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March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Dennis C. JacobsDennis C. JacobsProfessor of Chemistry and BiochemistryProfessor of Chemistry and Biochemistry
Vice President and Associate ProvostVice President and Associate ProvostUniversity of Notre DameUniversity of Notre Dame
Learning In and Learning In and Through CommunityThrough Community
Cooperative Learning within a Large Lecture Environment
Exploiting Remote Keypad Technology
Community-Based Learning within the Science Curriculum
As Learning Becomes Service to Justice
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Focus Group Comments on the Focus Group Comments on the Traditional Large Lecture Experience at NDTraditional Large Lecture Experience at ND
“I don’t keep up with the reading for lecture, because we don’t have any discussions in lecture. I’m better off spending the time reading for other classes where we do discuss things.”
“I am afraid to ask questions in such a large lecture hall.”
“I don’t feel responsible for what happens in class.”
“The large lecture lets me remain anonymous, which is good.”
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Does Learning Occur as a Does Learning Occur as a Result of Lecture?Result of Lecture?
J. Birk and J. Foster, Journal of Chemical Education, 70: 180-182 (1993)
Plot of Mean Exam Performance in General Chemistry
010203040
50607080
0 10 20 30Number of Absences
Exa
m S
core
s
Arizona State
University
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
““Ferris Bueller’s Day Off”Ferris Bueller’s Day Off”
Ben Stein plays the role of a high-school economics teacher.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Lecture is where Lecture is where instruction takes place, instruction takes place, with or without learning.with or without learning.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Backward Design Identify Desired
Results Determine
acceptable evidence
Plan learning experiences and instruction
Grant Wiggins & Jay McTigheACSD 1998, Prentice Hall 2000
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
The Primary Learning Goals for The Primary Learning Goals for General Chemistry at Notre DameGeneral Chemistry at Notre Dame
Learn through inquiry and exploration. Work collaboratively with classmates to
visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels.
Utilize critical thought and intuition to predict chemical behavior (structure and reactivity).
Develop original solutions to problems that you have not encountered before.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
The Primary Learning Goals for The Primary Learning Goals for General Chemistry at Notre DameGeneral Chemistry at Notre Dame
Learn through inquiry and exploration. Work collaboratively with classmates to
visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels.
Utilize critical thought and intuition to predict chemical behavior (structure and reactivity).
Develop original solutions to problems that you have not encountered before.
Analysis of EvidenceAnalysis of Evidence
Critical Reasoning Critical Reasoning
Synthesis of InformationSynthesis of Information
Application of principlesApplication of principles
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Structure of Alternative General Structure of Alternative General Chemistry Course Chemistry Course (CHEM 113/114)(CHEM 113/114)
Three 50-minute lectures/week Demonstrations and Visualizations Students pair-off to answer
Conceptual QuestionsConceptual Questions
One 2.5 hour laboratory/week Students work in pairs
One 50-minute recitation/week Small Group Cooperative Problem
Solving
QuickTime™ and aSorenson Video decompressorare needed to see this picture.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Peer Instruction: A User’s ManualPeer Instruction: A User’s Manual
Eric Mazur
Prentice Hall, 1997
Prof. Mazur introduced ConcepTests to physics students at Harvard. The book documents the value of the ConcepTest approach with classroom data and plenty of examples.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
The Levi Straus trademark shows two horses trying to pull apart a pair of pants. Suppose Levi had only one horse and attached the other side of the pants to a fencepost. Using only one horse would:
(a) cut the tension on the pants by one-half. (b) not change the tension on the pants at all. (c) double the tension on the pants.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Representative Concept QuestionRepresentative Concept Question
Pure HPure H22OO(l)(l) did not conduct electricity. did not conduct electricity.
2% CH2% CH33COCO22HH(aq)(aq) in H in H22OO(l)(l) was a poor conductor. was a poor conductor.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
QuickTime™ and aCinepak decompressorare needed to see this picture.HA(aq) + H2O(l) A–(aq) + H3O+
(aq)
McGraw-Hill
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Representative Concept QuestionRepresentative Concept Question
1. Bright1. Bright 2. Dim2. Dim 3. Dark3. Dark
Pure HPure H22OO(l)(l) did not conduct electricity. did not conduct electricity.
2% CH2% CH33COCO22HH(aq)(aq) in H in H22OO(l)(l) was a poor conductor. was a poor conductor.
Predict how well pure CHPredict how well pure CH33COCO22HH(l)(l) will light the lightbulb. will light the lightbulb.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Students Vote on ResponsesStudents Vote on Responses
Scantron sheets Wireless Personal
Response System http://www.bedu.com/
TurningPoint Software http://www.turningtechnologies.com/
Raise hands Show cards
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Extra-credit Points are Awarded to Extra-credit Points are Awarded to Encourage Thoughtful ParticipationEncourage Thoughtful Participation
Confidence Level
Correct Answer
Incorrect Answer
Low
Medium
High
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Extra-credit Points are Awarded to Extra-credit Points are Awarded to Encourage Thoughtful ParticipationEncourage Thoughtful Participation Individual student responses and the
consensus response of each pair are graded:
Confidence Level
Correct Answer
Incorrect Answer
Low 3 pts. 2 pts.
