[net-gold] Could 'Precision Teaching' and the Wider Education Communities Learn Something From One Another?
- From: "David P. Dillard" <jwne@xxxxxxxxxx>
- To: Temple University Net-Gold Archive <net-gold@xxxxxxxxxxxxxxxxxxx>, Temple Gold Discussion Group <TEMPLE-GOLD@xxxxxxxxxxxxxxxxxxx>, Net-Gold <net-gold@xxxxxxxxxxxxxxxx>, Educator Gold <Educator-Gold@xxxxxxxxxxxxxxx>, Educator Gold <Educator-Gold@xxxxxxxxxxxxxxxx>, K12AdminLIFE <K12AdminLIFE@xxxxxxxxxxxxxxx>, Net-Platinum <net-platinum@xxxxxxxxxxxxxxx>, "Net-Gold @ Nabble" <ml-node+3172864-337556105@xxxxxxxxxxxxx>, K12ADMIN@xxxxxxxxxxxxxxxxxxx, net-gold@xxxxxxxxxxxxx
- Date: Thu, 25 Mar 2010 18:10:59 -0400 (EDT)
.
Date: Thu, 25 Mar 2010 11:47:54 -0700
From: Richard Hake <rrhake@xxxxxxxxxxxxx>
Reply-To: Net-Gold@xxxxxxxxxxxxxxx
To: AERA-L@xxxxxxxxxxxxxxxxx
Cc: Net-Gold@xxxxxxxxxxxxxxx
Subject: [Net-Gold] Could 'Precision Teaching' and the Wider Education
Communities Learn Something From One Another?
This post expands and corrects an earlier post of 24 March 2010
titled " 'Precision Teaching' May Have Something To Learn From the
Wider Education Community and Vice Versa."
If you reply to this very long (35 kB) post please don't hit the
reply button unless you prune the copy of this post that may appear
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ABSTRACT: In response to "Re: Confessions of a Converted Lecturer #2"
[Hake (2010b)] Joshua Garner (2010) of the behaviorist "Precision
Teaching" - oriented SClistserv list wrote: "By applying simple
behavioral psychology principles in a college physics class student
performance increased. . . . duh. . . . by the end of the video I
said to myself, 'Gee this guy is using direct instruction and active
student responding (in an around-about way)."
But, the wider education community generally regards Mazur's
approach as the constructivist-oriented "Interactive Engagement,"
loosely speaking, the polar opposite of "direct instruction."
The insularity of education research was further demonstrated by
SClistserv's J.W. Eshleman (2010) who, responding to "Re: Confessions
of a Converted Lecturer #5" [Hake (2010c)], referenced three methods
to measure and enhance the degree of student learning in a "lecture,"
all developed *within* the Precision Teaching Community (PTC),
ignoring such methods developed *outside* the PTC - over 30 such are
discussed in the double-asterisked references to this post.
Considering the Garner and Eshleman posts, could the "Precision
Teaching" and wider education communities learn something from one
another?
############################
In response to "Re: Confessions of a Converted Lecturer #2" [Hake
(2010b)], Joshua Garner (2010) of the behaviorist
<http://en.wikipedia.org/wiki/Behaviorism> "Precision Teaching" -
oriented SClistserv list wrote [slightly edited to remove apparent
typos; my insert at ". . . . .[[insert]]. . . . ."; my CAPS]:
". . . . . . This video . . . . [[Mazur (2010)]]. . . ., to me,
displays how integrating curriculum or integrating disciplines
increases effective learning. By applying simple behavioral
psychology principles in a college physics class student performance
increased.... duh... by the end of the video I said to myself, 'GEE
THIS GUY IS USING DIRECT INSTRUCTION and active student responding'
(in a around-about way). (Regarding integrating disciplines) It is
amazing what we could learn from each other by sharing, a concept
taught to 3 year-olds. . . . . . :-) SO IF YOU WANT TO UNDERSTAND
PHYSICS, KNOW YOUR BEHAVIOR ANALYSIS. [[Garner may have meant to
write "teach" instead of "understand" (please correct me if I'm
wrong).]]
But the wider education community generally regards Mazur's approach
as the constructivist -oriented - see e.g., "Constructivist
Instruction: Success or Failure?" [Tobias & Duffy (2009)] -,
"Interactive Engagement," loosely speaking, the polar opposite of
"direct instruction."
