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Content connects expertise research to deliberate practice, mental models, and feedback cycles that enable learners to monitor understanding. Classroom evidence is summarized through multiple undergrad science studies showing improved learning, reduced failure rates, and broader benefits, including mechanics and physics course comparisons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/wieman-meded-slides-learning-expertise-deliberate-practice-and-classroom-evidence/472392/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/wieman-meded-slides-learning-expertise-deliberate-practice-and-classroom-evidence/472392.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning goal is framed in these slides?","Question",{"text":112,"@type":113},"The slides define the educational goal as “thinking like a scientist,” and also reference “thinking like a good doctor” as an analogous target for expertise development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is expertise learning described as happening?",{"text":117,"@type":113},"Expertise develops through challenging but doable tasks, deliberate practice across expertise components, and continuous feedback with reflection so learners strengthen mental models and learn to assess their own understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the classroom evidence in the slides claim?",{"text":121,"@type":113},"Summarized research indicates that well-designed course and classroom practices lead to greater learning, lower failure rates, and benefits for most students, with particular advantages for students at risk.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},472392,1790780707,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Carl Wieman  \nStanford University  \nDepartment of Physics and Grad School of Education  \ncopies of slides will be available  \n*based on the research of many people, some from my science ed research group  \nMajor advances past 1-2 decades Þ Guiding principles for achieving learning  \nCollege sci classroom studies  \ncognitive  \nbrain research  \npsychology  \nI. Exactly what is “ thinking like a scientist”(our educational goal), or “thinking like a good doctor”  \nII. How is it learned? Guiding principles for teaching  \nIII. Examples testing this in research in college science courses .  \nIV. New Wieman group research– adaptive expertise in medicine and science . Assessing and improving.  \nI. Expertise research*   \nhistorians, scientists, chess players, doctors, . . .  \nExpert competence =  \n•factual knowledge  \n• Mental organizational framework Þ retrieval and application  \nor ?  \npatterns, relationships, scientific concepts  \n•Ability to monitor own thinking and learning (\"Do I understand this? How can I check?\")  \nNew ways of thinking-- everyone requires MANY hours of intense practice to develop.  \nBrain changed  \n*Cambridge Handbook on Expertise and Expert Performance  \nII. Learning expertise* --  \nChallenging but doable tasks/questions  \nPracticing all the elements of expertise with feedback and reflection.  \nRequires brain  \nSome components of science expertise “exercise”  \n• concepts and mental models + selection criteria  \n• recognizing what information is needed to solve, what irrelevant  \n• does answer/conclusion make sense-ways to test  \n• variations in complex normal, or novel & important?  \nKnowledge important but only as integrated part. When and how to use .  \n* “Deliberate Practice”, A. Ericsson research  \naccurate, readable summary in “Talent is over-rated”, by Colvin  \nWhat is the role of the teacher in development of expertise?  \n“cognitive coach”. Designing practice tasks, motivating, giving feedback  \nSubject expertise of teacher is essential—  \n• designing practice tasks  \n(What is thinking like a doctor or med reseacher? How to practice specific components & at proper level?)  \n• feedback/guidance on learner performance Most important--how to improve  \n3. Evidence from the Classroom   \n~ 1000 research studies undergrad science • consistently show greater learning  \n• lower failure rates  \n• benefits all, but at-risk most  \na few examples—  \n• learning from course • learning in classroom  \nall sciences & eng. similar .  \nPNAS Freeman, [et. al](et. al). recent massive metaanalysis  \nMeasuring how well can apply mechanics concepts like physicist to make predictions in novel context  \nPre to post comparison  \naverage trad. Cal Poly instruction  \n1 st year mechanics  \nHoellwarth and Moelter, Am. J. Physics May‘11  \n9 instructors, 8 terms, 40 students/section .  \nSame instructors, different methods = better learning  \nLearning in the in classroom *  \nComparing the learning in two identical sections of 1 st year college physics .  \n270 students each.  \nControl--standard lecture class– highly experienced Prof with good student ratings .  \nExperiment–-physics postdoc trained in principles & methods of effective teaching.  \nThey agreed on:  \n• Same learning objectives  \n• Same class time (3 hours, 1 week)  \n• Same exam (jointly prepared) -start of next class  \n* Deslauriers, Schewlew, Wieman, Sci. Mag. May 13, ‘11  \nClass design  \n1. Targeted pre-class readings, short online quiz .  \n2. Questions to solve, respond with clickers or on worksheets, discuss with neighbors .  \nAuthentic questions-require expert thinking  \n3. Discussion by instructor follows, not precedes .  \n4. Activities address motivation (relevance) and prior knowledge.","cbCaimkwsTQG7Njo","https://ap.wps.com/l/cbCaimkwsTQG7Njo","pdf",4627165,78,"English","# Guiding principles for achieving learning\n## Thinking like a scientist (and a good doctor)\n# How expertise is learned\n## Deliberate practice and feedback\n# Evidence from college science classrooms\n## Research findings and course comparisons\n# The teacher’s role as a cognitive coach\n## Designing practice tasks and guiding feedback","[{\"question\":\"What learning goal is framed in these slides?\",\"answer\":\"The slides define the educational goal as “thinking like a scientist,” and also reference “thinking like a good doctor” as an analogous target for expertise development.\"},{\"question\":\"How is expertise learning described as happening?\",\"answer\":\"Expertise develops through challenging but doable tasks, deliberate practice across expertise components, and continuous feedback with reflection so learners strengthen mental models and learn to assess their own understanding.\"},{\"question\":\"What does the classroom evidence in the slides claim?\",\"answer\":\"Summarized research indicates that well-designed course and classroom practices lead to greater learning, lower failure rates, and benefits for most students, with particular advantages for students at risk.\"}]","Wieman MedEd Slides - Learning Expertise, Deliberate Practice, and Classroom Evidence | PDF",197]