Writing to Learn in an Active Learning Classroom…

1. Writing to Learn in an Active Learning Classroom… ORWriting without FEAR Janet Batzli University of Wisconsin-Madison Biology Core Curriculum (Biocore)

2. Evolutionary theory made simple…? Colored Paper Poll Examine the cartoon. Based on your understanding of evolution by natural selection, how did the long necked dinosaurs arise? Consider the following : • Long neck dinosaurs arose because they needed to be able to eat leaves on progressively taller trees with each generation. [YELLOW] • Increase in neck length of dinosaurs followed an increase in stem height of trees, little by little with each successive generation resulting in tall trees and long necked dinosaurs.[CHARTRUESE] • Following an increase in tree height, a genetic mutation induced by the environment caused a change in the dinosaurs neck lengths allowing them to obtain food from the taller trees. [ORANGE] • With a large variation in neck lengths in dinosaurs and tree heights in the original population, long necked dinosaurs could more easily obtain food, had higher reproductive rates, and came to predominate over time.[PINK]

3. Goal: Explain Evolution by Natural Selection Examine the cartoon. Based on your understanding of evolution by natural selection, generate a biological scenario that explains the change in neck length of the dinosaur. Write your answer in your carbonless notebook and be prepared to report out.

4. Why is writing different? • How did your thought process differ in the two problems? • Why have students write (vs. other types of assessment)? • What are the challenges you and your students face concerning writing in class?

5. Assessment Gradient High Ease of Assessment Low Multiple Choice, T/F Diagrams, Concept maps, Quantitative response Short answer Essay, Research papers/ reports Oral Interview Low Potential for Assessment of Learning High

6. Types of In-Class Writing • Writing at beginning of class to probe subject-Reflection or Engagement • Writing during class to refocus lagging discussion or cool off a heated one--Mental Yawn • Writing during class to ask questions or express confusion-- Muddiest Point • Writing at the end of class to sum up a lecture or discussion--Minute Paper

7. ……Continued • Reading, reflecting and discussing other students writing-- peer review • Revising previous writing samples after instruction--rethink response Sources: John Bean’s Engaging Ideas: The Professors Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom. Jossey Bass Inc. Publ., San Francisco, 1996. T. Angelo & P. Cross Classroom Assessment Techniques: A Handbook for College Teachers. Jossey Bass Inc. Publ. San Francisco. 1993

8. Benefits & Challenges ofIn-Class Writing • Increased attendance and engagement • Students process challenging concepts right away; recognizing what they don’t know earlier, focusing study • Instructors are more cognizant of and focused on student learning difficulties earlier • Students may not see benefit right away. Unless they are given feedback. • Takes time (5 min write; 5 min feedback) • Do early/ often/ consistantly (≥ once/week) so they expect, condition students

9. Evaluating Student Writing How do you do it--without being overwhelmed? • With efficiency? • With reliability and limited variability? • Feedback to students? • Without FEAR?

10. To grade or not to grade….. • No need to read & grade everything • Sampling • General feedback • Several students present work to class And then there are Scoring Rubrics……

11. The Wonders of Using Scoring Rubrics • Tool for learning (both teacher and learner) • Tool for evaluating students’ explanations

12. Scoring Rubric for In-Class Writing

13. Student Writing Samples • Read students responses to the “dinosaur problem” • Sort into piles according to quality of responses • Rate from 1-5

14. How do you develop a rubric? • Develop performance standards • Goals: reasoning, critically evaluate info, state assumptions, logically communicates understanding of concepts • Look at student work and differentiate levels of responses based on clearly described criteria • Rate (assign value) the categories • Evaluate sample responses

15. Advantages to Scoring Rubrics • Improve the reliability of scoring written assignments and oral presentations • Convey goals and performance expectations of students in an unambiguous way • Convey “grading standards” or “point values” and relate them to performance goals • Engage students in critical evaluation of their own performance • Saves grading time, and improves assessment

16. Limitations of Scoring Rubrics • Problem of criteria • Feedback is not custom made for students • Conversion to letter grade; normalizing with non-rubric graded assignments • Problem of practice and regular use Scoring Rubric resources : Arter, J. A. and McTighe, J. 2001. Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc. Ebert-May, D. 1999. Field Tested Learning Assessment techniques, scoring rubrics http://www.flaguide.org/cat/rubrics/rubrics7.htm NISE, Madision, WI

17. Session Feedback- Minute Paper PART A DIRECTIONS:Read the following questions, and write a brief answer to each one. • What is most important point conveyed during the session? • What is one new teaching activity you are willing to try? • What is 1 question you have about the session? PART B DIRECTIONS: Read each statement in the scale below. Circle the degree to which you either agree or disagree with it. SD=Strongly Disagree D=Disagree N=Neutral A=Agree SA=Strongly Agree • I was comfortable with the pace of the session. SD A N A SA • I found the content to be relevant SD A N A SA • I found the activities to be useful. SD A N A SA