The Insularity of Education Research [Hake (2005b)] was further
demonstrated by SClistserv's J.W. Eshleman (2010) who, responding to
"Re: Confessions of a Converted Lecturer #5" [Hake (2010c)],
referenced three methods to measure and enhance the degree of student
learning in a "lecture" ["Lecture Response Sheets," "Guided Notes,"
and "Response Cards"] all developed *within* the Precision Teaching
Community (PTC), but ignored such methods developed *outside* the PTC
- over 30 such are discussed in the over double-asterisked
references to this post.
Eshleman wrote [bracketed by lines "WWWW. . . . "; my insert at ". .
. . .[[insert]]. . . . ."]:
WWWWWWWWWWWWWWWWWWWWWWW
Lecture has been around as an instructional tactic perhaps since the
Dawn of Mankind when cave people such as Ogg grunted and drew images
of wild beasts on the cave wall so that Ugg, Agg, Mugg, and Larry
could go out on a more successful hunt.
In the university, it's been around from the getgo since the 1300s,
whenever the first universities in Europe came into being. . . .
.[[see, e.g., <http://en.wikipedia.org/wiki/Universities>]]. . . . .
But, all is not lost with the method, even though Fred S. Keller. . .
. .[[ <http://en.wikipedia.org/wiki/Fred_S._Keller>]]. . . . . .
deemed its value mainly coming in the form of motivation (Keller,
1968, "Good-by... Teacher"). . . . .[[Keller (1968)]]. . . ..
More recently, Vargas & Eshleman (unpublished, rejected by JOBE paper
. . . . .[[evidently JOBE = Journal of Behavioral Education
<http://tinyurl.com/ybz2n6u> ]]. . . . . 'Lecture Response Sheets'
were developed so that there's some Active Student Responding during
lecture; activity that accrues course credit points, but also of
value to the lecturers so that what was conveyed can be determined.
It's generally an eye-opening experience: "I said that?" or "How
come they didn't note this?" You can time the Lectures, and also do a
word count, or a key-points count, and derive a frequency, too. I
have used Lecture Response Sheets in some of my classes at CSOPP this
semester . . . . . . . [[CSOPP = Chicago School of Professional
Psychology <http://www.thechicagoschool.edu/#axzz0j1iSKSGp>.]]. . . .
. . .
Also, The Ohio State people (Cooper, Heward, etc.) developed a lot of
"low tech" behavioral technology . . . .[[see e.g., Heward (1994)]].
. . . . to make lectures more valuable, including the use of "Guided
Notes" . . . ..[[see, e.g. "Guided Notes - Improving The
Effectiveness Of Your Lectures" (Reiss, undated). . . . , and
"Response Cards". . . . [[see, e.g., "Using Guided Notes and Response
Cards at the Postsecondary Level" (Musti-Rao et al., 2008)]]. . . . .
The latter can provide almost instant feedback DURING a lecture,
enabling the lecturer to make mid-class corrections right away. In
both of those cases, too, you have fairly clear Movement Cycles, and
thus, if you time the lecture, you have again some possibility of
monitoring frequencies.
WWWWWWWWWWWWWWWWWWWWWWWW
Eshleman's suggested ways to measure and enhance the degree of
student learning in a "lecture" ["Lecture Response Sheets," "Guided
Notes," and "Response Cards"] were all evidently developed *within*
the "Precision Teaching Community" (PTC).
Over 30 other such methods developed *outside" the PTC are indicated
in the double asterisked "**" references in the REFERENCE list below.
Considering the Garner and Eshleman posts, could the Precision
Teaching and wider education communities learn something from one
another?
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
Honorary Member, ARFU (Academic Reference Freaks United)
<rrhake@xxxxxxxxxxxxx>
<http://www.physics.indiana.edu/~hake/>
<http://www.physics.indiana.edu/~sdi/>
<http://HakesEdStuff.blogspot.com/>
<http://iub.academia.edu/RichardHake>
"People have nowadays . . . got a strange opinion that everything
should be taught by lectures. Now, I cannot see that lectures can do
so much good as reading the books from which the lectures are taken.
Lectures were once useful; but now, when we can all read, and books
are so numerous, lectures are unnecessary. "
Samuel Johnson according to James Boswell (1791)
"The academic area is one of the most difficult areas to change in
our society. We continue to use the same methods of instruction,
particularly lectures, that have been used for hundreds of years.
Little scientific research is done to test new approaches, and little
systematic attention is given to the development of new methods.
Universities that study many aspects of the world ignore the
educational function in which they are engaging and from which a
large part of their revenues are earned."
