Fluency Bias and Deliberate Practice with Louis Deslauriers

This is part 2 of an interview with Louis Deslauriers, the Director of Science Teaching and Learning and Senior Preceptor in Physics at Harvard University. We discuss two recent publications from his research group. In the first, he finds that students can actually feel like they are learning more while passively listening to a polished lecture than engaging in active learning. We’ll talk about that finding and what that means. In the second, we dive into his latest work on deliberate practice, and how we might take the gains from active learning in the classroom and boost them up even more by transforming homework.

 

Find the full show notes at:

www.physicsalive.com/louis2

 

Articles mentioned in Part 1 and Part 2 of this interview:

• Improved learning in a large-enrollment physics class
• Learning and retention of quantum concepts with different teaching methods
• Use of research-based instruction strategies: How to avoid faculty quitting
• Measuring actual learning versus feel of learning in response to being actively engaged in the classroom
• Increasing the effectiveness of active learning using deliberate practice: A homework transformation