Focusing on Learning Focusing on Learning Instead of TeachingInstead of Teaching

Collaborative learningCollaborative learning Individual and group quizzesIndividual and group quizzes Teaching through case studiesTeaching through case studies Online writing assignmentsOnline writing assignments

Components of CourseComponents of Course

Assigned reading Assigned reading Frequent individual and group quizzesFrequent individual and group quizzes Very short lecturesVery short lectures

– Presentations on the most difficult conceptsPresentations on the most difficult concepts– Question and answer sessionsQuestion and answer sessions

Case studiesCase studies Writing assignmentsWriting assignments ExaminationsExaminations

Collaborative Collaborative learninglearning GroupsGroups

– assigned by professorassigned by professor– diverse (gender, age, ethnicity, science diverse (gender, age, ethnicity, science

background) background) – permanentpermanent– 3-6 students3-6 students

Grading PolicyGrading Policy– group work accounts for one third of gradegroup work accounts for one third of grade– peer evaluation determines percentage of peer evaluation determines percentage of

group points individuals earngroup points individuals earn

QuizzesQuizzes

Review in classReview in class– Students prepare for quiz by talking to their Students prepare for quiz by talking to their

group members about assigned readinggroup members about assigned reading– Instructor answers questions Instructor answers questions

Individual quizIndividual quiz– Questions from assigned readingQuestions from assigned reading

Group quizGroup quiz– Same questions as individual quizSame questions as individual quiz– Grade group quizzes and discuss answersGrade group quizzes and discuss answers– All members of group earn same scoreAll members of group earn same score

Case StudiesCase Studies

Based on science issues that students Based on science issues that students encounter in the news or in their livesencounter in the news or in their lives

Put science in context for studentsPut science in context for students Illustrate scientific methodologyIllustrate scientific methodology Promote skills in group learning, Promote skills in group learning,

speaking, and critical thinkingspeaking, and critical thinking Often require students to interpret Often require students to interpret

ambiguous dataambiguous data Model science as a social enterpriseModel science as a social enterprise

Working through a Working through a casecase First dayFirst day

– Groups decide what they need to learn in order to Groups decide what they need to learn in order to understand the caseunderstand the case

– Class discussion of learning objectivesClass discussion of learning objectives– Group members select topics to learnGroup members select topics to learn

Second daySecond day– Individuals teach group members what they Individuals teach group members what they

learned about their topiclearned about their topic– Groups discuss case and decide what else they Groups discuss case and decide what else they

need to know to understand itneed to know to understand it– Group members select topics to learnGroup members select topics to learn

Working through a Working through a casecase Third dayThird day

– Groups discuss caseGroups discuss case– Start project – one per groupStart project – one per group

Fourth dayFourth day– Project due Project due

Paper or presentation describing what they learnedPaper or presentation describing what they learned

– Class discussion of caseClass discussion of case– Professor clarifies remaining issues and Professor clarifies remaining issues and

identifies topics that may appear on identifies topics that may appear on examination examination

Online writing Online writing assignmentsassignmentsCalibrated Peer ReviewCalibrated Peer Review Free web-based program written by a biochemistFree web-based program written by a biochemist Allows frequent writing assignments even in Allows frequent writing assignments even in

large classeslarge classes Students submit essays on assigned topicStudents submit essays on assigned topic Answer questions about “calibration” essays:Answer questions about “calibration” essays:

one excellent, one mediocre, one bad one excellent, one mediocre, one bad Use same criteria to evaluate essays of three Use same criteria to evaluate essays of three

peers (anonymous)peers (anonymous) Evaluate their own essaysEvaluate their own essays

http://cpr.molsci.ucla.edu/http://cpr.molsci.ucla.edu/

Implications for Implications for studentsstudents

Initially suspicious of group work having such a Initially suspicious of group work having such a major impact on grademajor impact on grade

Have greater control over their learning Have greater control over their learning Tend to take responsibility for their learningTend to take responsibility for their learning Develop skills that are transferable to other Develop skills that are transferable to other

classes classes Class time devoted to issues causing most Class time devoted to issues causing most

problems to students problems to students Passive students become activePassive students become active Depth of understanding seems to increaseDepth of understanding seems to increase

Implications for facultyImplications for faculty

Labor intensiveLabor intensive– QuizzesQuizzes– Case studies Case studies – Writing assignmentsWriting assignments– BookkeepingBookkeeping

Control issues Control issues – Classroom seems chaotic at timesClassroom seems chaotic at times

Relationship with students changesRelationship with students changes– Most students initially find learning environment Most students initially find learning environment

unfamiliar and threateningunfamiliar and threatening– Dialogue criticalDialogue critical– Professor is not just the expert - also the coachProfessor is not just the expert - also the coach