SCALE-UPin-learning.ist.utl.pt/images/M9/Beichner_In... · Mark Prensky: Digital natives vs digital immigrants. What is the problem ? Students are digital natives. We aren’t. Today’s

Robert Beichner

SCALE-UPStudent-Centered Activities for Large Enrollment University Physics

1Friday, 8 July 2011

Robert Beichner

Student-Centered Active Learning Environment for Undergraduate Programs

SCALE-UPActivities for Large Enrollment University Physics


FacultyRobert Beichner

John Risley

Graduate StudentsKatie FooteTed Horton

Brandon LunkJeff PolakWill Sams

Meghan WestBin Xiao


Next: outline of talk

Problem solving skills developed

Conceptual learning increased

Retention much higher

Top students benefit most

Performance in later classes enhanced

Student attitudes better

“Peek” at final results ...


Overview

What is the problem ?

What is the best way to respond ?

How did we get into this situation ?

What did SCALE-UP do ?

Did it work ?

Where are we now ?

CO

NT

EX

T{S

TAT

US{


Click to start movie.

?What is the problem ?

Students don’t learn as much as we’d like.5Friday, 8 July 2011


from Gilda Live (1980)

“The 5-Minute University”Don Novello as Father Guido Sarducci

Students don’t learn as much as we’d like.



Screens with SCALE-UP objectives follow, but are hidden.

2009 National Assessment of Educational Progress, administered by the U.S. Department of Education and released Jan 25, 2011. It measured the knowledge of physical, life, earth and space sciences of a representative sample of 318,000 students.

Less than 1/3 of all students were proficient or better, while fewer than 3% qualified as advanced.

40% of 12th-graders were at the lowest level.

Only 21% of 12th-graders scored “proficient.”



2009 National Assessment of Educational Progress, administered by the U.S. Department of Education and released Jan 25, 2011. It measured the knowledge of physical, life, earth and space sciences of a representative sample of 318,000 students.

Less than 1/3 of all students were proficient or better, while fewer than 3% qualified as advanced.

40% of 12th-graders were at the lowest level.

Only 21% of 12th-graders scored “proficient.”



Identifying the difference between stars and planets is an example of a skill demonstrated by 12th-graders at the proficient level.


Learned Not Learned0

PreTestScore

PostTestScore

100

Possible Gain

Not LearnedLearnedPre Learned Not Learned

Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66 (1), p. 64-74.

Normalized gain is the percentage of possible

progress on a concept test

Average gain for traditionally taught

classes is 22%



Learned Not Learned

0PreTestScore

PostTestScore

100

Possible Gain

Not LearnedLearnedPre

Learned

Not Learned

Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66 (1), p. 64-74.

Normalized gain is the percentage of possible

progress on a concept test

Average gain for traditionally taught

classes is 22%<g> =



Richard Arum & Josipa Roksa, (2011). Academically Adrift: Limited Learning on College Campuses, University of Chicago Press, Chicago.

Out of a sample of more than 2300 undergraduates:

45% showed no significant improvement in critical thinking, complex reasoning or writing by the end of their sophomore years

36% "did not demonstrate any significant improvement in learning" over four years of college.



Richard Arum & Josipa Roksa, (2011). Academically Adrift: Limited Learning on College Campuses, University of Chicago Press, Chicago.



A student entering college at the 50th percentile would move up to the 68th percentile (of the incoming freshmen) four years later

0 10 20 30 40 50 60 70 80 90 100



Students don’t enjoy it as much as we’d like.

Education is one of the few things a person is willing to pay for

William Lowe Bryan




Students don’t enjoy it as much as we’d like.

Education is one of the few things a person is willing to pay for

William Lowe Bryanand not get.




Students are more diverse than we’d like.

1972: 47% of all high school graduates immediately enrolled in college.

New demographics





1972: 47% of all high school graduates immediately enrolled in college. 53% 47%

New demographics






New demographics

33%

67%2007: 67% (2 M of 3 M) ...and it is still rising.






New demographics

33%

67%2007: 67% (2 M of 3 M) ...and it is still rising.

33%

47%

20%

What do we do with these folks?




