Experts have an organizational framework for their expert knowledge.
Monitoring of thinking. Not built in.
Takes many hours of intense thinking to change brain wiring.
Example of code perception–how an expert sees the check for sorted example. Less than 30% of CS students.
Content: isolated pieces to be memorized vs coherent structure.
Problem solving example.
Study shows physics etc students become more novice like!
Effective teaching. Motivation. Build on prior thinking. Memory understanding. Authentic practice of expert like thinking in a strenuous extended way.
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Common error: make exams count. Encourages students to cram.
Limits on working memory. Very limited in short term. Thrashing ackowledge. 7 new items is max.
Curse of common knowledge teaching mistake. Requires student to buffer all the pieces until can be shown how they fit together. Better to start with the big problem.
Learner needs to be challenged at the right level. Developing models, recognizing relevant and irrelevant material. Checking on sense making.
Feedback from teacher must be timely and specific. Also need to know what and how to think about it.
Sinnentag chap 21. Cambridge handbook of expertise. Missing from teaching but in experts:
Debugging and testing
Communication and collaboration
Implementation
Use technology.
Assign read chapter before class. Test online or at start of class. Frees up working memory.
Build class around series of questions.
Use clickers.
Discuss in small groups, then revote. Instructor snoops in conversations.
Ask for reasons. Review incorrect answers important.
Example. 10 minute activity. Group of 3. Code. How to test.
Homework is very important. Must be practicing outside if class for many additional hours.