1. . Do you want Auburn to be your 5-Minute University5-Minute University? 5-Minute University

2. . Do you want Auburn to be your 5-Minute University5-Minute University? 5-Minute Universityhttp://www.youtube.com/watch?v=DRBW8eJGTVs

3. .Learning Bloom’s taxonomy LOTs and HOTs

4. . Avoid the illusion of knowledge…

5. . “The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.” ― Daniel J. Boorstin, The Discoverers: A History of Man's Search to Know His World and Himself

6. . Avoid the illusion of knowledge… “The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.” ― Daniel J. Boorstin, The Discoverers: A History of Man's Search to Know His World and Himself

7. . Traditional lecture is breeding ground for the illusion of knowledge

8. . There is a better way… Confessions of a Converted Lecturer Confessions of a Converted LecturerConfessions of a Converted LecturerConfessions of a Converted Lecturer

9. . There is a better way… Confessions of a Converted Lecturer Confessions of a Converted LecturerConfessions of a Converted LecturerConfessions of a Converted Lecturerhttps://www.youtube.com/watch?v=WwslBPj8GgI (key section is from about 21 minutes to 1:04)

10. . The gist of Mazur’s talk:

11. . Quality of lecture/lecturer makes no detectable difference in learning

12. . The gist of Mazur’s talk: Quality of lecture/lecturer makes no detectable difference in learning Learning has two parts:

13. . The gist of Mazur’s talk: Quality of lecture/lecturer makes no detectable difference in learning Learning has two parts: delivery of information (to the learner)

14. . The gist of Mazur’s talk: Quality of lecture/lecturer makes no detectable difference in learning Learning has two parts: delivery of information (to the learner) assimilation of information (by the learner)

15. . The gist of Mazur’s talk: Quality of lecture/lecturer makes no detectable difference in learning Learning has two parts: delivery of information (to the learner) assimilation of information (by the learner) Delivery is the easy part, assimilation is the hard part.

16. . Active Learning Supported more and more by research Supported more and more by research Recent summary article: Recent summary article: Active learning increases student performance in science, engineering, and mathematics (Freeman et al., PNAS 2014 111: 8410-8415) http://www.pnas.org/content/111/23/8410.full?sid=6cea46e0-a849-4092-a1fb-64772855c039

17. . Active Learning Active learning increases student performance in science, engineering, and mathematics (Freeman et al., PNAS 2014 111: 8410-8415) http://www.pnas.org/content/111/23/8410.full?sid=6cea46e0-a849-4092-a1fb-64772855c039 Upshot, from an email by one of the authors: We reviewed 642 studies, 225 made it into the study. Studies were from 1942-2009 across all STEM undergrad courses. Bottom line: *fail rate with active learning is 21.8%, fail rate with lecture is 33.8% - that is an increase of 55%! We reviewed 642 studies, 225 made it into the study. Studies were from 1942-2009 across all STEM undergrad courses. Bottom line: *fail rate with active learning is 21.8%, fail rate with lecture is 33.8% - that is an increase of 55%! *grades in active learning classes increase by half a standard deviation, which in our courses equals half a letter grade *grades in active learning classes increase by half a standard deviation, which in our courses equals half a letter grade

18. . Informed by research into the psychology of learning… Informed by research into the psychology of learning…

19. .Learning desirable difficulties (Robert Bjork) STTT spacing interleaving

20. .Learning Value of: Being tested Teaching Failing Effect on affect

21. . The good: An active learning course format will:

22. . The good: An active learning course format will: Force you to be more engaged

23. . The good: An active learning course format will: Force you to be more engaged Allow you to better assess your knowledge (and better avoid the illusion of knowledge)

24. . The good: An active learning course format will: Force you to be more engaged Allow you to better assess your knowledge (and better avoid the illusion of knowledge) Give you low-stakes opportunities to fail

25. . The good: An active learning course format will: Force you to be more engaged Allow you to better assess your knowledge (and better avoid the illusion of knowledge) Give you low-stakes opportunities to fail Improve your ability to move to HOTS

26. . The good: An active learning course format will: Force you to be more engaged Allow you to better assess your knowledge (and better avoid the illusion of knowledge) Give you low-stakes opportunities to fail Improve your ability to move to HOTS Lead to better retention of knowledge and skills (both short-term and long-term)

27. . The good: An active learning course format will: Force you to be more engaged Allow you to better assess your knowledge (and better avoid the illusion of knowledge) Give you low-stakes opportunities to fail Improve your ability to move to HOTS Lead to better retention of knowledge and skills (both short-term and long-term) Most likely lead to higher grades

28. . The good: (If he walks around the classroom enough Dr. Bowling might lose a little weight!)

