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What do we think?. Diane Ebert-May Department of Plant Biology Michigan State University [email protected] http://first2.org. Engage. Question 1. Active learning strategies enable students to learn science better than passive lectures. - PowerPoint PPT Presentation
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Diane Ebert-MayDepartment of Plant Biology
Michigan State University
[email protected]://first2.org
What do we think?
Engage
Question 1
Active learning strategies enable students to learn science better than passive lectures.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Question 2
Transition from a teacher-centered to a learner-centered classroom must accompany use of any learning resources.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Question 3
At the beginning of each course, I inventory my students’ learning styles and adjust my classes according to the results.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Question 4
How important is it to use multiple kinds of assessments to determine student learning?
Please respond on a scale of 0-100 in increments of 10:
Question 5
The proportion of assessments I use in my course that demonstrate students’ critical thinking abilities is....
Please respond on a scale of 0-100 (%) in increments of 10:
Question 6
In my department, excellence in teaching is highly regarded by my peers.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Question 1
Active learning strategies enable students to learn science better than passive lectures.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Who are our undergraduates?
Large Class Meeting
Scientific Teaching
Scientific teaching involves active learning strategies to engage students in the process of science.
Question 2
Transition from a teacher-centered to a learner-centered classroom must accompany use of any learning resources.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Question 3
At the beginning of each course, I inventory my students’ learning styles and adjust my classes according to the results.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Learning Styles and Strategies
1. Felder and Solomon..styles are:
Active and reflective
Sensing and intuitive
Visual and verbal
Sequential and global
2. VARK by Neil Fleming...styles are:
Visual, aural, read/write, kinesthetic
Question 4
How important is it to use multiple kinds of assessments to determine student learning?
Please respond on a scale of 0-100 in increments of 10:
Question 5
The proportion of assessments I use in my course that demonstrate students’ critical thinking abilities is....
Please respond on a scale of 0-100 (%) in increments of 10:
What level of learning do we ask of our students?
Bloom (1956) Cognitive Domain of Educational Objectives
6 categories - KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Holistic Critical Thinking Scoring Rubric
Facione and Facione 1994
Question 6
In my department, excellence in teaching is highly regarded by my peers.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly
disagree
Articles derived from journal papers
Explore
How People LearnBransford et al 2004
SystemModel
Courses Curriculum
Identify desired goals/objectives
Determine acceptable evidence
Design learning experiences
and instruction
Wiggins and McTighe 1998
Backwards Design
What is assessment?
Data collection with the purpose of answering questions about…
students’ understanding
students’ attitudes
students’ skills
instructional design and implementation
curricular reform (at multiple grainsizes)
Multiple Choice … … Concept Maps … … Essay … … Interview
high Ease of Assessment low
low Potential for Assessment 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
Assessment Gradient
Explain
Question: How would you assess learning resources designed to help students think critically?
“Many issues about student learning are connected with motivating students to think critically and inspire them to take ownership and initiative for their own learning.” (Batzli et al 2006)
Consider the following statement:
Talk-to-your-neighbor....
• Connections
• Organization
• Visualization
• Reasoning
• Testing mental models
What is the role of models in assessing critical thinking?
www.ctools.msu.edu
•
Box ModelCan transgenes be kept on a leash?
Avida-Ed Evolution of Prokaryotes
1. Identify patterns of critical thinking.
Talk aloud protocol as students use tools
Code extended responses - align with rubric
2. Ask questions and derive hypotheses about student understanding.
Next steps for analysis
Design classroom research
Faculty research goal:
Use both observational and empirical approaches to answer a question about student learning.
Student goals:
Use effective and repeatable processes to address ill-structured problems.
Demonstrate critical thinking.
Systematic observation
• Design an ill-structured problem.
• Students use guiding questions in groups.
• Instructor uses systematic observations to identify elements of the problem that are difficult for students.
Comparison studies
What is the effectiveness of guiding questions on problem-solving approaches to address ill-structured problems?
Guiding questions
1.What things do you know or think you know about this problem?
2.What things do you not know?
3.What things are not known in the scientific community studying similar problems?
4.What things can you find out, given review papers, primary scientific literature, and data?
Study designs
Challenge: determining the internal and external validity of the study design.
Multiple-group comparison
• Multiple sections one semester
• Single course - multiple years
Intervention:
iii. Homework with guiding questions
iv. Homework without guiding questions
•Split-group comparison
Split-group comparisonPretest
In-class active learning
Guiding Qs
Pretest
In-class active learning
Guiding QsNo Guiding Qs
Con
cep
t 1
Day 1
Con
cep
t 2
Day 2
Multiple Forms of Assessment (midterm and final exams)
Class of 120 students randomly assigned to 2
treatment groups (n=60)
Students alternate between completing
guiding questions and not using guiding
questions.
No Guiding Qs
What about dissemination?
FIRST III Database
Faculty Computer
Student DataSpreadsheet
Questions
Spreadsheet
Link Qs and student answers
Student ID
Spreadsheet
De-identified student data
Upload
Search Resultseg. Excel, SAS, SPSS
Search
Download
EdMLFIRST III
Database
Database Server
What is the Educational Metadata Standard?
•Where - institution, class size
•How - experimental and sampling design; administration of assessments; instructional design.
•Who - project personnel
•What - assessment instruments, rubrics
•Why - study description
Do students learn better?
“...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...
Team at MSU•Rett Weber - Plant Biology (postdoctoral researcher)•Deb Linton - Plant Biology [Tri-C Community College)•Duncan Sibley - Geology•Doug Luckie - Physiology•Scott Harrison - Microbiology (graduate student)•Tammy Long - Plant Biology•Heejun Lim - Chemistry Education (Korea) •Rob Pennock - Philosophy•Charles Ofria - Engineering•Rich Lenski - Microbiolgy•Janet Batzli - Plant Biology [U of Wisconsin]
•
How would you alter this design for your course?
• Objective: assess students’ higher-level thinking.
• What is the question?
• How would you change the problem?
• Would students do the problem in class, homework, lab, discussion section?
• Schemes to evaluate work.
• Classroom research design.
Students will demonstrate understanding of evolution by natural selection.
Objective (outcome)
•Changes in a population occur through a gradual change in individual members of a population.
•New traits in species are developed in response to need.
•All members of a population are genetically equivalent, variation and fitness are not considered.
•Traits acquired during an individual’s lifetime will be inherited by offspring.
Alternative Conceptions: Natural Selection
Instructional Design
Enable students to gain meaningful understanding of evolution and natural selection through active learning.
Pre-test: extended response. Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.
Hauser F. 1990. AAAS
Rubric: Code Responses Misconceptions Correct
P = Change in the individual Change in the population
C = Need to Change/ Must Change/ Choice
Change due to genes
V = All members of a population are equally fit
Individuals within a population have varying
fitness levels
G = Traits acquired during a lifetime are passed on
Genetic traits help the individual to survive and
reproduce
I = Incorrect C =CorrectP = Partially correct
P __C __V __G__
ND = No data