2015 Teaching Professor Conference Highlights by Tweet

This isn’t a comprehensive recap, just a broad collection of tweets from the #TPROF15. If attribution isn’t given, then the tweet is mine.   [You can follow me: @1313lolita]

Two quick observations: 1.  Tweeting allows an extrovert who wants to clarify her understanding by talking to do so silently!  2.  There is a big difference in Twitter activity between the Teaching Professor and Teaching Professor Technology conferences.

An invitation… Of the tweets below, there are a few that will become favorites of mine.  Did I miss any keepers?  PLEASE share below!  I’d love to hear from you about the conference, or anything teaching and learning related.

GENERAL

Teaching Professor @teachprof

1000+ college faculty are coming together in Atlanta for our 12th annual conference. Follow the learning at #tprof15

Simply doing something a long time doesn’t guarantee doing better.

@BethWhitaker2 Bottom line.   Teach students…..not classes.

What would be the point of teaching if we didn’t let teaching change us?

@educatortrain 4:40pm & we’re still actively engaged – way to put together a conference

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WORK-LIFE BALANCE

 

Manage decisions. Make self care a priority. Focus on significant results.

Life is like riding a bike. You’ve got to keep moving forward. Albert Einstein.

Realistic expectations. We often set perfection or other unrealistic balance expectations.

Balance as whole and integration. Not parts. Think rhythm and flow.

A significant part of work life balance is managing the mindset we have.

Spend 20% time on your most meaningful to reduce risk of burnout.

Balance is a feeling u get when satisfied with who u are and where you are going.

 

INTROVERSION-EXTROVERSION PLENARY

 

@RobNursingEdTec  thank you Dr. Monahan for changing the lens in how I look at introverts, classroom environment and learning style

Love a plenary that challenges thinking and encourages reflection by teachers. Great session Nicki!

Equitable approach to risk taking? How often do we ask introverts to stretch? How about extrovert stretching?

Congruent choice. Think pair share adjusted to Think Ink Pair Share.

Equality and equity are not the same thing. Broadening our definition of participation.

Congruent choice, occasional opportunities to work in your preferred format. Sometimes. Stretching is important too.

@fncll Stigma against introversion exists. And passing. So does the seduction to claim introversion because it has cachet in some groups.

Closets are for shoes. Not a good place to live. Not conducive to learning.

@Nursing_Prof It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences. Audre Lorde

Do we try to convert introverts into extroverts?

Do we value extroversion over introversion?

@libmandu In order to flourish, 1. Understand Ourselves, 2. Cultivate our strengths, 3. Spend time in environments with favorable conditions

Lead Question. What is it that I want for my students?

 

ENGAGEMENT / ACTIVE LEARNING

Sponge activity. Soak up the downtime and frame the lesson.

Engagement through anticipation with a little bit of ambiguity

@CherpaColleen Thank you to all our Snowball brainstorming participants. You were a blast

Teacher need to say it exceeds student need to know it

Jigsawed. Active learning on active learning. Great session.

Honor the learning that already exists in the room. Student generated content instead of presenting it.

The snowball brainstorm results are more easily shared! Not your ideas. Freeing for shy students

 

GROUP / TEAM WORK

Effective practical strategies for establishing group cohesion. Great session David Neumann!

 

TEACHER BEHAVIORS / STUDENT BEHAVIORS

@DeanBeckman Loved @jenniferwaldeck and her talk at #tprof15. At times a tough crowd, verifying her prediction of defenseness to some ideas.

@ollied Combating negative behaviors is really all about fostering a positive, compassionate social presence in online/f2f classes.

 

USEFUL LINK

@ollied If you’re in the Courage to Teach session and want the full HERI report, here’s the link http://bit.ly/1HCnttM

 

SYLLABUS

 @emediafrontie One of the MOST popular attendee ribbons! CGQ7dEBUkAMEYye.jpg-large

 

ONLINE

 @dalerebhorn I wonder if the fear of online learning would be different if profs had experienced a good online class themselves as a learner.

