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Karen Sirum Asst. Professor, Biology Education R & D Dept. of Biological Sciences

U of M, HHMI, Ann Arbor, MI CC Faculty Workshop, Aug 10-14, 2009 Active Learning Models for Teaching Introductory Science Courses. Karen Sirum Asst. Professor, Biology Education R & D Dept. of Biological Sciences Bowling Green State University, Ohio ksirum@bgsu.edu. Follow up from Monday.

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Karen Sirum Asst. Professor, Biology Education R & D Dept. of Biological Sciences

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  1. U of M, HHMI, Ann Arbor, MICC Faculty Workshop, Aug 10-14, 2009Active Learning Models for Teaching Introductory Science Courses Karen Sirum Asst. Professor, Biology Education R & D Dept. of Biological Sciences Bowling Green State University, Ohio ksirum@bgsu.edu

  2. Follow up from Monday • 1. Google doc now has a heading for you to add cool things you find, includes links for A&P specifically, and has the book list. http://tiny.cc/mpovh

  3. 2. Keep in mind that AL is not necessarily always hands on, but rather minds on—that is what we mean by active Eg. “languaging”—from Robert Leamnson book

  4. 3. “We remember what we think about.”—from “Why students don’t like school” Recall Dan Klionsky’s class format

  5. Dan K. 50% grade based on reading facts=RQs 50% on USING facts=CQs Why using? So facts will be remembered!! Differences between topics and learning goals: List of topics were “covered” by Dan K’s Reading Quizzes Work towards learning goals came from the in-class problems and Concept Quizzes

  6. Think about it: • 5. The textbook has the answers. What are the questions?

  7. Integrated Learning Environment

  8. How to decide on topics/concepts? • You are not alone! Our science professional societies are working in this, trying to pare it down and articulate the key concepts in biology. Physics and chemistry are ahead in this respect.

  9. Teachable Unit Teams • Brian and Clay: action potential • Nick and Stephanie: nerves & disrupting signals • Jacob, Susan, Jo Ann: A&P, pathophysiology • Lu Anne and Toni: microbes, environment • Evan and Matt: cell division, inheritance • Gabriele and Lauren: cells, macromolecules • Peter and Jonathan: heart • Masood, and Sonja: evolution • Robert, Bruce, Cheryl: cellular energetics • Shenshen, Layla, Kanzoni: chemistry

  10. More about the Teachable Unit • ID course/discipline • Specific topic/concept • Learning goal

  11. 3 components of TU: • Learning goal-In what way will students be “changed” upon completion of the unit? • Activity-How will they learn? What will they do? • Assessment-How will both you and the student know if learning is occurring?

  12. Dan M. • Integrated course and Teachable Unit Design

  13. Examples of Activities--Karen

  14. Sample Learning Outcomes for Intro Biology Learning Outcomes Students in the Biology 104 course will: • Develop skills in scientific reasoning by learning how to use scientific ideas to think critically about choices made in everyday life. • Learn how to learn, how to ask questions, design strategies to investigate possible answers, and do the interpretation that leads to the answers. • Develop an ability to collaborate and work in groups. • Biology is the study of life. Students will develop an appreciation for the complexity and beauty of natural processes. In this course students will be introduced to and gain foundational knowledge regarding the molecules and cell structures that compose all living organisms, how organisms get their energy, the information mechanisms they use to guide their activities, and how these instructions for cellular activities are carried out in the cell.

  15. Types of activities • Active learning for the College Classroom—Paulson and Faust

  16. Peer Instruction • From Questions to Concepts: Interactive Teaching in Physics Eric Mazur • http://www.youtube.com/watch?v=lBYrKPoVFwg

  17. Activities to try--Handouts • case method/debate: mars case • concept mapping: mutation study guide • group problem solving: science vs pseudo science

  18. Concept mapping: from the simple…

  19. …to the complex http://bioliteracy.colorado.edu/

  20. Webs not strings https://www.msu.edu/~luckie/ctools/

  21. Activities to try--Handouts • case method/debate: mars case • concept mapping: mutation study guide • group problem solving: science vs pseudo science

  22. More examples of activities • jigsaw-energy drinks • skits-organelle plus 6 word novel • short group problem-Harvard cell animation • long group problem-bioinfo web based activity

  23. Coming up….Assessment • Give ersatz handout—very brief to skim before next session • Note—in some examples the activity is the assessment (CATs)!

  24. Traxoline Test • handout

  25. Ersatz LearningvsAuthentic Assessment You get what you assess so you must assess what you value. --McClymer and Knoles, 1992

  26. Formative and Summative • A need for both. Which do students learn more from? Hint: Do they come to pick up their final exams at the end of the semester? Should a midterm exam be the first time they find out how they are learning in the course?

  27. Authentic Assessment—what does this mean?

  28. The issue of Relevance • Pseudo-authentic and pseudo-relevant vs authentic and relevant. • eg. from my class: homeopathy vs athletic performance enhancing drugs and ADHD drugs

  29. On relevance…. • Can’t be personally relevant to all, but assessment is purposeful, goal oriented, helps students. • Tests/quizzes are learning experiences. Need to make them positive.

  30. Scientific Teaching:How Do We Know There is Learning?

  31. Classroom Assessment of Scientific and Critical Thinking Skills • Science News Analysis • Science vs Pseudo Science • Bioethics Position Essays • Concept Quizzes • Open-ended Experimental Design Problems • Student Designed Labs • Lab Reports

  32. What is a Rubric? A rubric is a set of scoring guidelines for evaluating student work. Rubrics answer the questions: 1. By what criteria should performance be judged? 2. Where should we look and what should we look for to judge performance success? 3. What does the range in the quality of performance look like? • How do we determine validly, reliably, and fairly what score should be given and what that score means? • How should the different levels of quality be described and distinguished from one another?

  33. Teaching Rubrics • Helping students to understand what we are asking of them • teaching with rubrics, both formative and summative handouts

  34. PreLab Questionsadapted from LabWrite: http://www.ncsu.edu/labwrite/

  35. Rubric for Lab Report, 1-2 pages

  36. Presentation Rubric

  37. Rubistar at: http://rubistar.4teachers.org/ http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=9&PHPSESSID=af07143cc4f5144de562526cc5f09ad8#04 SOME MORE EXAMPLES

  38. Important elements of good rubrics • Rely on descriptive language—what quality, or its absence, looks like—as opposed to relying heavily on mere comparatives or value language (e.g. “not as thorough as,” or “excellent product”) to make the discrimination. • Use descriptors that are sufficiently rich to enable student performers to verify their score, accurately self-assess, and self correct.

  39. Design and redesign

  40. 5 minute break then…Dan M. and Motivation

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