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Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning

Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning. Dr. Barbara Millis University of Nevada, Reno Dr. Douglas Eder Southern Illinois University Edwardsville Dr. Ray Purdom University of North Carolina at Greensboro.

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Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning

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  1. Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning Dr. Barbara Millis University of Nevada, Reno Dr. Douglas Eder Southern Illinois University Edwardsville Dr. Ray Purdom University of North Carolina at Greensboro

  2. How People Learn: Brain, Mind, Experience, and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors Committee on Developments in the Science of Learning Commission on Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1999 http://www.nap.edu/html/howpeople1/notice.html

  3. Three Key Learning Principles Prior Knowledge: Students construct new knowledge based on what they already know (or don’t know); Deep Foundational Knowledge: Students need a deep knowledge base and conceptual frameworks; Metacognition: Students must identify learning goals and monitor their progress toward them.

  4. To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge; (b) understand facts and ideas in the context of a conceptual framework; (c) organize knowledge in ways that facilitate retrieval and application. Learning Principle #2

  5. “Learning is defined as stabilizing, through repeated use, certain appropriate and desirable synapses in the brain,” p. 5 —Leamnson, R. (2000). Thinking about Teaching and Learning: Developing Habits of Learning with First Year College and University Students. Sterling, VA: Stylus Press.

  6. LTAs for Learning Principle #2 • Think-Pair-Share • Structured Problem Solving • Send A Problem

  7. Think-(Write)- Pair-Share

  8. Think-Pair-Share Applications Factual • What are issues that current psychotherapists have with S. Freud’s basic theories? • Define osmosis…photosynthesis. • What is the central theme of Moby Dick/A Lesson Before Dying? Reflective • Should medial/nursing students be “coached” in patient interactions? • Should research into human cloning be permitted? Why or why not?

  9. Numbered Heads Together/Structured Problem-Solving • The group prepares to respond, making certain that each group member can serve as the spokesperson. • Responses occur by number, suit, or color. • Each student has an assigned identity within a team/group: a number, playing card suit, color, etc. • The students complete a task together.

  10. Send / Pass a Problem • Each group identifies a problem or issue to solve or discuss. This is written on the front of a folder or envelope. • Within a given time limit, each group prepares responses to the problem or issue, writing them on a single sheet of paper. • At the signal, the sheet is placed in the folder and forwarded to the second group.

  11. Send / Pass a Problem • The second group--without looking inside--prepares its own responses to the same problem or issue. • At the signal, the second sheet is added to the first and the folder is passed to a third group.

  12. Send / Pass a Problem • The third group opens the folder, reads the sheets of the two previous groups and then identifies the two best responses. They can star the two best, consolidate ideas, or come up with their own original response. • Reports occur as time permits.

  13. S-a-P Applications in Various Disciplines • History: Support the territorial claims of (1) ranchers; (2) farmers; (3) Native Americans • Premed: What would a clinician need to know for a diagnosis of (1) Attention-deficit disorder; (2) AIDS; (3) Alzheimer’s? • Literature: In Antigone, explain the chief character traits and motivations of (1) Antigone; (2) Creon; (3) Haemon; (4) Ismene

  14. Questions?

  15. Some Advice about Deep Learning

  16. The End! Happy Teaching!

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