AUDIENCE: Yes, I just want to make 1654 01:17:19,750 --> 01:17:23,100 a comment that sometimes this method could be confusing 1655 01:17:23,100 --> 01:17:23,770 as well. 1656 01:17:23,770 --> 01:17:27,102 For instance, if you listen to two superior arguments, 1657 01:17:27,102 --> 01:17:28,250 one against. 1658 01:17:28,250 --> 01:17:31,840 For instance, I talked to someone who was actually 1659 01:17:31,840 --> 01:17:34,155 in support of negative. 1660 01:17:34,155 --> 01:17:37,944 And she brought an argument and so forth like that. 1661 01:17:37,944 --> 01:17:39,625 And somebody thought of positive. 1662 01:17:39,625 --> 01:17:42,210 And there was a strong argument also for that. 1663 01:17:42,210 --> 01:17:44,601 Sometimes if you just be sitting on the fence, 1664 01:17:44,601 --> 01:17:45,850 I don't know where to get off. 1665 01:17:45,850 --> 01:17:48,670 JANET RANKIN: Well I think it's OK to be confused for a while. 1666 01:17:48,670 --> 01:17:49,900 That's fine. 1667 01:17:49,900 --> 01:17:52,150 As I said, if this were a course on global warming, 1668 01:17:52,150 --> 01:17:55,810 climate change, whatever it is, we would have to make sure 1669 01:17:55,810 --> 01:17:57,940 that we heard all of those explanations 1670 01:17:57,940 --> 01:18:00,250 or a sampling of those explanations and said, 1671 01:18:00,250 --> 01:18:02,470 oh, well that's a good. 1672 01:18:02,470 --> 01:18:03,700 I can see why you think that. 1673 01:18:03,700 --> 01:18:06,370 But you've forgotten about this. 1674 01:18:06,370 --> 01:18:09,100 Or I can see why, so that you can process it 1675 01:18:09,100 --> 01:18:11,990 all so that people don't leave confused. 1676 01:18:11,990 --> 01:18:14,479 But it's good to hear the wrong answer, 1677 01:18:14,479 --> 01:18:16,270 to be convinced of the wrong answer, maybe, 1678 01:18:16,270 --> 01:18:19,920 but then to see why it's wrong. 1679 01:18:19,920 --> 01:18:22,590 That's an important learning activity. 1680 01:18:22,590 --> 01:18:25,867 AUDIENCE: But this method is only 1681 01:18:25,867 --> 01:18:29,703 applicable for where you have cases where you can debate. 1682 01:18:29,703 --> 01:18:33,160 Because if you have very clear cases, for example, if I ask, 1683 01:18:33,160 --> 01:18:37,830 what is the color of the sky? 1684 01:18:37,830 --> 01:18:38,790 It's a definite. 1685 01:18:38,790 --> 01:18:42,390 But when it's fuzzy, then this can be-- 1686 01:18:42,390 --> 01:18:44,530 JANET RANKIN: Yes, or when it's a concept 1687 01:18:44,530 --> 01:18:47,620 you think people might have difficulty with. 1688 01:18:47,620 --> 01:18:52,890 Yeah, it's not going to work if it's a real clear cut. 1689 01:18:52,890 --> 01:18:55,890 I want to demo one more method. 1690 01:18:55,890 --> 01:18:59,120 This is think, pair, share. 1691 01:18:59,120 --> 01:19:01,100 And I know we've been doing those forever. 1692 01:19:01,100 --> 01:19:06,155 But I'm going to couple it with a clicker question. 1693 01:19:06,155 --> 01:19:10,790 And I think we can do it in seven minutes. 1694 01:19:10,790 --> 01:19:11,390 So 1695 01:19:11,390 --> 01:19:15,110 I have two blocks here, because this is just too fun, really. 1696 01:19:15,110 --> 01:19:16,956 I have two blocks. 1697 01:19:16,956 --> 01:19:19,740 They're the same width and the same. 1698 01:19:19,740 --> 01:19:22,710 Length but they are different thickness. 1699 01:19:22,710 --> 01:19:25,070 And I have this thing. 1700 01:19:25,070 --> 01:19:27,780 And I'm going to tap on the thin block. 1701 01:19:31,620 --> 01:19:33,872 Makes more or less-- 1702 01:19:33,872 --> 01:19:34,830 it's not really a note. 1703 01:19:34,830 --> 01:19:38,010 But it's some sound. 1704 01:19:38,010 --> 01:19:39,960 And I'm going to ask you, when I do 1705 01:19:39,960 --> 01:19:46,290 the same thing, the same force, the same place 1706 01:19:46,290 --> 01:19:49,380 on the thick block, will the note be higher, lower, 1707 01:19:49,380 --> 01:19:53,970 or the same as the thin block? 