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12 March 2017 ............... Length about 2,000 words (29,000 bytes).
(Document started on 22 Mar 2010.)
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/courses/cere.html.
You may copy it.
How to refer to it.
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CERE course Home page
By
Steve Draper,
Department of Psychology,
University of Glasgow.
This is a page in my own web space for the CERE course:
a psychology level 4 option "Concepts and empirical results in education"
psych4022 (and psych5046).
It will be held in Wolfson (Medical school) MED248 -- Seminar room 3 (Gannochy)
on the ground floor.
This is one of the new "active learning" rooms, with flexible seating,
meant to facilitate active learning such as moving into and out of discussion
groups.
It consists of five two-hour
sessions 2pm-4pm on Wednesdays, starting 15 February.
The documents for the course are mostly in the
2016-7 CERE course moodle.
This page contains last year's lectures etc., plus some extra resources.
|
List of references
(Crucial, large, annnotated)
The moodle for the course is here:
2016-7 CERE course moodle
Introductions to many course-related topics by past students
Introductions to many course-related topics by past students are available
through the links below, either to past year's Moodle pages, or to salvaged
copies linked to below.
The 2014 CERE course moodle
The 2015 CERE course moodle
And last year's 2016 CERE course moodle
If you are a student or staff member of Glasgow University, then you should be
able to login to moodle, and to access those courses as a guest.
Earlier years' courses may be accessed from the following links. These
are copies of the original web pages: no logins, but the format is crude
(although I may be able to clean it up a bit).
CERE09-10 group size = 1.
CERE10-11 group size = 2-4.
CERE11-12 group size = 1.
CERE12-13 group size = 3.
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Major course-related documents
List of references
(Steve's
choice of great papers)
The topics/issues comprising the
course.
Exam questions and outline
answers.
A note on exams and this course
Slides and handouts for last year (2016)
Session1: Intro, ... (17 Feb)
- Slides from session 1
- Lecture recording
of session 1
- Details of Homework for Session 2
- 'Reading Groups' for
the homework
- The paper to read for homework for next time is:
Chi,M.T.H., Roy,M. & Hausmann,R.G.M.(2008) "Observing tutorial dialogues
collaboratively: Insights about human tutoring effectiveness from vicarious
learning" Cognitive Science vol.32 no.2 pp.301-341
doi:10.1080/03640210701863396 or
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.128.4906
- Sarah Honeychurch's blog comments on the Chi paper
- Benton,R. (2016)
"Put Students in Charge: A Variation on the Jigsaw Discussion"
College Teaching vol.64 no.1 pp.40-45
doi:10.1080/87567555.2015.1069725
[This is a recent paper about applying Jigsaw learning-design to an HE class].
Session2: Chi's paper; Jigsaw design (24 Feb)
Guest expert for part of this session: Sarah Honeychurch.
She is doing a part time PhD involving peer interaction in university education;
and has already used Jigsaw as a GU tutor in Philosophy.
- Session 2 slides:
Slides from session 2
Sarah's slides
from session 2
- Lecture recording
of session 2. Sarah's talk is very faint on the recording, but
I left it in; while I've edited out most of the time when groups were
discussing things separately.
-
Honeychurch, S. (2012) "Taking forward the jigsaw classroom: the development
and implementation of a method of collaborative learning for first year
philosophy tutorials" in
here,
here and
here.
- Pointers about Jigsaw
- Page about how to explain Jigsaw, and contrast it to other designs
Session 3: The three big theories (2 March)
- Deep & shallow / surface learning
- Perry's theory
- Laurillard's model of the learning and teaching process.
- (Also: 'The learning and teaching "management layer" ')
- Short preparatory readings for session 3:
- Slides for session 3
(revised)
- Lecture recording
of session 3
- Big tables paper handout
- The relationship of the three big theories.
This essay illustrates how a student may be good on one theory's
dimension, but bad on another. Nils asked about this.
Homework consolidating session 3 and preparing for session 4
- The best immediate followup to session 3 is to read this essay, if you
haven't already done so, which illustrates why the three theories presented in
session 3 say independent things about what is good in learning and teaching:
The relationship of the three big theories (about 3 pages).
- Exercise using Laurillard's model:
Laurillard exercise instructions
Laurillard model summary / reference
- Session 4 centres around "Constructive Interaction (CI)", as
Miyake (1986)
calls it, and the task is simply to get a feel for what it is being referred
to experientially.