Richard M. Cyert, former president of Carnegie Mellon
University, in Tuma & Reif (1980)
REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>. All
URL's were accessed on 24-25 March 2010]
**Abrahamson A.L. 1998. "An Overview of Teaching and Learning
Research with Classroom Communication Systems (CCSs)," presented at
the Samos International Conference on the Teaching of Mathematics,
Village of Pythagorion, Samos, Greece, July, online at
<http://www.bedu.com/Publications/Samos.html>.
**Abrahamson A.L. 1999. "Teaching with a Classroom Communication
System - What it Involves and Why it Works," Mini-Course presented at
the VII Taller Internacional Nuevas Tendencias en la Ensenanza de la
Fisica, Benemerita Universidad Autonoma de Puebla, Puebla, Mexico,
May 27-30; online at
<http://www.bedu.com/Publications/PueblaFinal2.pdf> (108 kB).
**Abrahamson A.L. 2006. "A Brief History of Networked Classrooms:
Effects, Cases, Pedagogy, and Implications" in Banks (2006).
**Banks, D., ed. 2006. "Audience Response Systems in Higher
Education: Applications and Cases." Information Sciences Publishing.
Amazon.com information at <http://tinyurl.com/698pv8>. Note the "Look
Inside" feature. A searchable Google preview is online at
<http://tinyurl.com/5u8rc5>.
**Beatty, I.D., W.J. Gerace, W.J. Leonard, and R.J. Dufresne. 2006.
"Designing effective questions for classroom response system
teaching," Am. J. Phys. 74(1): 31-39; online at
<http://srri.umass.edu/files/beatty-2006deq.pdf> (892 kB).
**Better Education, Inc. website at <http://www.bedu.com>: "We
invented "Classtalk" - the classroom communication system, which we
designed, prototyped, and researched with the help of National
Science Foundation grants. Subsequently as we made & sold Classtalk
systems, we realized that we would never have enough capital to do
the job properly. So, in 1997 we signed an agreement with Texas
Instruments (TI) to help develop better systems.
Boswell, J. 1791. "Life of Samuel Johnson, LL.D.", online at
<http://ebooks.adelaide.edu.au/b/boswell/james/osgood/>.
####################################
**Bransford, J.D., A.L. Brown, R.R. Cocking, eds. 2000a. 'How people
learn: brain, mind, experience, and school.' Nat. Acad. Press; online
at <http://tinyurl.com/apbgf>. Regarding "behaviorism Bransford et
al. wrote [see that book for the references]:
BBBBBBBBBBBBBBBBBBBBB
A limitation of early behaviorism stemmed from its focus on
observable stimulus conditions and the behaviors associated with
those conditions. This orientation made it difficult to study such
phenomena as understanding, reasoning, and thinking-phenomena that
are of paramount importance for education. Over time, radical
behaviorism (often called "Behaviorism with a Capital B") gave way to
a more moderate form of behaviorism ("behaviorism with a small b")
that preserved the scientific rigor of using behavior as data, but
also allowed hypotheses about internal "mental" states when these
became necessary to explain various phenomena (e.g., Hull, 1943;
Spence, 1942).
In the late 1950s, the complexity of understanding humans and their
environments became increasingly apparent, and a new field emerged-
cognitive science. From its inception, cognitive science approached
learning from a multidisciplinary perspective that included
anthropology, linguistics, philosophy, developmental psychology,
computer science, neuroscience, and several branches of psychology
(Norman, 1980, 1993; Newell and Simon, 1972). New experimental tools,
methodologies, and ways of postulating theories made it possible for
scientists to begin serious study of mental functioning: to test
their theories rather than simply speculate about thinking and
learning (see, e.g., Anderson, 1982, 1987; deGroot, 1965, 1969;
Newell and Simon, 1972; Ericsson and Charness, 1994), and, in recent
years, to develop insights into the importance of the social and
cultural contexts of learning (e.g., Cole, 1996; Lave, 1988; Lave and
Wenger, 1991; Rogoff, 1990; Rogoff et al., 1993). The introduction of
rigorous qualitative research methodologies have provided
perspectives on learning that complement and enrich the experimental
research traditions (Erickson, 1986; Hammersly and Atkinson, 1983;
Heath, 1982; Lincoln and Guba, 1985; Marshall and Rossman, 1955;
Miles and Huberman, 1984; Spradley, 1979).