1708 01:19:53,970 --> 01:19:57,720 And this should be A, B, and C, not one two and three. 1709 01:19:57,720 --> 01:19:59,520 So but if it's A, B, and C go ahead 1710 01:19:59,520 --> 01:20:01,245 and vote with your plickers. 1711 01:20:04,115 --> 01:20:05,990 Do you know that's what they auto correct to? 1712 01:20:05,990 --> 01:20:09,340 That's what it, if you're typing and you write plickers, 1713 01:20:09,340 --> 01:20:11,780 it autocorrects to pluckers, which 1714 01:20:11,780 --> 01:20:13,250 can be pretty embarrassing. 1715 01:20:13,250 --> 01:20:17,190 AUDIENCE: So high is for A. You've not 1716 01:20:17,190 --> 01:20:20,330 clicked on the thicker one. 1717 01:20:20,330 --> 01:20:21,380 JANET RANKIN: I know. 1718 01:20:21,380 --> 01:20:25,084 That's why you have to tell me what you think it is. 1719 01:20:25,084 --> 01:20:26,930 AUDIENCE: Is this a A, B, and C? 1720 01:20:26,930 --> 01:20:29,570 JANET RANKIN: A B and C. So there's 1721 01:20:29,570 --> 01:20:33,740 no D. There's a reason for this. 1722 01:20:33,740 --> 01:20:36,639 If I told you the answer, then there 1723 01:20:36,639 --> 01:20:37,930 wouldn't be much fun in voting. 1724 01:20:45,770 --> 01:20:48,890 And I have everybody. 1725 01:20:48,890 --> 01:20:51,609 So I have a distribution. 1726 01:20:51,609 --> 01:20:53,400 I'm not going to tell you the distribution. 1727 01:20:53,400 --> 01:20:56,500 I'm not going to share that with you I'd like you to take-- 1728 01:20:56,500 --> 01:20:58,250 just cluster. 1729 01:20:58,250 --> 01:21:02,330 It could be groups of three or four, whenever you have nearby, 1730 01:21:02,330 --> 01:21:06,369 and talk about why you picked the answer you picked. 1731 01:21:06,369 --> 01:21:08,910 And then I'm going to give you the opportunity to vote again. 1732 01:21:08,910 --> 01:21:12,890 So in the interest of time, two minutes to discuss this. 1733 01:21:12,890 --> 01:21:15,390 [SIDE CONVERSATIONS] 1734 01:21:36,080 --> 01:21:39,650 I wanted to just call attention to a couple things I did. 1735 01:21:39,650 --> 01:21:43,850 I walked around and tried to eavesdrop on your conversations 1736 01:21:43,850 --> 01:21:46,380 so that I could tell what you were thinking about, 1737 01:21:46,380 --> 01:21:48,230 but without putting you on the spot, 1738 01:21:48,230 --> 01:21:50,390 without asking you to say, in front of everybody, 1739 01:21:50,390 --> 01:21:51,410 what you thought. 1740 01:21:51,410 --> 01:21:52,960 So that's one thing to do. 1741 01:21:52,960 --> 01:21:54,937 Now I have a sense for your mental models, 1742 01:21:54,937 --> 01:21:56,520 how you're thinking about the problem. 1743 01:21:56,520 --> 01:21:58,610 So I have some really good information 1744 01:21:58,610 --> 01:22:04,357 about why you think the answers you think. 1745 01:22:04,357 --> 01:22:06,690 What I'm going to do is I'm going to give you the chance 1746 01:22:06,690 --> 01:22:08,550 to re-vote. 1747 01:22:08,550 --> 01:22:10,920 If you want to change your vote, you may. 1748 01:22:10,920 --> 01:22:12,250 Or you don't have to. 1749 01:22:17,500 --> 01:22:19,450 Some of the clicker software actually 1750 01:22:19,450 --> 01:22:22,600 lets you save consecutive histograms, 1751 01:22:22,600 --> 01:22:23,450 which can be useful. 1752 01:22:23,450 --> 01:22:26,036 You can compare if there's change. 1753 01:22:26,036 --> 01:22:27,160 This doesn't let you do it. 1754 01:22:27,160 --> 01:22:28,204 So I just have to-- 1755 01:22:28,204 --> 01:22:29,412 AUDIENCE: Voting twice there? 1756 01:22:29,412 --> 01:22:33,974 AUDIENCE: I'm voting for [INAUDIBLE]. 1757 01:22:33,974 --> 01:22:35,370 He's not present, so-- 1758 01:22:35,370 --> 01:22:37,460 JANET RANKIN: Voting in Chicago, early and often. 