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Pathways to Scientific Teaching. Diane Ebert-May Department of Plant Biology Michigan State University [email protected] http://first2.org. Engage. Question 1. Where on the continuum is the ideal classroom ?. Question 2. Where on the continuum is your classroom ?. - PowerPoint PPT Presentation
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Diane Ebert-MayDepartment of Plant Biology
Michigan State University
[email protected]://first2.org
Pathways to Scientific Teaching
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Engage
Question 1
•
Where on the continuum is the ideal classroom ?
Question 2
•
Where on the continuum is your classroom ?
Teacher to Learner Centered Continuum:What does it look like?
Where are you?
How People LearnBransford et al 1999,
2004
Explore: Out of Thin Air
What is going on?• Teaching without Learning!• Brainstorm:• Diagnose situation - the
learning challenge• Where is the missing
link?..misconception?
How and when do you identify student learning difficulties?
Don’t have to gradePre-test (e.g., diagnostic questions - identify misconceptions)Engagement activity - brain teaser, discussion starter, ‘need to know’ questionsSurveys or polls (clickers?)Others
May use pretest or diagnostic (clicker) question
Example Problem
Experimental setup:Weighed out 3 batches of radish seeds each weighing 1.5 g.
Experimental treatments:1. Seeds placed on DRY paper towels in LIGHT2. Seeds placed on WET paper towels in LIGHT3. Seeds placed on WET paper towels in DARK
Problem (cont) After 1 week, all plant material was dried in an oven overnight (no water left) and plant biomass was measured in grams.
Predict the biomass of the plant material in the various treatments.
• No Water, light• Water, light• Water dark• No idea
Results Mass of Radish Seeds/Seedlings
1.46 g 1.63 g 1.20 g
Write an explanation about the results.Explain the results.
Write individually on carbonless paper.
• Photosynthesis as Energy• Biomass from Soil• Energy as Biomass• All Green• Plant Altruism• Thin Air• Respiration as ‘breathing’• One Earth - All together now
Misconceptions about Photosynthesis, Respiration, and the Carbon Cycle
What is assessment? Data collection with the purpose of
answering questions about…students’ understandingstudents’ attitudesstudents’ skillsinstructional design and implementationcurricular reform (at multiple grain sizes)
• Informing BOTH instructors and students about learning.
JigsawNew groups: 5 groups of 4Count off -- 1, 2, 3, 4, 5All 1s work on same paper ....2s, 3s, 4s, 5sReturn to ‘home’ groups and share what you found in each of the papers.Report out
Paper AssignmentsGroup 1: Climate change....Group 2: Novel assessments...Group 3: Practicing scientific inquiry...Group 4: Unleashing problem solvers...Group 5: Active homework...
In your groups:Read the paper, discuss, record...1. What are the student learning goals? 2. What is the Bloom-level of each goal?3. Describe the type of assessment used in the unit. Do the assessments align with the goals?4. What are the active learning strategies?
Return to “home” groups:
Select two types of assessments that you learned about in the papers.
1.Compare two types of assessments.2.Brainstorm other types of assessments.
Explain
• Subsample= You don’t need to grade everything!!
• Classroom Assessment Techniques (Angelo & Cross 1993); Muddiest Point, Minute papers etc..
• Pyramid Exams- Individual 75% + Group 25%
• Diagnostic Questions & Clickers
• Rubrics
Assessment and Feedback Approaches
Assessment GradientHigh
Ease of Assessment
Low
Multiple Choice, T/F
Diagrams, Concept maps, Quantitative
response
Short answer
Essay, Research papers/ reports
Oral Interview
Low
Potential forAssessment of
Learning
High
Theoretical Framework• Ausubel 1968; meaningful learning• Novak 1998; visual representations• King and Kitchner 1994; reflective judgment• National Research Council 1999; theoretical frameworks for assessment
How do you go about developing a unit on the Carbon Cycle?
How would you start?What would you do?
Instructional Design
Learning ObjectiveIdentify desired results
Learning OutcomeDetermine acceptable evidence
AssessmentsData collected & Feedback given
Instructional Design & ActivitiesPlanned learning experiences and instruction
Like This?
Backward Design
Adapted from Wiggins and McTighe 1998, 2005
Backward Design
How do you go about developing a unit on the Carbon Cycle?
Activity:• Misconception- List a common misconception for carbon cycle.• Learning objective- Write the correct version of the concept.
• Learning outcome- Describe the specific performance or behavior that will demonstrate student understanding. (Use Bloom’s Taxonomy of another resource to help articulate the outcomes.)
• Activity- Describe the activity that will engage students and help them achieve the learning objective
• Assessment- Describe the evidence you will collect and the type of feedback you will give students to define their progress towards understanding.
Instructional Design Worksheet
How am I going to grade all this stuff??