BBBBBBBBBBBBBBBBBBBBB
####################################
**Bransford et al. (2000a, page 182), in discussing the early clicker
system Classtalk [Abrahamson (1998, 1999, 2006), Better Education
(2008)] wrote [my insert at . . . . .[[insert]]. . . . ." "[Classtalk
is] an interactive learning environment in the lectures: students
work collaboratively on conceptual questions, and the histogram of
students' answers is used as a visual springboard for classwide
discussions when students defend the reasoning they used to arrive at
their answers. This technology makes students' thinking visible and
promotes critical listening, evaluation, and argumentation in the
class. The teacher is a coach, providing scaffolding where needed,
tailoring 'mini-lectures' to clear up points of confusion, or, if
things are going well, simply moderating the discussion and allowing
students to figure out things and reach consensus on their own. The
technology is also a natural mechanism to support formative
assessment to improve a course as it is being developed]. . . . ,
providing both the teacher and students with feedback on how well the
class is grasping the concepts under study. The approach accommodates
a wider variety of learning styles than is possible by lectures and
helps to foster a community of learners focused on common objectives
and goals."
**Bransford, J., S. Brophy, & S. Williams. 2000b. "When computer
technologies meet the learning sciences: Issues and opportunities,"
Journal of Applied Developmental Psychology 21(1): 59-84; abstract
online at <http://tinyurl.com/6mzgrm>.
**Bruff, D. 2007. "Clickers: a Classroom Innovation: Motivate and
assess students with classroom response systems. Clickers, a new
instructional tool, improve classroom dynamics and provide useful
information on how students learn," National Education Association,
Higher Education Advocate Online, October; online at
<http://www2.nea.org/he/advo07/advo1007/front.html>.
**Bruff, D. 2008a. "The Costs and Benefits of Clickers," in Bruff's
Blog "Teaching with Classroom Response Systems," 3 December; online
at <http://derekbruff.com/teachingwithcrs/?p=39>. As of 15 December
2008, this blog entry contained an extensive comments section in
which Bruff, Bugeja, Socal, Stowell, and Hassall debated the issues.
**Bruff, D. 2008b. "Classroom Response Systems ('clickers')
Bibliography," Vanderbilt Center for Teaching; online at
<http://tinyurl.com/5ndzvt>. "Most of the articles present some form
of research on the effectiveness or impact of CRSs on student
learning. The first group of articles are not discipline-specific;
the later articles are grouped by discipline." See also Bruff's
(2007) essay "Clickers: a Classroom Innovation" and his forthcoming
book Teaching with Classroom Response Systems: Creating Active
Learning Environments [Bruff (2009)].
**Bruff, D. 2008c. "Article: Stowell & Nelson (2007)" in Bruff's Blog
"Teaching with Classroom Response Systems," 16 July; online at
<http://derekbruff.com/teachingwithcrs/?p=6>.
Bruff, D. 2009. Teaching with Classroom Response Systems: Creating
Active Learning Environments. Jossey-Bass. Amazon.com information at
<http://tinyurl.com/5otp9r>. See also the description in Bruff's Blog
at <http://derekbruff.com/teachingwithcrs/?page_id=36>.
**Bruff, D. 2009. "Teaching with Classroom Response Systems: Creating
Active Learning Environments." Jossey-Bass. Amazon.com information at
<http://tinyurl.com/5otp9r>. Note the searchable "Look Inside"
feature. See also the description in Bruff's Blog at
<http://derekbruff.com/teachingwithcrs/?page_id=36>.
**Burnstein, R.A. & L.M. Lederman. 2007. "Wireless Keypads - A New
Classroom Technology Using Enhanced Multiple Choice Questions,"
Physics Education 24(3); online at
<http://physics.unipune.ernet.in/~phyed/24.3/24.3_Burnstein.pdf> (96
kB). Physics Education <http://physics.unipune.ernet.in/~phyed/> "is
a peer reviewed online journal that deals with education in physics
at the level of secondary school, undergraduate, and postgraduate
studies."
**Caldwell, J.E. 2007. "Clickers in the Large Classroom: Current
Research and Best-Practice Tips," CBE Life Sci Educ 6(1): 9-20;
online at <http://www.lifescied.org/cgi/content/full/6/1/9>.
Casey, J., T.F. McLaughlin, K.P. Weber, & M. Everson. 2003. "The
Effects of Five Minute Practice, Unlimited Practice, With Safmed
Cards on Correct and Error Rate in Math Facts for Two Elementary
School Children With Learning Disabilities," International Journal of
Special Education 18(1): 66-72; online at
<http://www.internationalsped.com/documents/Julie_Casey(9).DOC>.
Claypool-Frey, R. 2010. "Precision Teaching Hub and Wiki Blog,"
online at <http://precisionteachingwiki.blogspot.com/>.