1759 01:22:50,480 --> 01:22:54,780 We have exactly the same distribution, 1760 01:22:54,780 --> 01:22:59,264 which flies in the face of some other data I 1761 01:22:59,264 --> 01:23:00,180 was going to show you. 1762 01:23:00,180 --> 01:23:02,660 But that's OK. 1763 01:23:02,660 --> 01:23:05,010 I'll just in the interest of-- 1764 01:23:05,010 --> 01:23:07,170 so one thing I could do is I could call on you. 1765 01:23:07,170 --> 01:23:09,750 And I could say, OK, if you said it was lower, tell me 1766 01:23:09,750 --> 01:23:11,030 why you thought it was lower. 1767 01:23:11,030 --> 01:23:13,113 And I could get some arguments for why you thought 1768 01:23:13,113 --> 01:23:14,460 it was lower on the board. 1769 01:23:14,460 --> 01:23:21,330 So some people think of cellos make lower sounds than violins. 1770 01:23:21,330 --> 01:23:29,700 And some people think that doors on mansions have a low sound. 1771 01:23:29,700 --> 01:23:35,730 And other people talked about xylophones and the length 1772 01:23:35,730 --> 01:23:38,960 and the wavelength of the xylophone, 1773 01:23:38,960 --> 01:23:44,100 and the longer wavelengths for the longer pieces. 1774 01:23:44,100 --> 01:23:50,240 So I know a lot about how you're thinking about this problem. 1775 01:23:50,240 --> 01:23:53,410 The other thing I know is that I am not 1776 01:23:53,410 --> 01:23:55,150 telling you the answer yet. 1777 01:23:55,150 --> 01:23:57,200 So there's a little bit of suspense in here. 1778 01:23:57,200 --> 01:24:00,400 There's a little bit to try to keep you interested 1779 01:24:00,400 --> 01:24:02,944 and wanting to know, wanting to understand the answer. 1780 01:24:02,944 --> 01:24:03,610 AUDIENCE: Janet? 1781 01:24:03,610 --> 01:24:04,210 JANET RANKIN: Yes? 1782 01:24:04,210 --> 01:24:06,250 AUDIENCE: So you said we had the same distribution. 1783 01:24:06,250 --> 01:24:08,410 But can we have a show of hands for how many people 1784 01:24:08,410 --> 01:24:10,310 changed their answer? 1785 01:24:10,310 --> 01:24:12,940 JANET RANKIN: That's a great question. 1786 01:24:12,940 --> 01:24:13,759 Yes. 1787 01:24:13,759 --> 01:24:15,550 Raise your hand if you changed your answer. 1788 01:24:18,460 --> 01:24:19,980 It could've been amazing. 1789 01:24:24,490 --> 01:24:27,190 AUDIENCE: So sometimes we've done that in my physics class. 1790 01:24:27,190 --> 01:24:29,150 When they ask, who changed their answer? 1791 01:24:29,150 --> 01:24:29,510 And everyone raises their hand. 1792 01:24:29,510 --> 01:24:30,970 It's the same exact distribution. 1793 01:24:30,970 --> 01:24:33,920 Or everyone goes from A and B to C and D. 1794 01:24:33,920 --> 01:24:36,504 And even C and D originally only had three people, 1795 01:24:36,504 --> 01:24:37,670 you'll see the entire shift. 1796 01:24:37,670 --> 01:24:40,032 And it turns out A and B was right. 1797 01:24:40,032 --> 01:24:42,490 When we vote the second time, we all picked another answer. 1798 01:24:42,490 --> 01:24:44,620 JANET RANKIN: That's very funny. 1799 01:24:44,620 --> 01:24:45,880 That could have happened. 1800 01:24:45,880 --> 01:24:47,610 Sometimes a nice follow up question 1801 01:24:47,610 --> 01:24:51,500 is how confident are you in your answer. 1802 01:24:51,500 --> 01:24:53,780 So then that's a really good-- because you 1803 01:24:53,780 --> 01:24:55,730 may have 80% of the people h the right answer 1804 01:24:55,730 --> 01:24:58,220 but if you say how confident and hardly anybody is 1805 01:24:58,220 --> 01:25:01,650 very confident then, you do need to talk about it some more. 1806 01:25:01,650 --> 01:25:04,020 So it gives you some really, really good information. 1807 01:25:04,020 --> 01:25:06,050 So here we go. 1808 01:25:06,050 --> 01:25:06,770 Here's this one. 1809 01:25:12,340 --> 01:25:13,778 It's higher. 1810 01:25:17,430 --> 01:25:18,972 Exact same material. 