...and they don’t make it through the system.

grap

hic

from

Bill

& M

elin

da G

ates

Fou

ndat

ion




Students are digital natives. We aren’t.13Friday, 8 July 2011

Mark Prensky: Digital natives vs digital immigrants


Students are digital natives. We aren’t.

Kids these days...

75% (4 and under) use computers

27%(6 and under) use computers daily

26%(ages 8-18) use more than 2 media sources simultaneously

Kaiser Family Foundation, 2003 & 2005 and NCES 2003





Today’s College Grads

Television >20,000 hrs

Video Games >10,000 hrs

Reading < 5,000 hrs

Mark Prensky, (2001). Digital natives, digital immigrants



Do you do most of your electronic communication through e-mail...

...or via texting, IM and FaceBook ?



Cave painting oldest known 35000 years ago http://news.bbc.co.uk/1/hi/sci/tech/733747.stm



The average teenager sends 2272 text messages per month.

Assuming a 16 hr day, that’s 76 per day or 5 per hour.

Nielsen poll described in New York Times article of May 25, 2009





• 69% of college students said that tablets will transform higher ed

• 48% said tablets will replace textbooks within the next five years

• 73% of tablet-owning students said they preferred digital formats over print for reading textbooks.

Pearson Foundation survey by Harris Interactive (2011)



By June 2010, Amazon’s e-books outsold paper by

nearly a factor of two

The times, they are a changin’18Friday, 8 July 2011


By June 2010, Amazon’s e-books outsold paper by

nearly a factor of two

The times, they are a changin’18Friday, 8 July 2011


They’ve been using Google since they first learned to read



What is the problem ?They think

differently about technology



They think differently with

technology




Hebb’s Rule: Neurons that fire together, wire together.



The brain is plastic !




Information scarcity 22Friday, 8 July 2011

Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>


Information scarcity to abundance 22Friday, 8 July 2011









Information access changes everything

A student voice: “...we have the world at our fingertips — and the world has been at our fingertips for our entire lives. I think this access to information seriously undermines this generationʼs view of authority, especially traditional scholastic authority.”

Tim Clydesdale , “Wake Up and Smell the New Epistemology,” January 23, 2009 Chronicle of Higher Education

24Friday, 8 July 2011Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>


Students have options.25Friday, 8 July 2011



460,000 Students




460,000 Students$1B Venture Capital




460,000 Students$1B Venture Capital

Students have options.

Accredited by the Higher Learning Commission and a member of the North Central Associa8on.

Accredita8on Council for Business Schools and Programs

Commission on Collegiate Nursing Educa8on (CCNE)

Teacher Educa8on Accredita8on Council (TEAC)

Council for Accredita8on of Counseling and Related Educa8onal Programs (CACREP)




Students have options.

Reinventing Higher Education, Wildavsky, Kelly, and Carey, eds. Harvard Education Press, Cambridge, MA (2011) pg 205

0

10

20

30

40

50

2005 2007 2010

Online Student Headcount

Accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) and approved by the State Council of Higher Education for Virginia (SCHEV).

X 1

000




Students have options...

More than 20% of all current students are taking an online course right now.




Students have options. And this isn’t the best one.28Friday, 8 July 2011



...and neither is this.29Friday, 8 July 2011

When was the last time you watched a lecture on TV ?

How can we respond ?

Given a choice...30Friday, 8 July 2011

When was the last time you watched a lecture on TV ?


Given a choice...30Friday, 8 July 2011

(Use

d by

per

mis

sion

of N

RK)

Adapting to new technology is

difficult


http://www.humanbrainmapping.org/clientuploads/pictures/auditorium.jpg

Overview

CO

NT

EX

T{What is the problem ?




Did it work ?

Where are we now ?


{STATUS



≠



recognize that information ≠ knowledge

≠





We want our students to become critical thinkers.




But how often do we explicitly teach critical thinking (and not assume students would pick it up automatically by osmosis ?)


actually teach critical thinking34Friday, 8 July 2011


Play our trump card




Play our trump card




Quality of RELATIONSHIPS (faculty to student

andstudent to student)

is

Play our trump card




What do students prefer ?

Play our trump card



Facebook vs party

What do students prefer ?