Clayton, M.C. & C. Woodard. 2007. "The Effect of Response Cards on
Participation and Weekly Quiz Scores of University Students Enrolled
in Introductory Psychology Courses," Journal of Behavioral Education
16(3): 250-258; online to subscribers at <http://tinyurl.com/y9vuosx>.
Cooper, J.O., T.E. Heron, & W.L. Heward. 2007. "Applied Behavior
Analysis," 2nd edition. Prentice Hall. Amazon.com information at
<http://tinyurl.com/yb8t6oc>.
**Crane, H.R. 1961. "An experiment toward establishing communication
from audience to lecturer," IRE Transactions on Education 4: 162-166;
an abstract is online at
<http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=4322216>.
**Dufresne, R.J., W.J. Gerace, W.J. Leonard, J.P. Mestre, & L. Wenk.
1996. "Classtalk: A Classroom Communication System for Active
Learning," Journal of Computing in Higher Education 7: 3-47; online
at <http://www.bedu.com/Publications/UMASS.pdf> (336 kB).
Eshleman, J. W. 2008. "Introduction to SAFMEDS," online at
<http://tinyurl.com/ygfbsum>. According to a supplement to the *8th*
edition of Heward (2008) at
<ftp://ftp.prenhall.com/pub/ect/special_education.q-084/heward2/SAFMEDS.PDF>,
SAFMEDS stands for "Say All Fast Minute Each Day Shuffled."
Eshleman, J. W. 2008. "Introduction to SAFMEDS," online at
<http://tinyurl.com/ygfbsum>. According to a supplement to the *8th*
edition of Heward (2008), online as a 213 kB pdf at
<http://tinyurl.com/y9nc2hr>, SAFMEDS stands for "Say All Fast Minute
Each Day Shuffled." According to a supplement to the *8th* edition of
Heward (2008), online as a 213 kB pdf at
<http://tinyurl.com/y9nc2hr>, SAFMEDS stands for "Say All Fast Minute
Each Day Shuffled."
Eshleman, J. W. 1985. " Improvement pictures with low celerations:
An early foray into the use of SAFMEDS," Journal of Precision
Teaching 6: 54-63.
Eshleman, J.W. 2010. "Re: Confessions of a Converted Lecturer #5,"
SClistserv post of 22 Mar 2010 14:16:47-0400. Online on the OPEN!
SClistserv archives at <http://tinyurl.com/ykj8f6m>. SClistserv is
short for "Precision Teaching/Standard Celeration Charting." The
masthead at the archives
<http://lists.psu.edu/cgi-bin/wa?A0=SCLISTSERV&X=&Y=> reads: "The
Standard Celeration listserve (SClistserv) came about to serve all
people interested in precision teaching (PT) and standard celeration
charting. . . . . . ." As indicated in Hake (2007), Ogden Lindsley
(1991, 1992), a disciple of B.F. Skinner, is evidently the founder of
"Precision Teaching" and inventor of the "Standard Celeration" chart
(SCchart). For other references see Fluency.org
<http://www.fluency.org/>; "Precision Teaching Hub and Wiki Blog
[Claypool-Frey (2010)l; "Precision Teaching and Standard Celeration
Charting" [Kubina 2010), and the Standard Celeration Society [SCC
(2010)]. For a good set of references see Clayton et al. (2007). For
related books see e.g., Gardner et al. (1994), Heward et al. (2004),
Heward (2008), Johnston & Pennypacker (2008), & Vargas (2009). Vargas
(2009) discusses (a) Lindsley's development of "Precision Teaching"
and the SCchart; (b) "counts" as a measure of behavior; and (c)
interpretation of the SCchart.
Gardner, R., D.M. Sainato, J.O. Cooper, T. E. Heron, W.L. Heward,
J.W.Eshleman, & T.A. Grossi, eds. 1994. "Behavior analysis in
education: Focus on measurably superior instruction" Wadsworth
Publishing. Amazon.com information at <http://tinyurl.com/yhqoueb>.
Note the searchable "Look Inside" feature.
Garner, J. 2010. "Re: Confessions of a Converted Lecturer #2,"
SClistserv post of 20 Mar 2010 18:54:50-0700; online on the OPEN!
SClistserv archives at <http://tinyurl.com/y8o6mge>.
**Guess, A. 2007. "Keeping Clickers in the Classroom." Inside Higher
Ed, 18 July; online at
<http://insidehighered.com/news/2008/07/18/clickers>.