Medium 4 pts. 1 pts.
High 5 pts. 0 pts.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Sequence for each Concept QuestionSequence for each Concept Question
Introduce Concept Question (10 s)
Students think individually (30-60 s)
Student A votes (7 s)
Student B confidence (7 s)
Student B votes (7 s)
Student A confidence (7 s)
Student pairs discuss ideas (60 s)
Pair confidence (7 s). Display distribution
Pair votes (7 s ). Display distribution
Time
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Representative Concept QuestionRepresentative Concept Question
Pure HPure H22OO(l)(l) did not conduct electricity. did not conduct electricity.
2% CH 2% CH33COCO22HH(aq)(aq) in H in H22OO(l)(l) was a poor conductor. was a poor conductor.
Predict how well pure CHPredict how well pure CH33COCO22HH(l)(l) will light the lightbulb. will light the lightbulb.
1. Bright1. Bright 2. Dim2. Dim 3. Dark3. Dark
IndividualIndividual
37%
62%
27%19%
36%19%
PairPair
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Sequence for each Concept QuestionSequence for each Concept Question
Introduce Concept Question (10 s)
Students think individually (30-60 s)
Student A votes (7 s)
Student B confidence (7 s)
Student B votes (7 s)
Student A confidence (7 s)
Student pairs discuss ideas (60 s)
Pair confidence (7 s). Display distribution
Pair votes (7 s ). Display distribution
Students share outloud (60 s)
Run Dem
o (30 s)Sum
marize
Time
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
What are the benefits of asking What are the benefits of asking concept questions in class?concept questions in class?
Students will Articulate preconceptions and defend ideas Hear multiple perspectives Practice speaking the language of the discipline Become more invested in the topic Receive an accurate form of self-assessment
Instructor will Gain immediate feedback on student
understanding and readiness for new material.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
When we use the remote keypads, When we use the remote keypads, I receive valuable feedback on how well I receive valuable feedback on how well
I understand the course material. I understand the course material.
0
10
20
30
40
50
60
% of Class
StronglyDisagree
Disagree Neutral Agree StronglyAgree
Survey Data gathered by www.textrev.com
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
I appreciate the way that the remote I appreciate the way that the remote keypad technology allows me see what keypad technology allows me see what
my classmates are thinking. my classmates are thinking.
0
10
20
30
40
50
60
% of Class
StronglyDisagree
Disagree Neutral Agree StronglyAgree
Survey Data gathered by www.textrev.com
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
I pay greater attention in class when I know I pay greater attention in class when I know the instructor will ask me to periodically the instructor will ask me to periodically answer questions on my remote keypad. answer questions on my remote keypad.
05
10
15202530
354045
% of Class
StronglyDisagree
Disagree Neutral Agree StronglyAgree
Survey Data gathered by www.textrev.com
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Do you recommend that the instructor Do you recommend that the instructor use the remote keypads in this course use the remote keypads in this course
in the future? in the future?
01020
30405060
708090
% of Class
DefinitelyNo
DefinitelyYes
Survey Data gathered by www.textrev.com
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Questions I Ponder about my StudentsQuestions I Ponder about my Students How accurately do my students assess their
own level of understanding or misunderstanding?
When students with differing opinions debate a question, does their discourse increase their understanding? Does it leave them more or less confident in their own understanding?
To what extent does a student’s metacognition guide and regulate her study?
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
How Students are How Students are Persuaded through Persuaded through DiscussionDiscussion
Pair Response -Bright
Bright DimDark
Bright
DimDark
0
2
4
6
8
10
12
14
# Students
Student A
Student B
Bright DimDark
Bright
DimDark
0
2
4
6
8
10
12
14
# Students
Student A
Student B
Pair Response -Dim
Pair Response -Dark
Bright DimDark
Bright
DimDark
0
2
4
6
8
10
12
14
# Students
Student A
Student B
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Correlation between Answers Correlation between Answers and Confidence Ratingsand Confidence Ratings
IndividualIndividual
Bright DimDark
High
Medium
Low
0
5
10
15
20
25
# Students
Student Response
Student Confidence
Pair ConsensusPair Consensus
Bright DimDark
HighMedium
Low
02468
10121416
# Pairs
Pair Response
Pair Confidence
Low 45% Medium 32% High 38%Accuracy
Low 41% Medium 57% High 81%Accuracy
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Is it Valuable for Students to Is it Valuable for Students to Attend an Interactive Class?Attend an Interactive Class?
