So Trump was 29% likely to win. What does 29% mean?” he asks. This is an odd question for many: they’re doing a Master’s degree at Harvard, and they’… - David Franklin

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So Trump was 29% likely to win. What does 29% mean?” he asks. This is an odd question for many: they’re doing a Master’s degree at Harvard, and they’re being asked what a percentage means. The question is aiming at the gut reaction of the brain to the number. Inevitably, students think it might be a trick question. Dan waits a while, and when no-one raises their hands, he breaks away from the example to tell a story: “You know, when I first started teaching, I was terrified of silence. I thought, ‘oh my god, I’ve got to do something, they’re not saying anything’.” The class laughs: he has eased the tension created by the silence. “The more I taught, the more I realised that silences are important in a class – they give time for people to think. These days, I’m not afraid of silence at all.” After a few seconds, a woman puts up her hand. “Well, obviously, I knew that it meant there was some chance that he would win. But it was still a shock that the 29% happened.

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About David Franklin

David Franklin is an art historian with expertise in Italian Renaissance art, a curator, and a former art museum director.

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I guess… it was just a shocking event. We’re not used to someone like him being President.” Here, the student reveals an availability bias in which we expect future outcomes to look like what has gone before.

It sounds like a lot of you are not too surprised if this 30% chance materialises,” Dan replies. “You take precautions against it. The rain, if it comes, doesn’t shock you, and you have your umbrella. So why was everyone so shocked about Trump?

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With these issues in mind, Dan has a unique way of tying exams into the learning process. After attending a workshop run by the Nobel Prize winner Carl Wieman, he was converted to the idea of two-stage exams. The first stage of the exam is the same as any other. The second stage brings the students together in groups of four, and gives them all a subset of the questions they just answered in the first stage. The students are encouraged to discuss their answers in their groups, and they all submit a second version. Groups who manage to improve upon the students’ individual scores get a small boost in the final outcome.

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