CI is peer discussion of a particular
kind in which understanding of something is advanced, without the participants
agreeing with or teaching each other. Other kinds of peer interaction may or
may not have benefits, but this kind has been shown to do so. I have not
found it easy to convey the feel of it briefly to students, even though you
are likely to have experienced something similar somewhere. Dipping into
the Miyake paper in advance may be the best preparation: see if the situation
she set up for her participants is similar to interesting conversations you
have experienced yourself. The full ref. is in the reading list,
short cut here.
I suggest just looking at the subsection "The sewing machine" p.152 until you
get the idea that (just like the participants) this is a problem you don't
immediately fully grasp; then "Method" p.158; then as much of "Results: The
iterative process of understanding" p.162 ff. as necessary until you get the
picture of how such discussion is not one of do/don't understand, but consists
of two people wandering about in the same space, but not very closely tied
together.
- Keen students may also like to read
Howe at al. (1992) about the same
effect of peers stimulated to deeper understanding without agreement
being the mechanism, but in a more controlled experimental setting.
Session 4: Constructivism and the social in learning (9 March)
- Slides for session 4A
(draft)
- Slides for session 4B
Only part of this set of slides was covered, though all are included in this
file in case you're interested.
Covered: "neo-Vygotskyianism; Symptoms of problems with feedback;
Solution 1: Elective feedback; Solution 2: Prompting students to work out
actions from feedback.
- Two tables for session 4
Session 5: Learner goals and motivation (16 March)
- Slides for session 5.
- Lecture recording
- My page on Bloom's
taxonomy.
Post-course optional extra experiences, during the week 21-25 March
These are now both ready, and announced via the
course Moodle page.
- One-hour Twitter discussion. This is to give you an experience of
online, peer discussion as a possible learning mode.
- Marking by ranking. Whether online or in a class F2F session, you can
experience a radical new method of marking involving ONLY many binary
judgements of which of two things is better. In this case, these are "wiki"
pages from past students on the course, which were written to be of use to
students on this course. The resulting ranked list will be an additional
resource for this class; while the experience is about an unusual educational
tactic.
Slides and handouts from last year
Group Coursework
Other course materials
Short readings on Perry
See the main course reading list
for serious stuff. Here's some short stuff:
Perry diagrams:
diagram 1
diagram 2
diagram 3
W.J.Rapaport
wikiP1
wikiP2
and a rebuttal
Essay 1 on Clinchy's "connected knowing"
Essay 2 on Clinchy's "connected knowing"
Essay 3 on Clinchy's "connected knowing"
Short readings on Deep and Surface
See the main course reading list
for serious stuff. Here's some short stuff:
Leila Malone
A summary by me, copied from elsewhere
Short and good by James Atherton
Higher Education Academy
Short readings on the Laurillard model
See the main course reading list
for serious stuff. Here's some short stuff:
James Atherton on Pask and Laurillard
Roger Rist
wikiP2
Laurillard and Gagne
Old but possibly useful
Old handouts on constructivism and other issues (Main point is just the
sections on constructivism):
Ho1
Ho2
Do NOT click on this unless you are too tired to work.
Other links
My page on Bloom's
taxonomy. This is an approach meant to help formulate, and review,
learning objectives for a course. Benjamin Bloom is also independently famous
for his work on Mastery Learning, and his paper on the "Two sigma problem".
Ken Robinson on educating for creativity:
He has many engaging talks on this, online. E.g.
How schools kill creativity
Robinson,Ken report (1999) All our futures: Creativity, culture and
education (UK government report)
PDF
Scaffolding, contingent tutoring, etc.
The learning and teaching "management layer"
The relationship of the Perry, Deep&shallow, and
Laurillard models (web essay)
Read, Discuss, Write.
See also Bacon (1625) on the reading list.
Expectation effects
Brief descriptions plus pointers to full refs on 4 "magic
rubric" papers, including Dweck.
They all have the feature that an apparently very small intervention
has a significant educational effect.
Hanscomb's virtues
Three roles of teachers
Brief pointers and refs to Jigsaw, Patchwork Text,
and Socratic Dialogue.
Learning styles:
My web notes
See
the Pashler paper on the reading list for a rebuttal of the idea.
A predecessor course
had an overlapping syllabus, and its materials might be of some use.
Extensive exam questions and outline answers for it are there, but of course
this course has a different syllabus.
For notes on moodle, and warnings that students should be given about
editing wikis etc. see (for the moment):
http://www.psy.gla.ac.uk/~steve/moodle.html
Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[courses]
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