0
5
10
15
20
25
30
35
Percent of
Lectures Missed
A A- B+ B B- C+ C C- D
Letter Grade
Data collected for CHEM 114 (Spring, 2003)
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Community-based Learning Community-based Learning in the Science Curriculumin the Science Curriculum
Taking it to the Streets…
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Mission Statement of the Mission Statement of the University of Notre DameUniversity of Notre Dame
“The University seeks to cultivate in its students not only an appreciation for the great achievements of human beings but also a disciplined sensibility to the poverty, injustice and oppression that burden the lives of so many. The aim is to create a sense of human solidarity and concern for the common good that will bear fruit as learning becomes service to justice.”
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
CHEM 331: CHEM 331: Chemistry in Service Chemistry in Service
of the Communityof the Community
A meaningful community-based learning experience for students interested in applying chemistry to directly serve the needs of the community. Students join with community partners in helping to identify neighborhood homes that have unsafe levels of lead contamination.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Lead PoisoningLead Poisoning Lead has no known biological
function. Pb2+ binds in place of Ca2+ and Fe2+
in the body. Lead is particularly dangerous to children
under six, because it can induce damage to the developing brain and nervous system Behavior and learning problems Slowed growth Hearing problems and headaches.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Demographics of Lead PoisoningDemographics of Lead PoisoningFig. 3 - Children with Elevated Blood Lead Levels
0 5 10 15 20 25
Ages 1-5
Ages 3-5
Ages 1-2
African-American
Mexican-American
Non-Hispanic White
Low-income
High-income
Percent of Specified Children Affected
Children aged 1-5 living in houses built before 1946
Children living in any home
Centers for Disease Control Update: blood lead levels---United States, 1991--1994. MMWR 1997;46:141--6.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
CommunityCommunityPartnershipPartnership
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Show DVD hereQuickTime™ and aYUV420 codec decompressor
are needed to see this picture.
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Analysis/Reporting ProcedureAnalysis/Reporting Procedure
Duplicate Duplicate samples are samples are collected in collected in homehome
Professional Laboratory AnalysisProfessional Laboratory Analysis
Students Students analyze samples in analyze samples in ND chemistry labND chemistry lab
Findings and Findings and recommendations recommendations
are shared with are shared with familyfamily
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Domains for Student LearningDomains for Student Learning Professional Expertise - applying chemical principles
and expertise to solve problems
Social Concerns - understanding the needs and concerns of members/groups of our society, and identifying root causes of societal problems
Leadership - recognizing, nurturing and harnessing the gifts that individuals bring to a team
Civic Engagement - making commitments toward bettering the world through action, including affecting institutional change
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Social ConcernSocial Concern “I was introduced more to the poverty cycle,
something I had not thought much of in the past. In my hometown, I had seen people be sucked into this cycle, but yet never fully understood it. And while I still do not have a full grasp on what it entails, I am able to see that it is not as preventable as I had hoped. Before I believed that simply an education could cure the impoverishment. Now I am able to see that education is not the only factor. I have been able to comprehend that poverty has become a way of life for many people by the time they are able to escape.”
Wyetta Palmby, Chemistry major, ‘05
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
EngagementEngagement “Because of the connection I formed to my family
and the others I knew were going through similar struggles, I was inspired to take on roles that I would not normally see in myself. Calling ventilation cleaning companies, explaining our situation and asking for their help, I pushed for our cause with surprising conviction. Establishing such strong emotional ties allowed me to see that I had found an issue worth becoming more informed in and then working for improvement.”
Katherine Traynor, Chemistry Major, ‘05
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
Academic MotivationAcademic Motivation
“In the past I have not particularly enjoyed chemistry labs because I often saw no point to them, but in this class it was different because I had gathered the material I digested, and I knew the results were important. This has made me think twice about trying medical research now that I know I can be excited about that kind of work. The sampling and testing we did had serious meaning, and I could envision doing some kind of cancer research that would affect lives.”
James Harty, Pre-professional Studies, ‘05
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
VocationVocation “With the help of many community leaders, I have
progressed from not knowing the effects of lead poisoning to better understanding the sources of lead, the rights of homeowners that are plagued with this problem, and lead-safe practices. I have flourished as an environmentalist, a research scientist, and an enthusiastic leader for change.” “I have been motivated to gear my intended profession towards helping the under-served people who are often neglected or taken advantage of.” Denise Fraga, Biochemistry Major, '03
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
IntegrationIntegration
“Overall, Chemistry 331 was a great learning experience for me. It allowed me to combine two realms of my life that aren’t usually so connected, and helped me to see the benefits of my education more concretely.”
Leah Bertke, Chemistry major, ‘04
March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP
SummarySummary Students learn best when they are engaged in
applying their new skills and conceptual understanding to matters of consequence. Remote keypads offer students the potential to
• Fully participate in class discussions, even within a large lecture setting.
• Receive instantaneous feedback and self-assessment.• Be encouraged for progressing in both accuracy and
confidence. Community-based learning adds value to
• Students’ professional, academic, and personal development.
• The lives of families facing environmental hazards.