Case: Workshop Woes?“I attended a workshop about assessment, and the main thing I learned is that I am suppposed to assess students before class so I can target
what the students need to know. So, I created a series of pre-class quizzes for the students, but most students don’t do them because they are
not graded. However, I don’t have time to grade 320 of these each week--- much less the 16
other assessments that the workshop suggested. I’ll just go back to trusting my gut to know how
well the students are doing.”
• What issues might be contributing to this situation?
• What is the professor’s definition of assessment?• Other than grades, what strategies could
motivate the students to participate in assessments?
• What suggestions do you have for the professor?• Have you faced similar challenges?
Case: Workshop Woes?
What are students learning well?What are students learning poorly?
How to promote learning by improving instruction, learning activities, assignments, classroom climate
What do the instructors need to know?
What are they learning well?What are they learning poorly?
Information on how to improve-- not just grades, but feedback.
What do the students need to know?
How do we develop rubrics?
Describe the goal/objective for the activity, problem, task...Select the assessment tasks aligned with goalsDevelop performance standardsDifferentiate levels of responses based on clearly described criteriaRate (assign value) the categories
Results Mass of Radish Seeds/Seedlings
1.46 g 1.63 g 1.20 g
Write an explanation about the results.Explain why the LIGHT, WATER gained mass, while the other treatments lost mass..
Write individually on carbonless paper.Practice with sample responses
How would you go about grading these responses?What criteria would you use?
Level of Achievement General Approach ComprehensionExemplary(5 pts)
• Addresses thequestion.• States a relevant,justifiable answer.• Presents arguments ina logical order.• Uses acceptable styleand grammar (noerrors).
• Demonstrates an accurate andcomplete understanding of thequestion.• Backs conclusions with dataand warrants.• Uses 2 or more ideas,examples and/or arguments thatsupport the answer.
Adequate(3 pts)
• Does not address thequestion explicitly,although does sotangentially.• States a relevant andjustifiable answer.• Presents arguments ina logical order.• Uses acceptable styleand grammar (oneerror).
• Demonstrates accurate but onlyadequate understanding ofquestion because does not backconclusions with warrants anddata.• Uses only one idea to supportthe answer.• Less thorough than above.
Needs Improvement(1 pt)
• Does not address thequestion.• States no relevantanswers• indicatesmisconceptions.• Is not clearly orlogically organized.• Fails to use acceptablestyle and grammar (twoor more errors).
• Does not demonstrate accurateunderstanding of the question.• Does not provide evidence tosupport their answer to thequestion.
No Answer (0 pts)
Scoring Rubric for Quizzes and Homework
Ebert-May http://www.flaguide.org/cat/rubrics/rubrics1.php
Advantages of Scoring Rubrics
Improve the reliability of scoring written assignments and oral presentationsConvey goals and performance expectations of students in an unambiguous wayConvey “grading standards” or “point values” and relate them to performance goalsEngage students in critical evaluation of their own performance Save time but spend it well
Write a scenario that explains the phenotypic changes in the trees and animals. Use your
understanding of evolution by natural selection.
Coding Student Responses Misconceptions Correct
Change in the individual Change in the population
Need to Change/ Must Change/ Choice Change due to genes
All members of a population are equally fit
Individuals within a population have varying
fitness levels
Traits acquired during a lifetime are passed on
Genetic traits help the individual to survive and
reproduce
Assessment Database
Faculty Computer
Student DataSpreadsheet
QuestionsSpreadsheet
Link Qs and student answers
Student IDSpreadsheet
De-identified student data
Upload
Search Resultseg. Excel, SAS, SPSS
Search
Download
EdMLFIRST III
Database
Database Server
“Educational Metadata Standard”
EdMD• Based on Ecological Metadata
Standards (Michener 1997)• Describe what collected, who
collected, where collected, when collected, how collected, why collected
What is in the Educational Metadata Standard?
Where•Institution, class size
How •Experimental and sampling design•Administration of assessments •Instructional design
Who•Project personnel
WhatAssessment instrumentsRubrics and assessment concepts
WhyClassroom study
• Finding assessment instruments
• Administer the instrument, teach, and prepare student data
• Prepare metadata and upload student assessment data
• Analysis and download• Results of analyses
How do I use the database?
Do students learn better?
Team at MSU•Rett Weber - Plant Biology (postdoctoral researcher)•Deb Linton - Plant Biology (postdoctoral researcher)•Duncan Sibley - Geology•Doug Luckie - Physiology•Scott Harrison - Microbiology (graduate student)•Tammy Long - Plant Biology•Heejun Lim - Chemistry Education •Rob Pennock - Philosophy•Charles Ofria - Engineering•Rich Lenski - Microbiolgy•Janet Batzli - Plant Biology [U of Wisconsin]
“...we note that successful people are the ones who take advantage of those around them to ultimately benefit students.”•Ebert-May D, Weber R, Hodder J, Batzli J (2006)
Finally...