1811 01:25:18,972 --> 01:25:21,680 AUDIENCE: So when you play the marimba and the xylophone, 1812 01:25:21,680 --> 01:25:22,950 you have bigger bars. 1813 01:25:22,950 --> 01:25:25,609 That they get really thin when they're on the bass. 1814 01:25:25,609 --> 01:25:26,900 The bass notes are really thin. 1815 01:25:26,900 --> 01:25:31,654 And the really small high notes, they're really, really thick. 1816 01:25:31,654 --> 01:25:33,070 JANET RANKIN: So that's one thing. 1817 01:25:33,070 --> 01:25:34,760 The other thing is that on a xylophone, 1818 01:25:34,760 --> 01:25:37,950 it's a standing wave, because you fixed the endpoints. 1819 01:25:37,950 --> 01:25:41,010 And the wave just vibrates based on the length 1820 01:25:41,010 --> 01:25:44,520 of the pins, the separation of the pins or the mounts. 1821 01:25:44,520 --> 01:25:48,280 So in this case, it's a free vibration. 1822 01:25:48,280 --> 01:25:52,176 So that's another different misconception. 1823 01:25:52,176 --> 01:25:54,675 And then if you think-- so the easiest way to think about it 1824 01:25:54,675 --> 01:25:55,425 is a diving board. 1825 01:25:55,425 --> 01:25:59,100 If you had a thin diving board, and you went and jumped on it, 1826 01:25:59,100 --> 01:26:01,350 it would go way down and come back up again. 1827 01:26:01,350 --> 01:26:03,220 That's a long wavelength. 1828 01:26:03,220 --> 01:26:05,057 And that's a low note. 1829 01:26:05,057 --> 01:26:07,140 And then if you think about a stiffer diving board 1830 01:26:07,140 --> 01:26:08,970 that you'd be kind of like, mmm. 1831 01:26:08,970 --> 01:26:10,710 That's a shorter wavelength. 1832 01:26:10,710 --> 01:26:11,850 So it's different. 1833 01:26:11,850 --> 01:26:15,120 You have different-- and then any kind of a cavity, 1834 01:26:15,120 --> 01:26:19,384 like a cello or a door of a house, if it's a big cavity, 1835 01:26:19,384 --> 01:26:20,550 it's a bigger standing wave. 1836 01:26:20,550 --> 01:26:21,840 It's still a standing wave. 1837 01:26:21,840 --> 01:26:23,670 So those are very different. 1838 01:26:23,670 --> 01:26:25,350 They are different models. 1839 01:26:25,350 --> 01:26:28,320 So this technique is really great, 1840 01:26:28,320 --> 01:26:32,130 because it really gives you incredible insight into what 1841 01:26:32,130 --> 01:26:34,200 students' misconceptions are. 1842 01:26:34,200 --> 01:26:36,720 And then you can really make sure to address 1843 01:26:36,720 --> 01:26:41,350 those misconceptions to deal with their faulty models. 1844 01:26:41,350 --> 01:26:43,080 So for the post-class assignment, 1845 01:26:43,080 --> 01:26:45,995 I've asked you to think about what active 1846 01:26:45,995 --> 01:26:49,290 learning techniques you might adopt in your own teaching, 1847 01:26:49,290 --> 01:26:50,490 in your own classes. 1848 01:26:50,490 --> 01:26:52,950 And then think about how you would adapt them, 1849 01:26:52,950 --> 01:26:54,720 anticipate any issues or whatever. 1850 01:26:54,720 --> 01:26:57,870 So hopefully you've gotten a good smattering. 1851 01:26:57,870 --> 01:27:01,020 And I'll post the slides, which have 1852 01:27:01,020 --> 01:27:04,590 some links and things in there if you want to look at videos. 1853 01:27:04,590 --> 01:27:08,430 And also check out that list from University 1854 01:27:08,430 --> 01:27:09,350 of South Florida. 1855 01:27:09,350 --> 01:27:13,560 That has some amazing techniques that you might find useful. 1856 01:27:13,560 --> 01:27:15,630 I'm going to send everybody off. 1857 01:27:15,630 --> 01:27:18,330 But if you'd like to comment on the mud cards-- 1858 01:27:18,330 --> 01:27:20,640 I know we're over time-- 1859 01:27:20,640 --> 01:27:22,950 I have them here, if you want to make a comment. 1860 01:27:22,950 --> 01:27:25,890 But otherwise, I will see you next time. 1861 01:27:25,890 --> 01:27:28,410 And I'd like the plickers back.