**Hake, R.R. 2005a. "Re: How do you gauge how you're doing?" online
on the OPEN! AERA-L archives at <http://tinyurl.com/ybauzf6>. Post of
10 Sep 2005 17:27:47-0700 to AERA-D, AERA-GDL, AERA-L, ASSESS,
EvalTalk, PsychTeacher (rejected), PhysLrnR, POD, STLHE-L,
TeachingEdPsych, and TIPS.
Hake, R.R. 2005b. "The Insularity of Educational Research" online on
the OPEN! AERA-L archives at <http://tinyurl.com/ybgs46p>. Post of 21
May 2005 12:11:27-0700 to AERA-L & PhysLrnR.
**Hake, R.R. 2008. "The Case for Classroom Clickers - A Response to
Bugeja," online at
<http://www.physics.indiana.edu/~hake/CaseForClickersJ.pdf> (716 kB)
and ref. 56
at <http://www.physics.indiana.edu/~hake>. The abstract is also online at
<http://hakesedstuff.blogspot.com/search/label/Bugeja> with a
provision for comments.
Hake, R.R. 2007. "Over Sixty Academic Discussion Lists: List
Addresses and URL's for
Archives & Search Engines," online at
<http://www.physics.indiana.edu/~hake/ADL-B.pdf> (580 kB), or (if
that fails) as ref. 49 at <http://www.physics.indiana.edu/~hake>.
Hake, R.R. 2010a. "Re: Confessions of a Converted Lecturer," online
on the OPEN! AERA-L archives at <http://tinyurl.com/yzrgehe>. Post
of 16 March 2010 to various discussion lists; also online at
<http://hakesedstuff.blogspot.com/2010/03/re-confessions-of-converted-lecturer.html>
with a provision for comments.
Hake, R.R. 2010b. "Re: Confessions of a Converted Lecturer #2,"
online on the OPEN! AERA-L archives at <http://tinyurl.com/yzv9f2v>.
Post of 18 Mar 2010 11:07:0-0700 to AERA-L, Net-Gold, and PBL. The
abstract is was transmitted to various discussion lists. See also the
preceding "Re: Confessions of a Converted Lecturer" [Hake (2010a).
Hake, R.R. 2010c. "Re: Confessions of a Converted Lecturer #5,"
online on the OPEN! AERA-L archives at <http://tinyurl.com/yapgbok>.
Post of 21 Mar 2010 11:35:39-0700 to AERA-L, Net-Gold, and PBL. The
abstract and link to the complete 38 kB post was transmitted to
various discussion lists and is also online at
<http://hakesedstuff.blogspot.com/2010/03/re-confessions-of-converted-lecturer-2.html>
with a provision for comments.
Hake, R.R. 2010d. "Re: Constructivist Instruction: Success or
Failure?," online on the OPEN! AERA-L archives at
<http://tinyurl.com/yb9443e>. Post of 17 Jan 2010 17:10:41-0800 to
AERA-L, Net-Gold, and PhysLrnR. The abstract only was sent to various
discussion lists. The abstract is also online at
<http://hakesedstuff.blogspot.com/2010/01/re-constructivist-instruction-success.html>
with a provision for comments.
Heward, W.L. 1994. "Three 'low' tech strategies for increasing the
frequency of active student response during group instruction" in
Gardner et al. (1994).
Heward, W.L. , T.E. Heron, N.A. Neef, S.M. Peterson, D.M. Sainato ,
G.Y. Cartledge, R. Gardner, L.D. Peterson, S.B. Hersh, & J.C. Dardig.
2004. "Focus on Behavior Analysis in Education: Achievements,
Challenges, & Opportunities." Prentice Hall, publisher's information
at <http://tinyurl.com/ykdmznq>. Amazon.com information at
<http://tinyurl.com/yfvtq9c>.
Heward, W.L. 2008. "Exceptional Children: An Introduction to Special
Education (with MyEducationLab), 9th Edition. Merrill, publisher's
information at <http://tinyurl.com/y8pwk23>. Amazon.com information
at <http://tinyurl.com/y9bu65t>.
Johnston, J.M. & H.S. Pennypacker. 2008. "Strategies and Tactics of
Behavioral Research," third edition. Routledge, publisher's
information at <http://tinyurl.com/yc9s9ck>. Amazon. Com information
at <http://tinyurl.com/yjoc7ws>.
Keller, F.S. 1968. "Good-bye, teacher. . . . . ,"Journal of Applied
Behavior Analysis 1: 79-89; a scanned copy is online as a 1.7 MB pdf
at <http://tinyurl.com/yc4mpgb>.
