Showing posts with label Sandra Laursen. Show all posts
Showing posts with label Sandra Laursen. Show all posts
Tuesday, March 5, 2013
Research on IBL in College Mathematics at UC Boulder E&ER
A quick post today: Laursen, Hassi, Kogan, Hunter have produced recent work on IBL in Mathematics. Their work thus far (and more is coming) is available HERE
Thursday, September 6, 2012
Dr. Sandra Laursen, UC Boulder, "What Has Ally Learned? Outcomes for Students and Teachers of IBL Mathematics Courses"
This video is of Sandra Laursen's talk from the 2011 Legacy of R. L. Moore Conference in Washington, DC. If you have wondered about the scientific evidence regarding IBL math vs traditional lecture at the college level, this talk provides strong evidence from a variety of data sources. I like to describe the work in this video as "all the vectors are pointing in the same direction." What I mean by this is that they have collected a wide range of data sets, and have found a consistent story that points in the direction that IBL teaching produces better learning outcomes for students.
One of the striking results from the study is that women in IBL courses have some of the biggest gains compared to their peers in non-IBL courses. IBL courses level the playing field, and could play a role in eliminating the gender gap in STEM! Indeed the gender gap may be perpetuated by traditional instruction. This is important stuff!!
Dr. Sandra Laursen, University of Colorado, Boulder.
One of the striking results from the study is that women in IBL courses have some of the biggest gains compared to their peers in non-IBL courses. IBL courses level the playing field, and could play a role in eliminating the gender gap in STEM! Indeed the gender gap may be perpetuated by traditional instruction. This is important stuff!!
Dr. Sandra Laursen, University of Colorado, Boulder.
Tuesday, January 24, 2012
Physicists Seek To Lose The Lecture As Teaching Tool
Note: Thank you Matt Jones, CSU Dominguez Hills for the heads up.
Emily Hanford of NPR has a nice article about physicists, who are lecturing less and getting better results. Be sure to also click on the link "Listen to the Story"for the radio broadcast.
http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool
Physicists have collected data providing evidence that learning gains are better when students are deeply engaged in the subject and allowed to collaborate with peers. Sandra Laursen, University of Colorado Boulder, also has data collected at the college level from mathematics courses. Laursen's results are in alignment with this article. Laursen's group has a number of findings. Among the long list of findings, there is statistically significant evidence suggesting the more an instructor talks the less their students learn. (Link to Colorado Study).
As Ed Parker says, "See What They Can Do."
Emily Hanford of NPR has a nice article about physicists, who are lecturing less and getting better results. Be sure to also click on the link "Listen to the Story"for the radio broadcast.
http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool
Physicists have collected data providing evidence that learning gains are better when students are deeply engaged in the subject and allowed to collaborate with peers. Sandra Laursen, University of Colorado Boulder, also has data collected at the college level from mathematics courses. Laursen's results are in alignment with this article. Laursen's group has a number of findings. Among the long list of findings, there is statistically significant evidence suggesting the more an instructor talks the less their students learn. (Link to Colorado Study).
As Ed Parker says, "See What They Can Do."
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