 

CRITICAL THINKING

@nathangwebb “Most people would rather die than think; in fact, they do so.” – Bertrand Russell

@RobNursingEdTec arrangement of words, sentence structure, word choice can manipulate the reader. Critical thinking is needed to prevent

Teaching critical thinking is the toughest thing we will do as professors. Nice work! D Halpern!

Dialectical bootstrapping. Helpful matrix to structure critical thinking.

Ask students rewrite a slanted question in the opposite direction then try to write neutral. Collect data. Powerful lesson.

We are teaching students for a test we will not administer!

Rational thinking is surprisingly dissociated from intelligence.

Critical thinking is not a natural byproduct of what we do in class. It requires thoughtful planning

@jaymelinton Earth endangered by new strain of fact-resistant humans. http://www.newyorker.com/humor/borowitz-report/scientists-earth-endangered-by-new-strain-of-fact-resistant-humans

Critical thinking is an attitude toward information.

Critical thinking purposefully overcomes biases.

Learning how to learn + thinking critically = 21st century education.

@libmandu Halpern, D. F. and Hakel, M. (2003) Applying the science of learning to the university and beyond: Tea…. Change 35:4, pp. 36-41.

 

MAKING LEARNING STICK

Strategies for ST performance produce an illusion of mastery, ie cramming.

Errors are not the enemy of learners or learning.

Undesirable difficulty = ones students are ill equipped to deal with.

Desirable difficulties. Practices to SLOW learning to make it more durable.

@jkobrien Low stakes assessments every class: helps attendance and retrieval of info over time among other benefits.

Daily assessments can REDUCE test anxiety. They feel better prepared.

@RobNursingEdTec freq. quizzing leads to better retention and decreases the”illusion of mastery” that occurs with studying alone

@HHayesPACS We assume that whatever produces good learning NOW produces good retention LATER. Not true. Easy learning = Illusion of mastery.

Short term learning is what we see in class. But ST learning isn’t a clear predictor of LT learning.

Students may be terrible predictors of their learning. Rely on the literature. Not students!

@HHayesPACS Roediger: “Every time we test a student, we change what they know.” Think of testing as a learning activity, not just an assessment

Retrieval practice effect. Testing memory strengthens learning and retention.

Cumulative finals reinforce spacing.

Every time we test a student we change what they know.

@dalerebhorn Xyz wxy yzx zwx structured learning is more effective than www xxx yyyy zzz. Differences are key. Mix related concepts

Don’t trust student feedback re learning performance. They confuse easy with learning.

Mixers struggle at first but they retain!

Practice in blocks is seductive. Don’t be fooled!

Mix. Don’t block learning activities for Better learning and retention.

One and done coverage isn’t as effective as looping back to review concepts.

@KellyButzler Mark McDaniel amazing at speaking “naked” at #tprof15. Who needs ppt?

Space presentation of material over time; you get better retention.

Answering WHY questions improves test performance, in controlled experiment.

Rereading notes is absolutely ineffective.

An invitation repeat: Of the tweets above, there are a few that will become favorites of mine. Did I miss any keepers? PLEASE share below! I’d love to hear from you about the conference, or anything teaching and learning related.

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About Lolita Paff

Educator. Wife. Mother. Amateur chef. Wine lover.

Posted on June 1, 2015, in Professional Development, Teaching, Workshop/Conference and tagged , , , , . Bookmark the permalink. 2 Comments.

  1. Critical thinking is not a natural byproduct of what we do in class. It requires thoughtful planning #tprof15— Teaching Professor (@teachprof) May 30, 2015

  2. This was from the opening plenary by Mark A. McDaniel and Henry L. Roediger, III,

    #tprof15. We assume that whatever produces good learning NOW produces good retention LATER. Not true. Easy learning = Illusion of mastery.— Heather Hayes (@HHayesPACS) May 29, 2015

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