Hi Bill
I have been always been intrigued by the parallels between the progression
in William Perry's framework of cognitive development (black/white world,
ambiguity, opinion, evidence and finally commitment to reasonable position
based on reasonable evidence).there seems to be a similar progressing in
intra-team discussions.a paper by Thoma (attached) gives instructors some
ideas of how to aid students in the transition between the various
levels.I wonder what tools Perry used to code the interviews and assign
cognitive levels to students?
Some of the other cognitive development frameworks might have some coding
tools..Blenkey's womens way of knowing, Kuhn's argumentation,
Baxter-Magolda, King-Kitchner
Jim
--
Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
2205-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Fax 604.822.7006
Email: [log in to unmask]
<applewebdata:[log in to unmask]>
Check out http:// <http://cis.apsc.ubc.ca/>www.teambasedlearning.org
© Copyright 2012, Jim Sibley, All rights reserved The information
contained in this e-mail message and any attachments (collectively
"message") is intended only for the personal and confidential use of the
recipient (or recipients) named above. If the reader of this message is
not the intended recipient, you are hereby notified that you have received
this message in error and that any review, use, distribution, or copying
of this message is strictly prohibited. If you have received this in
error, please notify the sender immediately by e-mail, and delete the
meesage.
On 12-11-21 10:11 AM, "Bill Goffe" <[log in to unmask]> wrote:
>I've been reading a bit about learning of late and it got me thinking
>about the underpinnings of why TBL seems to work so well.
>
>In "Applying New Research to Improve Science Education,"
>http://www.aapt.org/Conferences/newfaculty/upload/Wieman-feature-Issues-in
>-S-T-9-12.pdf
>Carl Wieman looks at the cognitive science literature and finds that
>"deliberate practice" is a key to acquiring expert-like abilities. In
>"Improved Learning in a Large-Enrollment Physics Class," Science, May 13,
>2011, vol. 332 no. 6031 pp. 862-864,
>http://www.iclicker.com/uploadedFiles/Content/User_Community/Custom_Market
>ing/Weiman_2011.pdf
>Wieman and his co-authors compare a lecture-taught class with one that
>employs a lot of deliberate practice and they find that the latter leads
>to much more learning. Wieman is a huge name in science education: Nobel
>Laureate, U.S. Professor of the Year (given for teaching), and former
>deputy Science Adviser to the President for science education. As an
>aside, it would be great if TBL was used in papers like the last one.
>
>The work on deliberate practice mainly comes from the work of K. Anders
>Ericsson and his colleagues in papers like "The Role of Deliberate
>Practice in the Acquisition of Expert Performance" (Google Scholar reports
>more than 3,000 cites to this paper alone). This research became
>popularized by the "10,000 Hour Rule" in Malcolm Gladwell's book
>"Outliers."
>
>Wieman describes deliberate practice as
>
> This involves the learner solving a set of tasks or problems that are
> challenging but doable and that involve explicitly practicing the
> appropriate expert thinking and performance. The tasks must be
> sufficiently difficult to require intense effort by the learner if
> progress is to be made, and hence must be adjusted to the current
> state of expertise of the learner. Deliberate practice also includes
> internal reflection by the learner and feedback from the
> teacher/coach, during which the achievement of the learner is compared
> with a standard, and there is an analysis of how to make further
> progress.
>
>Of course, this sounds pretty similar to a good application exercise, with
>the possible exception of internal reflection -- but it wouldn't be that
>hard to add that I would think.
>
>Wieman goes on to describe how students must be encouraged to devote time
>to deliberate practice and I'd guess that the social aspects of TBL are an
>aid here -- one comes to class prepared so as not to let others down and
>to not look like a free-rider. Students also contribute to the team in
>application exercises as a social endeavor.
>
>Another bit of cognitive science that might apply to TBL is a concept
>called a "time for telling." Two references are "A Time for Telling,"
>Schwartz and Bransford, Cognition and Instruction, Vol. 16, No. 4, 1998,
>and 'Preparing Students to Learn from Lecture: Creating a ³Time for
>Telling² (Learning About Teaching Physics podcast)'
>http://www.ptec.org/items/detail.cfm?ID=12192 . Broadly speaking, it is
>about setting up a situation where students are receptive to lecture.
>While these cites look at situations a bit different from TBL, in my
>classrooms I find that students seem quite receptive to hearing about the
>reasoning behind the correct answer in a RAT or application exercise after
>they've done it.
>
>Maybe these ideas will be useful for thinking about why TBL works so well.
>Also, as above, it would be nice to have more studies about the
>effectiveness of TBL.
>
> - Bill
>
>--
>Bill Goffe
>Senior Lecturer
>Department of Economics
>Penn State University
>304 Kern Building
>University Park, PA 16802
>814-867-3299
>[log in to unmask]
>http://cook.rfe.org
|
