Pedagogical Strategies to Strengthen Learning in Introductory STEM Courses

1. Pedagogical Strategies to Strengthen Learning in Introductory STEM Courses Thomas Tretter (CEHD) & Christine Rich (A&S Chemistry) • Partnership for Retention Improvement in Mathematics, Engineering, and Science

2. Funded by the NSF-STEM Talent Expansion Program (STEP) • A cross-college collaboration that includes 14 faculty in 9 departments from A&S, CEHD, and Speed. • The goal is to increase by 25% the number of UofL STEM baccalaureate degrees awarded by 2016 • The strategy is to explore ways to improve STEM student retention to reach that goal PRIMESIN A NUTSHELL • Partnership for Retention Improvement in Mathematics, Engineering, and Science

3. Increase faculty-student interactions • University wide PRIMES-sponsored events for STEM undergraduates • Departmental (RSO) events and activities funded by PRIMES • Transform STEM teaching & learning • Institutionalizing undergraduate teaching assistant (UTA) courses for STEM majors • Provide these UTAs formal training in STEM pedagogy to make them effective, engaging, role-models to students in introductory STEM courses PRIMES Retention Strategies • Partnership for Retention Improvement in Mathematics, Engineering, and Science

4. This academic year there are 141 PRIMES UTAs • Trained in STEM best practices through a combination of workshops, seminars, and online/Blackboard activities with PRIMES faculty The PRIMES UTA Strand • Partnership for Retention Improvement in Mathematics, Engineering, and Science

5. Engaging students in labs, recitations, and peer-centered learning groups PRIMES UTAs • Partnership for Retention Improvement in Mathematics, Engineering, and Science

6. National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press. ---------------------------------------------------- A synthesis of the research literature on how people learn 3 dominant themes emerge How Students Learn • Partnership for Retention Improvement in Mathematics, Engineering, and Science

7. National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press. ---------------------------------------------------- A synthesis of the research literature on how people learn 3 dominant themes emerge Metacognitive approaches to learning How Students Learn • Partnership for Retention Improvement in Mathematics, Engineering, and Science

8. National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press. ---------------------------------------------------- A synthesis of the research literature on how people learn 3 dominant themes emerge Metacognitive approaches to learning Well-developed mental models (facts, relationships, what is relevant & when) How Students Learn • Partnership for Retention Improvement in Mathematics, Engineering, and Science

9. National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press. ---------------------------------------------------- A synthesis of the research literature on how people learn 3 dominant themes emerge Metacognitive approaches to learning Well-developed mental models (facts, relationships, what is relevant & when) Preconceptions are critical elements for starting points (NOTE: These are not distinct but rather interrelated themes) How Students Learn • Partnership for Retention Improvement in Mathematics, Engineering, and Science

10. On next slide is a list of 15 short words or phrases. How many can you remember after 30 seconds of “study” time? Metacognition Illustration • Partnership for Retention Improvement in Mathematics, Engineering, and Science

11. Phrases to Remember • Partnership for Retention Improvement in Mathematics, Engineering, and Science

12. How many do you remember? • Partnership for Retention Improvement in Mathematics, Engineering, and Science

13. Phrases to Remember • Partnership for Retention Improvement in Mathematics, Engineering, and Science

14. Now how many do you remember? • Partnership for Retention Improvement in Mathematics, Engineering, and Science

15. Think-alouds (for complex thinking, not trivial things) • Generate complex graphics or charts with the students rather than presenting a completed product • Whiteboards (students commit to response, then discussion of reasoning) • Think-Pair-Share Metacognition Implementation Strategies • Partnership for Retention Improvement in Mathematics, Engineering, and Science

16. To support student development of their own mental models, you need some mechanism to get inside their heads. Mental Models • Partnership for Retention Improvement in Mathematics, Engineering, and Science

17. Informs your teaching…allows you to adjust your instruction to suit student needs in the moment • Ungraded activities, questioning, and discussions that give you a ‘snapshot’ of where students stand in their understanding • We all know about ‘clickers’ in the classroom, but there are so many other strategies. A good resource we use for ideas is Page Keeley’sScience Formative Assessment, Formative Assessment FOR Learning Commit & Toss Human Scatterplots • POMS Muddiest Point Whiteboarding Think, Pair, Share Fact First Questioning • Partnership for Retention Improvement in Mathematics, Engineering, and Science

18. Use a Prompt to Probe • Adria and Dylan are conducting a science experiment in their 5th grade class. They set out the following 4 items on a table in the classroom before leaving for the day: a glass block, a carpet tile, a ceramic tile, and a block of wood. • Partnership for Retention Improvement in Mathematics, Engineering, and Science

19. Use a Prompt to Probe • The next morning they measured the temperature of each object with a sensitive thermocouple. What did they discover? • A) None had the same temperature • B) 2 had the same temperature • C) 3 had the same temperature • D) All had the same temperature • Partnership for Retention Improvement in Mathematics, Engineering, and Science

20. Through the Teacher’s Lens Formative Assessment Components Assess prior knowledge Probe for misconceptions Introduce the terminology Guide understanding with key questions • Partnership for Retention Improvement in Mathematics, Engineering, and Science

21. Assessing by Application Based on what you have learned explain why cooks often use spoons and spatulas made from wood or plastic material while pots and saute pans are made of metals. • Partnership for Retention Improvement in Mathematics, Engineering, and Science

22. Through the Teacher’s Lens Formative Assessment Component Probe for persisting misconceptions Check for ability to transfer the knowledge to a new situation (application) Check for mastery of the terminology • Partnership for Retention Improvement in Mathematics, Engineering, and Science

23. Paper bags task: for 2 minutes, write as many questions that you can think of about the object inside Questioning • Partnership for Retention Improvement in Mathematics, Engineering, and Science

24. Closed vs. Open Questions Two types of questions: • Closed (convergent) questions – typically have one specific answer • Open (divergent) questions – typically have many possible answers Each type has value, but they tend to have different purposes and promote different types of thinking Questioning • Partnership for Retention Improvement in Mathematics, Engineering, and Science

25. Closed vs. Open Questions Two types of questions: • Closed (convergent) questions – typically have one specific answer • Open (divergent) questions – typically have many possible answers Each type has value, but they tend to have different purposes and promote different types of thinking TASK • Label each of the questions you’ve written as • Closed (C) or Open (O) Questioning • Partnership for Retention Improvement in Mathematics, Engineering, and Science

26. Preplan a few good open questions • Fact-first Questioning approach • Blend closed and open • Wait time • Thoughtful and intentional use of questioning Questioning Implementation Strategies • Partnership for Retention Improvement in Mathematics, Engineering, and Science

27. In a short paragraph, write the reasons for seasons Preconceptions • Partnership for Retention Improvement in Mathematics, Engineering, and Science

28. Point Of Most Significance (POMS) Metacognitive strategy used to help students connect with the important goals of a lesson On a post-it note record the POMS of today’s presentation • Partnership for Retention Improvement in Mathematics, Engineering, and Science