Play our trump card



Facebook vs party

Network Routers

Computers


Don’t waste peoples’ talents37Friday, 8 July 2011


Don’t waste peoples’ talents

If you can be replaced by an iPod, you will be !



Don’t waste peoples’ talents

If you can be replaced by an iPod, you will be !


{

Overview





Did it work ?

Where are we now ?

CO

NT

EX

T{S

TAT

US




What happened ?

Greeks invented viewing/listening places

auditoriumθεατρον´


Auditoriums weren’t designed for education

What happened ?


Greeks did education differently

What happened ?


“

”

is

Social Interaction

Greeks did education differently

What happened ?


Auditorium turned into Lecture Hall

How did we get here ?




Decree from Pope Gregory VII in 1079




Gutenbergʼs Biblenot until 1455







Monasteries had auditorium spaces

+Monks were great

at copying







UseActive

Learning44Friday, 8 July 2011

UseActive

Learning44Friday, 8 July 2011

So what’s wrong with lecturing ?

Treats all students as if they are the sameHard to engage studentsInadequate individual assistancePoor attendance and “success” ratesStudents fail to retain knowledge

What happened ?


as the professor


Treats all students as if they are the sameHard to engage studentsInadequate individual assistancePoor attendance and “success” ratesStudents fail to retain knowledge

But...it worked for me !

What happened ?


“The brains of novices in a subject are activated quite differently from experts when confronted with a problem. And as mastery is achieved, the brain literally changes; different links are formed and there are different activation patterns during problem solving.”

Carl Wieman, “The Curse of Knowledge, or Why Intuition about Teaching Often Fails,” The Back Page, APS News, November 2007, vol 16, #10

Hebb’s Rule Strikes Again !


What happened ?


Overview





Did it work ?

Where are we now ?STA

TU

S{What did SCALE-UP do ?

{C

ON

TE

XT



Evaluate design in terms of purpose

SCALE-UP


Evaluate design in terms of purpose

SCALE-UP


Classroom environment was intentionally re-designed to facilitate interactions

between students and with the instructor

SCALE-UP


ser-of

essesof

of

Studios are not a new idea

SCALE-UP


SCALE-UP


2 3

4 5 6

T7 8

9 10 11

1

Round Tables

SCALE-UP


2 3

4 5 6

T7 8

9 10 11

1

7 feet

≥ 5 feet

Round Tables

SCALE-UP


2 3

4 5 6

T7 8

9 10 11

1

Round Tables

While the students work, the instructor walks around the room,

listening and asking questions

SCALE-UP


2 3

4 5 6

T7 8

9 10 11

1

Round Tables

While the students work, the instructor walks around the room,

listening and asking questions

SCALE-UP


2 3

4 5 6

T7 8

9 10 11

1

Round Tables

3 Teams of 3 per Tablea

b c

SCALE-UP


2 3

4 5 6

T7 8

9 10 11

1

Round Tables

3 Teams of 3 per Table

White Boards on Walls

SCALE-UP


Round Tables



Group White Boards

SCALE-UP


Round Tables



Group White Boards

No one is anonymous

SCALE-UP

BillGATES WILLIAM H. Steve

JOBS STEVEN PAUL 8A


Round Tables



Group White Boards

No one is anonymous

Homework lottery

SCALE-UP


Round Tables



Group White Boards

No one is anonymous

Homework lottery

Pass and Reflect

SCALE-UP

a

b c


Round Tables



Group White Boards

No one is anonymous

Homework lottery

Pass and Reflect

SCALE-UP

a

b c


Round Tables



Group White Boards

No one is anonymous

Homework lottery

Pass and Reflect

SCALE-UP

a

b c


Active/interactive learning (at upper Bloom levels)

Individuals get stuck & give up. Groups share resources

Students see alternative strategies.

More and better questions are asked.

Cognitive Rehearsal: students learn more when they teach others (just like us)

SCALE-UP

Johnson, D. W., R. T. Johnson, et al. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No.4. Washington, DC, The George Washington University, School of Education and Human Development.!

Cooperative Learning52Friday, 8 July 2011

next: Cooperative Learning critical components “secrets”

Individual accountability. Each member is responsible for doing their own fair share of the work and for mastering all the material.