29. . The bad:

30. . Shattering illusions can be sad.

31. . The bad: Shattering illusions can be sad. More engaged = more work

32. . The bad: Shattering illusions can be sad. More engaged = more work Your brain probably won’t like it.

33. . The bad: Shattering illusions can be sad. More engaged = more work Your brain probably won’t like it. Your brain may decide that it doesn’t like me very much.

34. . The bad: Shattering illusions can be sad. More engaged = more work Your brain probably won’t like it. Your brain may decide that it doesn’t like me very much. That’s fine. My job it to help you learn, not win a popularity contest.

35. . how to succeed in this class preclass

36. . how to succeed in this class preclass go to open website and get the lecture notes and slideshow

37. . how to succeed in this class preclass go to open website and get the lecture notes and slideshow read through the notes activities at the start

38. . how to succeed in this class preclass go to open website and get the lecture notes and slideshow read through the notes activities at the start skim through rest of the notes (5 min max)

39. . how to succeed in this class preclass go through slideshow

40. . how to succeed in this class preclass go through slideshow Look at the framing questions before you start a section

41. . how to succeed in this class preclass go through slideshow Look at the framing questions before you start a section Add your own notes as needed

42. . how to succeed in this class preclass go through slideshow Look at the framing questions before you start a section Add your own notes as needed Use your book (figures especially) and other online resources as needed

43. . how to succeed in this class preclass go through slideshow Look at the framing questions before you start a section Add your own notes as needed Use your book (figures especially) and other online resources as needed Address the framing questions when you finish a section

44. . how to succeed in this class preclass go through slideshow Look at the framing questions before you start a section Add your own notes as needed Use your book (figures especially) and other online resources as needed Address the framing questions when you finish a section Do this in study groups to enhance the value

45. . how to succeed in this class preclass (generally) do MasteringBiology assignments

46. . how to succeed in this class preclass (generally) do MasteringBiology assignments open note/open book

47. . how to succeed in this class preclass (generally) do MasteringBiology assignments open note/open book try to decide on what you would answer first

48. . how to succeed in this class preclass (generally) do MasteringBiology assignments open note/open book try to decide on what you would answer first use hints as needed

49. . how to succeed in this class preclass (generally) do MasteringBiology assignments open note/open book try to decide on what you would answer first use hints as needed try again as needed

50. . how to succeed in this class preclass (generally) do MasteringBiology assignments open note/open book try to decide on what you would answer first use hints as needed try again as needed can work in study groups for this

51. . how to succeed in this class preclass be ready to ask questions in class!

52. . how to succeed in this class in class

53. . how to succeed in this class in class pay attention to short lectures, etc.; ask questions

54. . how to succeed in this class in class pay attention to short lectures, etc.; ask questions actively participate in any group activities/discussions, ask questions then, too

55. . how to succeed in this class in class pay attention to short lectures, etc.; ask questions actively participate in any group activities/discussions, ask questions then, too use activities and discussions to test yourself - do not look at notes, book, etc., except when told that you can do so

56. . how to succeed in this class in class pay attention to short lectures, etc.; ask questions actively participate in any group activities/discussions, ask questions then, too use activities and discussions to test yourself - do not look at notes, book, etc., except when told that you can do so follow up with notes etc. towards the end of the activity/discussion

57. . how to succeed in this class post class

58. . how to succeed in this class post class look over your material and results, decide where you still need more work or explanation

59. . how to succeed in this class post class look over your material and results, decide where you still need more work or explanation do the extra work that you need, seek the explanations that you need

60. . how to succeed in this class post class look over your material and results, decide where you still need more work or explanation do the extra work that you need, seek the explanations that you need use study groups, SI, etc.

61. . how to succeed in this class overall, expect to spend 6-9 hrs per week working on class material outside of class