tmph fa14 week 2: developing expertise

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What do you

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What do you

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C) Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

Teaching Methods in Public Health

Week 2: Developing Expertise

Peter Newbury

[email protected]

@polarisdotca

Unless otherwise noted, content is

licensed under a Creative Commons Attribution-

Non Commercial 3.0 License.

Cheryl Anderson

[email protected]

October 22, 2014

Deliberate practice [1]

activity that’s explicitly intended to improve performance

that reaches for objectives just beyond one’s level of

competence

provides feedback on results

involves high levels of repetition

3 Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

Expertise Development


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10,000 hours of deliberate practice:

4 hrs / day for 12 years

3 hrs / day for 16 years

Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 5

There’s something about this that bothers

me: a 5-foot NBA star? Huh?

1. If it’s bothering me, then it’s probably

bothering some of my students.

2. Maybe one of my students has a solution

or explanation – their diversity is an asset

3. How can I stimulate a conversation for

everyone in the classroom rather than

the few who would raise their

hands if I asked?

True or False

With 10,000 hours of deliberate practice, a 5-ft tall man

can be a basketball star in the NBA.

A) true

B) false


True or False

With 10,000 hours of deliberate practice, a 5-ft tall man

can be a basketball star in the NBA.

A) totally true – I’m so sure about this, I could stand

up in class and convince everyone

B) maybe true – I think it’s true but I’m not exactly

sure why

C) maybe false – I think it’s false but I’m not exactly

sure why

D) absolutely false – I’m so sure about this, I could

stand up in class and convince everyone 7 Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

Certainly some important traits are partly inherited, such as

physical size and particular measures of intelligence, but those

influence what a person doesn’t do more than what he does; a five-

footer will never be an NFL lineman, and a seven-footer will never

be an Olympic gymnast.

Geoffrey Colvin [1]


Tip Sheet: Perfect Practice [1]

Approach each critical task with an explicit goal of getting much

better at it.

As you do the task, focus on what’s happening and

why you’re doing it the way your are.

After the task, get feedback on your performance from multiple

sources. Make changes in your behavior as necessary.

Continually build mental models of your situation –

your industry, your company, your career. Enlarge the

models to encompass more factors.

Do these steps regularly, not sporadically. Occasional practice

does not work.

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Developing Expertise - teachingmethodsinpublichealth.ucsd.edu


better at it.


why you’re doing it the way you are.







does not work

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In a moment but not yet, each table will discuss how one tip is

revealed in your fields of expertise. Use the whiteboard to capture

ideas. Choose someone to share your group’s ideas with the class.

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Intelligence is grown


Dr. Carol Dweck – Stanford Convincing people to adopt a “growth mindset” (not

“fixed mindset”) leads to higher GPAs, higher graduation rates. [Week 4: Fixed/Growth Mindsets]

Dr. Anders Ericcson – Florida State Univ. Studies development of expertise (sports figures,

pianists, chess players).[2] Expertise is not an innate trait, it is developed through

Long duration (10,000 hours)

Daily (4 hours a day)

Deliberate Practice

New meta-analysis suggests

“10,000 hr rule” does not

always apply. Some reach

expert levels quicker.[3]

Part 2:

Teaching the development of expertise

Developing Expertise -

teachingmethodsinpublichealth.ucsd.edu 12

Developing Expertise - teachingmethodsinpublichealth.ucsd.edu 13 13

Development of Mastery [4]

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conscious

unconscious

incompetent competent


Beh

avio

r

Wait! When introducing

a graph for the first time,

explain the “architecture” of the

graph before addressing the data

and message the graph contains.

Level of Expertise


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Level of Expertise


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conscious

unconscious

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Beh

avio

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conscious

unconscious



Beh

avio

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Level of Expertise


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conscious

unconscious


1


Beh

avio

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Level of Expertise


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conscious

unconscious


1

2


Beh

avio

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Level of Expertise


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conscious

unconscious


1

2 3


Beh

avio

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Level of Expertise


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conscious

unconscious


1

2 3

4


Beh

avio

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Level of Expertise


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conscious

unconscious


1

2 3

4


Beh

avio

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Level of Expertise

Development of Mastery [4,5]

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conscious

unconscious


1

2 3

4


Beh

avio

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Level of Expertise

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Think about the house you grew up in


How many windows?

As you counted the windows, did you see them

from the outside or from the inside of the house?

Did you magically teleport from room to room

or did you imagine walking there?

Constructivism says, “It’s hard for the professor to explain

things so students can understand: the professor has different

pre-existing knowledge.”

The next time you teach a course, what will

you do to help your students do these things?


better at it.


why you’re doing it the way your are.







does not work.

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Deliberate Practice: for you


Reach for objectives JUST beyond where you are:

Work on incrementally harder problems.

Try variations on ones from class, homework, quizzes.

Practice consistently (every day)

And practice a LOT

Get FEEDBACK on your practice

Or at least self-analyze “continuously observing results,

making appropriate adjustments”

What to practice?

Maybe harder, but exam questions (if they are

understandable)

Deliberate Practice: for you


Reach for objectives JUST beyond where you are:

Work on incrementally harder problems.

Try variations on ones from class, homework, quizzes.

Practice consistently (every day)

And practice a LOT

Get FEEDBACK on your practice

Or at least self-analyze “continuously observing results,

making appropriate adjustments”

What to practice?

Maybe harder, but exam questions (if they are

understandable)

your students

Set

Provide

Give

Help them

Suggest

Big Question


Where does the motivation to

engage in deliberate practice

come from?


Colvin: “People hate abandoning the notion that they could

coast to fame and riches if only they found their talent.”

Gladwell: “Why are we so hostile to the notion that what

separates the genius from the rest of us is that the genius

loves that he or she does more than we do?” [6]

Gladwell: “Love is not the complete explanation: love is the

way in.” [6]


The discovery that students don't love the new teacher's content

area is one of those school of hard knock lessons. Graduate

education reinforces the centrality of discipline-based content

knowledge. Having immersed themselves in its study for years and

having been surrounded with colleagues equally enamored with the

area, new faculty arrive at those first teaching jobs no longer

objective about how the rest of the world views their content

domain.

Maryellen Weimer [7]

Instructor has different pre-existing

knowledge. And motivation.

Next week: Learning Outcomes

Watch the blog for next week’s

readings and assignments

short paper

math worksheet

read resources about teaching statements

Developing Expertise -

teachingmethodsinpublichealth.ucsd.edu 31

References


1. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88- 96. Available at money.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm

2. Ericsson, K.A., Krampe, R. Th., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review 100, 3, 363-406.

3. Mcnamara, B.N., Hambrick, D.Z., & Oswald, F.L. (2014). Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis. Psychological Science 25, 8, 1608-1618.

4. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.

5. DiPeitro, M. (2014). 2.4.3 Classroom Climate [video file] Retrieved from https://www.coursera.org/course/stemteaching

6. Malcolm Gladwell, in “Radiolab: Secrets of Success”, aired 26 July 2010. www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/

7. Weimer, M. (2010). New Faculty: Beliefs That Prevent and Promote Growth, in the book Inspired College Teaching: A Career-Long Research for Professional Growth. San Francisco, Jossey-Bass. (Reprinted in Tomorrow’s Professor email Newsletter October 15, 2013) Available at http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279