Kubina, R. 2010. "Precision Teaching and Standard Celeration
Charting," Online at <http://precisionteachingresource.net/> - a good
window into the world of "Precision Teaching" and "Standard
Celeration charts."
**Lasry, N. 2008. "Clickers or Flashcards: Is There Really a
Difference?" Phys. Teacher 46: 242-244; online at
<http://tinyurl.com/sbys4>.
Lindsley, O.R. 1991. "Precision teaching's unique legacy from
B.F.Skinner." Journal of Behavioral Education 1: 253-266;on; online
at <http://www.fluency.org/lindsley1991.pdf> (kk kB).
Lindsley, O.R. 1992. "Precision teaching: discoveries and effects,"
Journal of Applied Behavior Analysis 25: 51-57, online at
<http://www.fluency.org/lindsley1992a.pdf> (476 kB). For other
references see <http://www.fluency.org/>.
**Massen, C., J. Poulis, E. Robens, M. Gilbert. 1998. "Physics
lecturing with audience paced feedback," Am. J. Phys. 66(5): 439-441;
online to subscribers at
<http://scitation.aip.org/dbt/dbt.jsp?KEY=AJPIAS&Volume=66&Issue=5>,
and free to all at <http://www.bedu.com/Publications/PhysLectAPF.pdf>
(24 kB).
**Mazur, E. 1997. "Peer instruction: a user's manual." Prentice Hall;
information online at
<http://mazur-www.harvard.edu/education/pi_manual.php>.
**Mazur, E. 2010. "Confessions of a Converted Lecturer" talk at the
University of Maryland on 11 November 2009. The abstract reads: "I
thought I was a good teacher until I discovered my students were just
memorizing information rather than learning to understand the
material. Who was to blame? The students? The material? I will
explain how I came to the agonizing conclusion that the culprit was
neither of these. It was my teaching that caused students to fail! I
will show how I have adjusted my approach to teaching and how it has
improved my students' performance significantly." That talk is now on
UTube at <http://www.youtube.com/watch?v=WwslBPj8GgI>; and the
abstract, slides, and references - sometimes obscured in the UTube
talk - are at <http://tinyurl.com/ybc53jw> as a 4 MB pdf.
As of 25 March 2010 11:48:00-0700 Eric's talk had been viewed by
15,638 UTube fans, up from 12,800 on 16 March 2010. In contrast,
serious articles in the education literature, often read only by the
author and a few cloistered academic specialists, usually create
tsunamis in educational practice equivalent to those produced by a
pebble dropped into the Pacific Ocean.
**Meltzer, D.E. & K. Manivannan. 1996. "Promoting interactivity in
physics lecture classes," Phys. Teach. 34: 72-76; online at
<http://tinyurl.com/2z8z6s>. This is the precursor to the more recent
Meltzer & Manivannan (2002).
**Meltzer D.E. & K. Manivannan. 2002. "Transforming the lecture-hall
environment: The fully interactive physics lecture," Am. J. Phys. 70:
639-654; online at
<http://www.physicseducation.net/docs/AJP-June-2002-Vol.-70--639-654.pdf>
(356 kB).
**Mestre, J.P., W.J. Gerace, R.J. Dufresne, and W.J. Leonard. 1997.
"Promoting active learning in large classes using a classroom
communication system," pp. 1019-1036, in "The Changing Role of
Physics Departments in Modern Universities - Proceedings of the
International Conference on Undergraduate Physics Education," E.F.
Redish and J.S. Rigden, eds. American Institute of Physics.
Musti-Rao, S., S. D. Kroeger, K. Schumacher-Dyke. 2008. "Using Guided
Notes and Response Cards at the Postsecondary Level," Teacher
Education and Special Education: The Journal of the Teacher Education
Division of the Council for Exceptional Children 31(3): 149-163; an
abstract online is online at
<http://tes.sagepub.com/cgi/content/abstract/31/3/149>.
**Poulis, J., C. Massen, E. Robens, and M. Gilbert. 1998. "Physics
lecturing with audience paced feedback," Am. J. Phys. 66: 439-441;
online to subscribers at
<http://scitation.aip.org/dbt/dbt.jsp?KEY=AJPIAS&Volume=66&Issue=5>.
Reiss, R. undated. Tomorrow's Professor Mailing List
<http://ctl.stanford.edu/Tomprof/index.shtml>, Message #495; online
at <http://ctl.stanford.edu/Tomprof/postings/495.html>. For a list of
individual postings in reverse chronological order (but without
dates :-( ) see
<http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php?way=7>.
