The Art of Teaching

Teaching can be a challenge but with good strategies and understanding of how students' learn, the process can be a rewarding experience.

Transcript

1. teaching the art of how to teach anyone absolutely anything lori culberson dinosaurJS 2019 bit.ly/dinojs-lori
2. Lori Culberson • Software engineer, The Home Depot • Teach software engineering classes • Public school teacher, 13 years • Turing School of Software & Design
3. TALK purpose of this • How students learn • Best practices that help students learn in a safe, empathetic environment To provide insight into:
4. Level set on vocabulary: teacher someone who has knowledge to share { mentor • senior dev • instructor }
5. Level set on vocabulary: teacher someone who has knowledge to share student someone who learns from a teacher { mentor • senior dev • instructor } { mentee • mid-level dev • code school student }
6. LEARN how we
7. “I bought a yippiebop!”
8. “I bought a yippiebop!” What does your brain do?
9. “I bought a yippiebop!” What does your brain do? It starts to look for clues.
10. “I bought a yippiebop! My old one wouldn’t start yesterday and the mechanic said the repairs would be really expensive.”
11. “I bought a yippiebop! My old one wouldn’t start yesterday and the mechanic said the repairs would be really expensive.” What does your brain do now?
12. What does your brain do now?
13. What does your brain do now?
14. Building Schema schema • Building blocks for knowledge • Information needed before new information makes sense
15. Why is this important? New knowledge is built on already existing knowledge and prior experiences This theory about learning is called Constructivism, was coined by Swiss psychologist, Jean Piaget.
16. How to facilitate building schema Make the content meaningful, relatable, and personal by connecting the learner to something they already understand.
17. TEACH how we tend to
18. We tend to teach the same way we like to learn.
19. We tend to teach the same way we like to learn. However, students do not necessarily learn by our chosen modality. { visual • aural • read/write • kinesthetic }
20. TEACH how we should { Four ways to set learners up for success }
21. 1. Set the stage for a no judgment learning zone • It is okay to make mistakes • If students do not understand, the teacher should figure out a new approach
22. 2. Provide learners with clues • Spell out acronyms • Provide a brief explanation for “new” vocabulary example: CDN, Content Delivery Network “Remember how we added Bootstrap to our first project?”
23. 3. Explain in byte sized pieces • Avoid verbally overwhelming explanations • Talk for only 3-5 min, then check for understanding
24. 4. Check for understanding • Ask students to summarize what they learned, then provide quiet think time! Techniques • Pair & share • Write a summary • Draw a picture
25. 1. Set the stage for a no judgment learning zone 2. Provide learners with as many clues as possible 3. Teach in byte sized pieces 4. Check for understanding Four ways to set learners up for success
26. learning confusion how impacts
27. Benefit of Confusion Making errors facilitates learning, as long as corrective feedback follows Huelser & Metcalfe, 2012
28. Drawback of Confusion If a student experiences confusion and it is not resolved, the student is likely to become frustrated and bored. Diane Marie C. Lee, et al, 2010
29. It validates the need to tighten the feedback loop and check for understanding more frequently to reduce the duration of confusion. Why is this important?
30. sarcasm why we should avoid
31. sarcasm Defined as the use of irony to mock or convey contempt. { mockery • ridicule • derision }
32. sarcasm { mockery • ridicule • derision } me, first week of new job: “I’m not sure I understand how to set up my dev environment. Can you help me?” assigned mentor: “Seriously? I thought you went to Harvard.”
33. sarcasm { mockery • ridicule • derision } me, first week of new job: “I’m not sure I understand how to set up my dev environment. Can you help me?” assigned mentor: “Seriously? I thought you went to Harvard.” sarcastic comments are putdowns wrapped in humor
34. sarcasm: pitfalls “Despite smiling outwardly, many people who receive sarcastic comments feel put down and often think the sarcastic person is a jerk.” Think Sarcasm is Funny? Think Again Clifford N Lazarus, PhD Psychology Today June 2012
35. LEARN? what did you
36. • How we learn: connect new content to prior knowledge • How we should teach: provide quiet think time; allow students to explain, write, draw or build new knowledge • Confusion: double edged sword - strengthens deep learning, but can be detrimental if stuck too long • Sarcasm: does more harm than good
37. irongirltx@gmail.com @irongirltx www.linkedin.com/in/loriculberson github.com/loriculberson thank you
38. resources Learning • Book: Make it Stick, Mark A. McDaniel and Peter C. Brown, 2014 • https://www.retrievalpractice.org/make-it-stick • https://www.retrievalpractice.org/why-it-works Impact of Confusion • Exploring the Relationship between Novice Programmer Confusion and Achievement • http://penoy.admu.edu.ph/~alls/wp-content/uploads/ 2011/10/69740175.pdf • Making related errors facilitates learning, but learners do not know it • http://www.columbia.edu/cu/psychology/metcalfe/ PDFs/Huelser_Metcalfe_2012.pdf Sarcasm • https://www.scienceofpeople.com/sarcasm-why-it-hurts- us/ • Think Sarcasm is Funny? Think Again, by Clifford N. Lazarus, PhD • https://www.psychologytoday.com/us/blog/think- well/201206/think-sarcasm-is-funny-think-again The Noun Project Graphics • thenounproject.com • boring by Nicolas Vicent • Idea by Alfonso López-Sanz • realization by ProSymbols • lego by Pham Duy Phuong Hung • feedback by Bharat • confusion by Margaret Hagan • think by Mello • overwhelm by priyanka • Detective by Krisada • test by Millenials
39. teaching the art of how to teach anyone absolutely anything lori culberson dinosaurJS 2019