What do we think?

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.


disagree

Question 3

At the beginning of each course, I inventory my students’ learning styles and adjust my classes according to the results.


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.


disagree

Question 1

Active learning strategies enable students to learn science better than passive lectures.


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.


disagree

Question 3

At the beginning of each course, I inventory my students’ learning styles and adjust my classes according to the results.


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.


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

Documents

What do we think?