Positive interdependence. Team members have to rely upon one another.

Face-to-face interaction. Some or all of the group effort must be spent with members working together.

Appropriate use of interpersonal skills. Members must receive instruction and then practice leadership, decision-making, communication, and conflict management.

Regular self-assessment of group functioning. Groups need to evaluate how well their team is functioning, where they could improve, and what they should do differently in the future.

Johnson, D. W., R. T. Johnson, et al. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No.4. Washington, DC, The George Washington University, School of Education and Human Development.!

Cooperative Learning Secrets

SCALE-UP


1. Rank students2. Divide class into T, M, B thirds3. Assign to groups a. Include a member from each third b. Put a “star” at each table c. You may want to pair women or minorities d. Reshuffle groups 2 or 3 times during semester

Cooperative Group Setup

SCALE-UP


Different kinds of students...

SCALE-UP


Top students motivated by gradesDifferent kinds of students...

SCALE-UP


Top students motivated by grades Give 5 point bonus to teams with 80+ average


SCALE-UP



Bottom students try to avoid work


SCALE-UP



Bottom students try to avoid work Have groups write contracts


SCALE-UP


SCALE-UP


Students should develop a good functional understanding of physics. " (3a) an ability to apply knowledge of mathematics, science, and engineering

Students should begin developing expert-like problem solving skills. " (3e) an ability to identify, formulate, and solve engineering problems

Students should develop laboratory skills. " (3b) an ability to design and conduct experiments, as well as to analyze and interpret data

Students should develop technology skills. " (3k) an ability to use the techniques, skills, and modern tools necessary for engineering practice.

Students should improve their communication, interpersonal, and questioning skills " (3d) an ability to function on multi-disciplinary teams, (3g) an ability to communicate effectively

Students should develop attitudes that are favorable for learning physics. " (3h) the broad education necessary to understand the impact of engineering solutions in a global and societal context, (3i) a recognition of the need for, and an ability to engage in life-long learning

http://www.ABET.org

Course Goals


http://www.ABET.org

http://www.ABET.org

II. Students should begin developing expert-like problem solving skills. They should be able to:

! A. satisfactorily solve standard textbook exercises

! B. apply all or part(s) of the GOAL expert problem-solving ! protocol in any context

! C. solve more challenging problems, including: ! ! ! 1. context-rich (“Real World") problems ! ! ! 2. estimation problems ! ! ! 3. multi-step problems ! ! ! 4. multi-concept problems ! ! ! 5. problems requiring qualitative reasoning

! D. evaluate other peopleʼs written solutions and solution plans

Course Goals


Gather information

Organize your approach

Analyze the problem

Learn from your efforts

GOAL Problem Solving


Pro

ble

m S

olvi

ng

via

GO

AL


Click to highlight GOAL parts. Second click highlights last sentence.

5 hours/week* (MW 2 hrs, F 1 hr)

10 minute lecture (Organization & Motivation)

Activities (Tangibles, Ponderables, Visibles)

Followup discussion5 minute lecture summary

* for NC State Physics

“Typical” Classtime

SCALE-UP


Tangibles

How thick is one page from your textbook ?

Figure out how to read Universal Product Codes

How many extra electrons are on a piece of tape ?

Why does the definition of flux include a dot product ?

SCALE-UP

Simple (or complex) observations


Screens showing the nameblock calculation follow, but are hidden.

UPC Codes


Mass & Size of an Aluminum Atom

Work from estimates when possible

SCALE-UP


Ruth Chabay will talk next

Mass & Size of an Aluminum Atom

Magnetic Moment of an Electron

Work from estimates when possible

SCALE-UP


Ruth Chabay will talk next

SCALE-UP Sample Activity

What can you tell me about the block?


Note:QuestioningListening/PausingRestatingAffirming

SCALE-UP


Note:QuestioningListening/PausingRestatingAffirming

SCALE-UP


4 cm36 grams of Aluminum

2 cm

What are the blockʼs dimensions, in atoms per side ?

2 cm

Micro-Macro Connection



2 cm


Hint #1: We need to find the number of atoms in the block.

