Exploring Innovative Teaching Methods at CUHK 2015
Discover a series of engaging classroom activities and research presentations from CUHK 2015, focused on enhancing student learning experiences through problem-solving tasks, interactive lectures, and building thinking classrooms. Explore topics such as the effectiveness of different teaching approaches, student engagement strategies, and the impact of collaborative learning environments on educational outcomes.
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Presentation Transcript
CUHK 2015 ACTION RESEARCH IN ACTION - Peter Liljedahl
CUHK 2015 If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? - Lewis Carroll MS. AHN S CLASS (2003)
CUHK 2015 NOTHING! If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? - Lewis Carroll MS. AHN S CLASS (2003)
CUHK 2015 UNDERSTANDING NON-THINKING CLASSROOMS MS. AHN S CLASSROOM BUILDING THINKING CLASSROOMS 12 YEARS OF RESEARCH
CUHK 2015 UNDERSTANDING NON-THINKING CLASSROOMS MS. AHN S CLASSROOM BUILDING THINKING CLASSROOMS 12 YEARS OF RESEARCH
CUHK 2015 UNDERSTANDING NON-THINKING CLASSROOMS
CUHK 2015 NOW YOU TRY ONE HOMEWORK TAKING NOTES REVIEW LECTURE GROUP WORK CONTEXT OF RESEARCH
CUHK 2015 Observation Phase Typology Building Typology Testing TYPOLOGY BUILDING
CUHK 2015 n=32 Mimicking (n=17) Slacking (n=3) Checking Understanding (n=6) Stalling (n=4) catching up on notes (n=0) NOW YOU TRY ONE
CUHK 2015 n=32 GAMING 82% Liljedahl, P. & Allan, D. (2013). Studenting: The case of "now you try one". Proceedings of the 37th Conference of the PME, Vol. 3, pp. 257-264. Kiel, Germany: PME. NOW YOU TRY ONE
CUHK 2015 BUILDING THINKING CLASSROOMS
CUHK 2015 some were able to do it they needed a lot of help they loved it they don t know how to work together they got it quickly and didn't want to do any more they gave up early just do it teaching problem solving TASKS teaching with problem solving FILTERED THROUGH STUDENTS EARLY EFFORTS
CUHK 2015 REALIZATION
CUHK 2015 REALIZATION
CUHK 2015 REALIZATION
CUHK 2015 CASTING ABOUT (n = 300+)
CUHK 2015 tasks hints and extensions how we give the problem how we answer questions how we level room organization how groups are formed student work space how we give notes assessment THINGS I (WE) TRIED
CUHK 2015 VARIABLE tasks hints and extensions how we give the problem how we answer questions how we level room organization how groups are formed student work space how we give notes assessment POSITIVE EFFECT good tasks managing flow oral vs. written 3 types of questions level to the bottom defronting the room visibly random groups vertical non-permanent surfaces don't 4 purposes FINDINGS
CUHK 2015 levelling assessment flow answering questions oral instructions defronting the room good tasks vertical non- permanent surfaces visibly random groups FINDINGS BIGGEST IMPACT
CUHK 2015 VERTICAL NON-PERMANENT SURFACES
CUHK 2015 five high school classrooms two grade 12 (n=31, 30) two grade 11 (n=32, 31) one grade 10 (n=31) students were put into groups of two to four assigned to one of five work surfaces vertical non-permanent surface (whiteboard, blackboard) horizontal non-permanent surface (whiteboard) vertical permanent surface (flipchart paper) horizontal permanent surface (flipchart paper) notebook EFFECT ON STUDENTS
CUHK 2015 PROXIES FOR ENGAGEMENT time to task time to first mathematical notation amount of discussion eagerness to start participation persistence knowledge mobility non-linearity of work 0 - 3 EFFECT ON STUDENTS
CUHK 2015 vertical non-perm 10 12.8 sec 20.3 sec 2.8 3.0 2.8 2.6 2.5 2.7 horizontal non-perm 10 13.2 sec 23.5 sec 2.2 2.3 2.3 2.6 1.2 2.9 vertical permanent 9 12.1 sec 2.4 min 1.5 1.2 1.8 1.8 2.0 1.0 horizontal permanent 9 14.1 sec 2.1 min 1.1 1.0 1.6 1.9 1.3 1.1 notebook N (groups) time to task first notation discussion eagerness participation persistence mobility non-linearity 8 13.0 sec 18.2 sec 0.6 0.9 0.9 1.9 1.2 0.8 EFFECT ON STUDENTS
CUHK 2015 vertical non-perm 10 12.8 sec 20.3 sec 2.8 3.0 2.8 2.6 2.5 2.7 horizontal non-perm 10 13.2 sec 23.5 sec 2.2 2.3 2.3 2.6 1.2 2.9 vertical permanent 9 12.1 sec 2.4 min 1.5 1.2 1.8 1.8 2.0 1.0 horizontal permanent 9 14.1 sec 2.1 min 1.1 1.0 1.6 1.9 1.3 1.1 notebook N (groups) time to task first notation discussion eagerness participation persistence mobility non-linearity 8 13.0 sec 18.2 sec 0.6 0.9 0.9 1.9 1.2 0.8 EFFECT ON STUDENTS
CUHK 2015 elementary middle secondary TOTALS 21 43 41 learning teams 105 12 28 42 multi-session workshops 82 35 24 54 single workshops 113 TOTALS 68 95 137 300 2007-2011 EFFECT ON TEACHERS
CUHK 2015 UPTAKE (n=300) 100 100 90 91 80 85 85 70 60 Percent 50 40 30 20 10 0 intends to try tries it after 6 weeks intends to continue EFFECT ON TEACHERS
CUHK 2015 convince yourself convince your friend convince your enemy - John Mason PROOF
CUHK 2015 convince yourself convince your friend convince your enemy - Peter Liljedahl ACTION RESEARCH
CUHK 2015 convince yourself that it is working convince your friend what is it that is working? name the pronouns(they, it, that, ) name the evidence convince your enemy find the evidence present the evidence ACTION RESEARCH
CUHK 2015 THANK YOU! liljedahl@sfu.ca www.peterliljedahl.com/presentations
