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Instructor Training (Internal, March 2019)

Copyright 2019, RStudio Inc. All material made available under the Creative Commons Attribution-NonCommercial 4.0 license.

Instructors

  • Garrett Grolemund
  • Greg Wilson

Day 1

  1. Getting Started (0:15/09:15)

  2. Two Ways to Teach (0:45/10:00)

    • <./keynote/10-two-ways-to-teach.key>
    • Comparison with movie/play (add comedy improv)
    • Tell participants there's lots of research (much of which people don't know/act on)
    • Explain what active learning is (creates a real-time feedback loop in class)
    • Introduce cognitive architecture diagram (revisit it several times)
      • Teaching is "load into short-term memory and keep it there long enough to be transferred"
    • Bloom's Taxonomy
      • Google isn't enough if you don't know what to search for or how to recognize a useful answer when you find one
      • GG added "awareness" to the bottom of the Bloom hierarchy since it's the most realistic goal for a workshop like this
    • Exercise: classify three learning objectives by level

  3. Novice/Competent Practitioner/Expert (0:45/10:45)

    • <./keynote/20-novice-competent-expert.key>
    • Mental models
      • Emphasize linkages: we rarely forget completely, but we lose the ability to retrieve
    • Mental models don't have to be right to be useful (ball-and-spring models in chemistry)
    • How the graph model of human cognition expains the difference between competent and experts
      • Experts have more connections
    • Concept maps as visual representations of mental models
    • Using concept maps:
      • To design lesson
      • To convey information to learners
      • For insight into their learning
    • Exercise: draw and compare concept maps for ggplot2

  4. Coffee (0:15/11:00)

  5. Teaching as Performance I (0:30/11:30)

  6. Multimedia Learning (0:30/12:00)

    • <./keynote/80-multimedia-learning.key>
    • Exercise: create a visual to explain what the course is about

Day 2

  1. The Cognitive Craft (0:45/09:45)

    • <./keynote/40-cognitive-craft.key>
    • Revisit cognitive architecture diagram and introduce 7 +/- 2
    • Lesson "scenes" should fit into working memory
      • Use exercises/discussion/elaborative examples to keep new material there long enough to be transcribed
    • Cognitive load theory
      • Intrinsic
      • Extraneous
      • Germane
    • Exercise: outline a faded example

  2. Formative Assessment (0:45/10:30)

    • <./keynote/50-formative-feedback.key>
    • Importance of feedback loop while teaching (for instructor as well as learners)
    • MCQ example
    • Dual purposes of formative assessments (feedback loop + reinforcement)
    • Different kinds of formative assessment
    • Exercise: create MCQ and explain misconceptions it diagnoses

  3. Coffee (0:15/10:45)

  4. Teaching as Performance II (0:30/11:15)

    • <./keynote/60-teaching-as-performance-2.key>
    • Use the previous day's rubric

  5. Motivation (0:30/11:45)

    • <./keynote/70-motivation.key>
    • Three big motivators: self-efficacy, utility, community
    • Three big demotivators: unpredictability, unfairness, indifference
    • Zone of Proximal Development
    • Exercise: what demotivates people in programming classes and how do we prevent/fix it?

  6. Take-Home Exercise (0:15/12:00)

    • Look at the Divio Model
      • Tutorial
      • How-To
      • Explanation
      • Reference
    • Do these categories make sense in light of novice-competent-expert?