2 cm




2 cm


Hint #1: We need to find the number of atoms in the block.Hint #2: The atomic mass of Aluminum is 27

2 cm




2 cm


Hint #1: We need to find the number of atoms in the block.Hint #2: The atomic mass of Aluminum is 27Hint #3: With units, thatʼs 27 grams per mole

2 cm



3

27 grams/mole36 grams

= 1 1/3 moles

( moles)(6 x 1023 atoms/mole) = 8 x 1023 atoms4

4 x 1023 = 7.5 x 107 atoms400 x 1021

= 75 million atoms=# ? 3 3



36 grams8 x 1023 atoms = 4.5 x 10−23 grams/atom

Mass of a single atom ?

27 grams/mole6 x 1023 atoms/mole

= Atomic MassAvogadroʼs Number=



2 cm75 x 106 atoms = 2.7 x 10−8 cm/atom = 2.7 Å

Size of a single atom ?

27 g/cm3

4.5 x 10−23 g Atomic Mass Avogadroʼs NumberDensity


3 3


Roll the ball through the arcs (at constant speed), without

touching them.

SCALE-UP


Simple equipment. Momentum principle applied to uniform circular motion. Small force, directed toward center.

r = 13 cm

m = 41 g

v = 1 m/s

Fnet =

dpdt

=vrp

=m v 2

r

=0.041 kg( ) 1 m

s( )2

0.13 mFnet = 0.3 N

Roll the ball through the arcs (at constant speed), without

touching them.

SCALE-UP


Simple equipment. Momentum principle applied to uniform circular motion. Small force, directed toward center.

Ponderables

How far does a bowling ball skid ?

What fraction of a candy bar is used in the store ?

How many electrons fit on a foil-covered ball ?

How many steps is it from NYC to LA ?

Work in teams on ill-defined problems

SCALE-UP


Screens with details of the M & I curriculum follow, but are hidden.

planet.momentum = planet.momentum + F * dtplanet.pos = planet.pos + (planet.momentum/ planet.m)* dt

F = -(G * star.m * planet.m / Rmag**2) * Rhat

Visibles

VPython for Exosolar Planets

SCALE-UP


VPython for Rutherford Scattering

alpha.momentum = alpha.momentum + F * dtalpha.pos = alpha.pos + (alpha.momentum/ alpha.m)* dt

F = (k * alpha.q * gold.q / Rmag**2) * Rhat

Later in semester

Visibles

SCALE-UP


Visibles76Friday, 8 July 2011

Visibles76Friday, 8 July 2011

Projectile Motion

0

10

20

30

40

50

60

70

80

90

0 20 40 60 80 100 120 140 160 180x (m)

y (m

)

Velocity Vectors v

Position Vectors

r

Acceleration Vectors a

Visibles

SCALE-UP


Tangibles + Visibles

150 g

100 g

Model an oscillating mass on a spring

SCALE-UP



150 g

100 g


SCALE-UP



150 g

100 g


SCALE-UP



150 g

100 g


SCALE-UP



150 g

100 g


SCALE-UP


A semester-long series of related activities:

(a) Students stretch an aluminum wire and calculate effective interatomic spring stiffness ks from Young’s modulus

Semester-Long Linkages

SCALE-UP





SCALE-UP





SCALE-UP



(b) Class designs and runs a computer program to predict speed of sound, based on ball & spring model of a solid and their calculated ks for Al and matom determined earlier


SCALE-UP



(c) They measure speed of sound in bar of aluminum and verify via dimensional analysis: v =


SCALE-UP


(d) Students write a program to calculate heat capacity as a function of temperature, using the Einstein model of a solid (modeling each atom as independent quantized oscillators, using ks and matom values from previous work).

heat



SCALE-UP


Overview





Did it work ?

Where are we now ?STA

TU

S{Did it work ?

{C

ON

TE

XT



Problem solving skills developed

Conceptual learning increased

Retention much higher

Top students benefit most

Performance in later classes enhanced

Student attitudes better

Did It Work ?


Students should develop a good functional understanding of physics. " (3a) an ability to apply knowledge of mathematics, science, and engineering

Students should begin developing expert-like problem solving skills. " (3e) an ability to identify, formulate, and solve engineering problems

Students should develop laboratory skills. " (3b) an ability to design and conduct experiments, as well as to analyze and interpret data

Students should develop technology skills. " (3k) an ability to use the techniques, skills, and modern tools necessary for engineering practice.