**Reay, N.W., L. Bao, P. Li, R. Warnakulasooriya, and G. Baugh. 2005.
"Toward the effective use of voting machines in physics lectures,"
Am. J. Phys. 73(6): 554-558; online to subscribers at
<http://scitation.aip.org/dbt/dbt.jsp?KEY=AJPIAS&Volume=73&Issue=6>.
**Reay, N.W., P. Li, , & L. Bao. 2008. "Testing a new voting machine
methodology," Am. J. Phys. 76(2): 171-178; online to subscribers at
<http://scitation.aip.org/dbt/dbt.jsp?KEY=AJPIAS&V olume=76&Issue=2>.
**Roschelle, J. & R. Pea. 2002. "A walk on the WILD side: How
wireless handhelds may change computer-supported collaborative
learning," International Journal of Cognition and Technology 1(1):
145-168; online as a 944 kB pdf at <http://tinyurl.com/6dtoep>
**Schwartz, C. 1983. "Minute Papers" as described in "ABC's of
teaching with excellence: A Berkeley compendium of suggestions for
teaching with excellence," B.G. Davis, L. Wood, R.C. Wilson; online
at <http://teaching.berkeley.edu/compendium/>. The Minute Paper
description is online at
<http://teaching.berkeley.edu/compendium/suggestions/file95.html>.
SCS. 2010. Standard Celeration Society <http://celeration.org/>.
**Scriven, M., S. Chasteen, & D. Duncan. 2009. "A 'Strong Case'
Exists for Classroom Clickers," letters to the editor, Chronicle of
Higher Education 55(21): page A30, 30 January; online to
subscribers at
<http://chronicle.com/article/A-Strong-Case-Exists-for/34890/>.
**Shavelson, R.J. 2008. "Formative Assessment," Guest Editor's
Introduction, special issue of Applied Measurement in Education, in
press; online at <http://www.stanford.edu/dept/SUSE/SEAL/>. Also free
online at the same URL are five articles on formative assessment that
appear in Applied Measurement in Education 21(4) of 4 October; online
to subscribers at <http://tinyurl.com/5jxnwx>.
**Stowell, J.R., & J.M. Nelson. 2007. "Benefits of electronic
audience response systems on student participation, learning, and
emotion," Teaching of Psychology 34(4): 253-258; abstract online at
<http://www.informaworld.com/smpp/content~content=a790482090~db=all>.
For Bruff's commentary on this article see Bruff (2008c).
Tobias, Sigmund & T.M. Duffy. 2009. "Constructivist Instruction:
Success or Failure?" Routledge; forward by Robert J. Sternberg,
publisher's information at <http://tinyurl.com/y9xpear>. Amazon.com
information at <http://tinyurl.com/ye8y5xp>. For a *severely*
truncated version see the Google Book preview at
<http://tinyurl.com/yaffdma>. See also the commentary by Hake (2010d).
Tuma, D.T. & F. Reif, eds. 1980. "Problem Solving and Education:
Issues in Teaching and Research," Lawrence Erlbaum. Amazon.com
information at <http://tinyurl.com/yj43zq4>.
**Uno, G.E. 1984. "A Push-Button Electronic System to Promote Class
Discussion," American Biology Teacher 46(4), 229-232 (1984).
Vargas, J. 2009. "Behavior Analysis for Effective Teaching. "
Routledge, publisher's information at <http://tinyurl.com/yzbzurp>.
Amazon.com information at <http://tinyurl.com/yc8hz2y>. Note the
searchable "Look Inside" feature. An expurgated "Google Book Preview"
is online at <http://tinyurl.com/yh7lpxk>. Vargas discusses the
following aspects of the semi-log "Standard Celeration" chart"
(SCchart) of "counts" vs time (use the ">" at the top of the page to
scroll through the pages): (a) Lindsley's development of "Precision
Teaching" and the SCchart on pages 126 and 127; (b) "counts" as a
measure of behavior at the top of page 103; (c) interpretation of the
SCchart on page 132. If I understand the SCchart correctly (please
correct me if I'm wrong) it's essentially the behavorists' version of
a kinematics semilog plot of either displacement "x" vs time "t", or
velocity "v" vs time "t".
**Wood, W.B. 2004. "Clickers: A Teaching Gimmick that Works,"
Developmental Cell 7: 796- 798; online at
<http://www.colorado.edu/MCDB/MCDB6440/ClickersDevCellC.pdf> (84 kB).
.
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