Embed Size (px)
Citation preview
ACTIVE LEARNING
STRATEGIES IN THE
CLASSROOM: A CASE STUDY
IN ‘HUMAN GENETICS’
Joshua Gross, Ph.D.
Associate Professor
Department of Biological Sciences
Instructor, Human Genetics 3030
Outline
• Objectives
• Preparation
• A “typical” course meeting
• Student reception
• Post-semester reflection
• Summary
Objectives
• Personal teaching goal:
• Shift from a traditionally “lecture-based” course to an
“active learning” centered course
• I wanted to try to have a course that clearly placed the
responsibility for learning on the student’s shoulders
• Perform ‘advance work’ prior to commencement of the
term
• Balance other scholarly/teaching/service commitments (e.g.,
maintain research program momentum)
Preparation
• Real costs of ‘advance work’
• Pre-semester preparation was the largest cost. I gave
myself ~1.5 months to prepare (~1-2 hr/day; 3x week; Fall
2013).
• These “costs” translated to substantially reduced intra-
semester time commitment.
Preparation – “Nuts and Bolts”
• Pre-semester Preparation
• Selected a good textbook.
• Read through a single chapter in one sitting
• Reflected and noted the ‘most important’ aspects of the material
• “Learning Objectives” (LOs): an average of 8 for each course meeting.
• Identified several homework problems at the back of each chapter (average = 6 problems)• Chose diverse problems that exemplified/reinforced/complemented
LOs
• Prepared a 5-question quiz• Difficulty Level: Students who read the material performed well on
quizzes
• Recorded only those pages of each chapter that were relevant to the material.
Production of a schedule and syllabus
• How did all of this translate to the syllabus?
• For each course meeting, there was a relevant title,
assigned reading, assigned learning objectives (not
shown here), and assigned homework problems.
Preparation and Payoff
• How did the “initial investment” in time translate to
subsequent delivery of the course?
• Delivery of the course was organized, which facilitated
focusing student’s attention on learning.
• Reduced logistical preparation prior to classes. (*This
facilitated implementing a Just-In-Time teaching
component, “Human Genetics in the News”).
• Students appreciated the level of organization, clear
statements of expectations, and ability to anticipate
reading/assignments across the semester horizon.
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Be
fore
Cla
ss
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
Reading
Roughly 10-14 pages were assigned
for each course meeting.
Te
xtb
oo
k: H
um
an G
enetics: C
on
ce
pts
an
d A
pp
lica
tions, 9
the
d. R
. L
ew
is
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
Learning Objectives
This was an example
of a typical “set” of LOs.
Students prepared all
of these prior to class.
(I had my own “cheat
sheet” to guide discussion)
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
Homework
Homework answers
were posted to Blackboard
after each class.
We did not specifically
go over the homework
questions, however
students understood
that they could appear
on exams.
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
Name the film
• “All the Dude ever wanted was his rug back.”
Name the film
• “All the Dude ever wanted was his rug back.”
• The Big Lebowski (1998)
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
Quiz
Quizzes were delivered
using PRS clickers.
Questions varied in
difficulty.
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
Human Genetics in the News
Th
e N
ew
Yo
rk T
ime
s
Th
e N
ew
Yo
rk T
ime
s
A “typical” course meeting
• What did each course meeting “look like”? (T, Th: 80 min)
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
Group Discussion of
LOs
Interactive (~30-40 min) Group level discussion;
promote higher order
thinking
What? When? Why?
Reading Before class Fundamental material
Learning Objectives Before (and during) class Lower/Higher order thinking
Homework Before class (due 9:30a) Reinforce material
“Name the Film” Beginning of class (1 min) Relax, ease in to class
Quiz PRS clicker questions
(5 min)
Ensure reading and
comprehension
Discussion of
chapter
Interactive (~10 min) Elicit thoughts, comments
about material
“Human Genetics in
the News”
Interactive (~10-20 min) Up-to-date discussions
about current events
Co
urs
e M
ee
tin
g T
ime
Be
fore
Cla
ss
Learning Objectives
Students would break
into groups of 5-6 and
discuss all of the LOs.
Each group had a
“leader” who presented
the group’s answer
for one of the LOs.
I did not provide
“answers” to the LOs.
Learning Objectives
I created a homemade
‘randomizer’ to get the
students into groups
quickly and smoothly.
I used the same 3x5 cards
handed out on the first day
of class.
Students wrote their name,
favorite movie quote,
academic major, and why
they were interested to
take Human Genetics.
Course Overview
• 21 x Course Meetings which followed this format
• 3 Exams; 1 Comprehensive Final Exam
• Poster Project (two-day session)
• Selected a human disease or unique phenotype
• 80-minute long structured poster presentation
• Grading
Course Overview
• 21 x Course Meetings which followed this format
• 3 Exams; 1 Comprehensive Final Exam
• Poster Project (two-day session)
• Selected a human disease or unique phenotype
• 80-minute long structured poster presentation
• Grading
Final Poster Presentation
• Human disease or phenotype
• Accounted for 15% final
grade
• Provided students a
semester-long scholarly
research project
• Reinforced presentation skills
• Integrated many of the topics
learned during the course of
the semester
UC
Bio
log
y, B
IOL
30
30
Post-semester thoughts
• How satisfied was I (as the instructor) after delivering the
course?
• The students rose to the level of expectations
• The pre-semester prep reduced levels of “busy work”
during the semester.
• Student evaluations were favorable towards active
learning strategies.
• As an instructor, this was an enjoyable and rewarding
course to implement.
Samples of student evaluations
• How satisfied were the students after delivery of the
course?
• Q15 - What are the primary strengths of the
instruction in this class?
Samples of student evaluations
• How satisfied were the students after delivery of the
course?
• Q16 - Can you offer any suggestions for
improvement?
Samples of student evaluations
• How satisfied were the students after delivery of the
course?
• Q17 - Other comments?
Summary
• Adapting a traditionally “didactic” course as an active
learning environment facilitated deeper student learning.
• Human Genetics, an upper-division course, can be readily
adapted for a variety of active-learning approaches.
• This course utilized: Learning Objectives, real-time
“clicker” questions, Just-In-Time teaching using
contemporary news/research items, and independent
study and presentation.
• This design provided students with clear and organized
expectations which facilitated effective learning and a
rewarding teaching experience.
Acknowledgements
• Dr. Jodi Shann for excellent help and guidance through
the development of this course
• Drs. Brian Kinkle, Jill Beyette and LaSharon Mosely for
help and input throughout the semester.
• UC Faculty Development Council Award to attend the
2014 National Academies North Star Summer Institute at
the University of Minnesota.
ACTIVE LEARNING
STRATEGIES IN THE
CLASSROOM: A CASE STUDY
IN ‘HUMAN GENETICS’
Joshua Gross, Ph.D.
Associate Professor
Department of Biological Sciences
Instructor, Human Genetics 3030
