The redesigned physics class at the University of British…

The redesigned physics class at the University of British Columbia, offers a road map for redesigning instruction according to deliberate-practice principles: Begin by identifying what students should learn how to do. The objectives should be skills, not knowledge. In figur-ing out the particular way students should learn a skill, examine how the experts do it. In particular, understand as much as possible about the mental representations that experts use, and teach the skill so as to help students develop similar mental representations. This will involve teaching the skill step by step, with each step designed to keep students out of their comfort zone but not so far out that they cannot master that step. Then give plenty of repetition and feedback; the regular cy-cle of try, fail, get feedback, try again, and so on is how the students will build their mental representations.

— from The Instruments (Awareness/Perception/Expectations) · Peak: Secrets from the New Science of Expertise by Ansers Ericsson and Robert Pool

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