Students should improve their communication, interpersonal, and questioning skills " (3d) an ability to function on multi-disciplinary teams, (3g) an ability to communicate effectively

Students should develop attitudes that are favorable for learning physics. " (3h) the broad education necessary to understand the impact of engineering solutions in a global and societal context, (3i) a recognition of the need for, and an ability to engage in life-long learning

http://www.ABET.org

Course Goals


http://www.ABET.org

http://www.ABET.org

I. Students should develop a good functional ! understanding of physics. They should be able to:

! A. describe and explain physics concepts including knowing ! ! where and when they apply

! B. apply physics concepts when solving problems and ! ! examining physical phenomena

! C. apply concepts in new contexts (transfer)

! D. translate between multiple-representations of the same ! ! concept (for example: between words, equations, graphs, ! ! and diagrams)

! E. combine concepts when analyzing a situation.

! F. evaluate explanations of physical phenomena

Course Goals


II. Students should begin developing expert-like problem solving skills. They should be able to:

! A. satisfactorily solve standard textbook exercises

! B. apply all or part(s) of the GOAL expert problem-solving ! protocol in any context

! C. solve more challenging problems, including: ! ! ! 1. context-rich (“Real World") problems ! ! ! 2. estimation problems ! ! ! 3. multi-step problems ! ! ! 4. multi-concept problems ! ! ! 5. problems requiring qualitative reasoning

! D. evaluate other peopleʼs written solutions and solution plans

Course Goals


III. Students should develop laboratory skills. They should be able to:

! A. interact (set up, calibrate, set zero, determine uncertainty, etc.) with an apparatus and make measurements

! B. explain the underlying physical principles of the operation ! of the apparatus, measurements, physical situation being ! studied and analysis of data

! C. design, execute, analyze, and explain a scientific ! ! experiment to test a hypothesis

! D. evaluate someone elseʼs experimental design

Course Goals


IV. Students should develop technology skills. They should be able to:

! A. use simulations to develop mathematical models of physical situations

! B. utilize a spreadsheet to graph and do curve fitting

! C. find and validate information on the web

! D. use microcomputer, video, and web-based software and hardware for data collection and analysis

Course Goals


V. Students should improve their communication, ! interpersonal, and questioning skills. They should ! be able to:

A. express understanding in written and oral forms by ! explaining their reasoning to peersB. demonstrate their knowledge and understanding of ! physics in written assignmentsC. discuss experimental observations and findingsD. present a well-reasoned argument supported by ! observations and physical evidenceE. evaluate oral arguments, both their own and those ! espoused by othersF. function well in a groupG. evaluate the functioning of their group

Course Goals


VI. Students should develop attitudes that are favorable for learning physics. They should:

! A. recognize that understanding physics means seeing the ! underlying concepts and principles instead of focusing ! on knowing and using equations ! B. see physics as a coherent framework of ideas that can be used to understand many different physical situations ! C. see what they are learning in the classroom as useful and ! strongly connected to the real world ! D. be cognizant of the scientific process/approach and how ! ! to apply it ! E. indicate a willingness to continue learning about physics ! and its applications ! F. see themselves as part of a classroom community of learners

Course Goals


Objective Assessmentconceptual understanding pre/post tests, interviews, portfolios

problem solving comparison tests, interviews, portfolios

laboratory practical testing, portfolios

technology in-class observations, practical testing, portfolios

communication in-class observations, video recording, interviews

attitudes MPEX, interviews, in-class observations

positive learning experience course evaluations, interviews, focus groups

Did It Work ?


0

10

20

30

40

50

60

B M T B M T B M T B M T B M T B M T

Passive LectureSCALE-UP

FCI-UCF E&M-MITCSEM-UCF

ECCE-UCFFCI-NCSU

Nor

mal

ized

Gai

n

FMCE-RIT

Concept Learning

Did It Work ?

93Friday, 8 July 2011B, M. and T stand for Bottom, Middle, and Top thirds of the class, as measured by conceptual pretest scores. Students in the top third of their classes had the highest normalized gains, possibly because they were teaching their peers. CSEM is the Conceptual Survey of Electricity & Magnetism developed by Maloney, et. al. ECCE is the Electric Circuit Conceptual Evaluation developed by Thornton and Sokoloff. The MIT E & M test was developed at MIT for their SCALE-‐UP implementation.18

Similar results at multiple schools in chemistry, engineering, biology, and computer science.

Clemson reports engineering content coverage is the same.

Minnesota thinks approach would work with 250 biology students in a large SCALE-UP classroom.

Victoria says database systems course “evaluation surpassed expectations.”

Did It Work ?Concept Learning


0

25

50

75

100

1 2 3 4 5 6 7 8 9*

Passive Lecture & Lab (mean=61.7)SCALE-UP (mean=73.1)

Question Number

Scor

eDid It Work ?

Problem Solving


NCSUt = 5 years

N = 16,000+

!"!!#

!"!$#

!"%!#

!"%$#

!"&!#

!"&$#

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!"'$#

!"(!#

)*+,-..# /-.+# 0+1-.+# 2345+# 6-7*+#

81#

89,4:-;#

81#

8<4-;#

81#

=4<>-;4:#

!"#$%&'()"*'(

?@8ABCDE#

F,-G47H;-.#

Did It Work ?Retention Rates


NC State “No change in the overall DFW rate for later engineering statics courses, even though the SCALE-UP physics failure rate is approximately 1/3 what it was with traditional classes. In fact, students defined as ʻat riskʼ (based on SAT math scores < 500) fail statics courses 17% of the time if they took a SCALE-UP physics course, but 31% of the time if their background included only lecture-based physics courses.”

Did It Work ?


Clemson“Beginning in Fall 2006, all freshman Calculus I courses were taught using the SCALE-UP model, in order to address high DFW rates. Historically, the DFW percentage was 44%... The current DFW rate for all these courses, which includes nearly 800 freshmen, has dropped to approximately 22% in that program, which is encouraging our faculty to adopt the SCALE-UP approach permanently as part of our academic culture.”

Did It Work ?Replications


Minnesota“The instructors who were interviewed enjoyed teaching in the rooms so much that their only concern was a fear of not being able to continue to teach in these new learning spaces. Similarly, more than 85% of students overwhelmingly recommended the Active Learning Classrooms for other classes.”



Penn State-Erie “The final course grades of males and females in SCALE-UP are not significantly different (p > .05), despite the fact that women start the course with lower scores on tests of prerequisite skills”



MIT

"significantly better learning outcomes than the traditional lecture/recitation approach. This significant difference persisted even a year to 18 months after the end of the course...the gain of the experimental group was double that of the control...



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Did it work ?

Where are we now ?

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Where are we now ?



Where Are We Now ?

Salón de Aprendizaje Centrado en el Estudiante


UVA med school room will seat 162 students

FGCU new building full of SCALE-‐UP rooms

Science Teaching Building at Minnesota will have 9 SCALE-‐UP rooms.

Florida Gulf Coast

Virginia Med School

Where Are We Now ?

Wisconsin-Platteville

UT DallasMinnesota


UVA med school room will seat 162 students

FGCU new building full of SCALE-‐UP rooms

Science Teaching Building at Minnesota will have 9 SCALE-‐UP rooms.

Where Are We Now ?


American University, UCF (modular unit), Clenson, Coastal Carolina, Western KY, UNH, RIT, SE Louisiana, Alabama, NCSU, Ort Braude (Israel), MIT (movie). Highlight the features and note the “citation” in American’s photo.

Where Are We Now ?


American University, UCF (modular unit), Clenson, Coastal Carolina, Western KY, UNH, RIT, SE Louisiana, Alabama, NCSU, Ort Braude (Israel), MIT (movie). Highlight the features and note the “citation” in American’s photo.

For more info...

[email protected]

SCALE-UP website (http://scaleup.ncsu.edu) is now a wiki.


mailto:[email protected]

mailto:[email protected]

Documents

SCALE-UPin-learning.ist.utl.pt/images/M9/Beichner_In... · Mark Prensky: Digital natives vs digital immigrants. What is the problem ? Students are digital natives. We aren’t. Today’s