Just-in-Time Teaching in Genetics: Creating an Interactive and Active Learning Environment

Just-in-Time Teaching in Genetics:Creating an Interactive and Active Learning Environment Using Blackboard Learning System™ Yunqiu (Daniel) Wang, Ph.D. Department of Biology University of Miami

Introduction • Genetics is a critical and challenging • course for undergraduate science majors. • 2. Genetics is also a challenge to instructors • who teach it. An effective pedagogy is • required to help students to make the most • of it in one semester.

Three main successful experiences in science education: 1. Learning requires active practice. National Research Council (NRC), 2000; Udovic, 2002; and Bybee of National Science Teacher’s Association (NSTA), 2002, Novak and Middendorf, 2004 2. Learning is actively constructed from prior knowledge. “constructivism” developed by Piaget and co-researchers and is well-supported in the research literature (NRC, 2000; Bybee, 2002). 3. Learning requires prompt feedback. AAAS 1989, NRC 2000

Just-in-Time Teaching (JiTT): Students Read the course material and Learn to be a strategic reader! Better learning Web based teaching software - Blackboard Instant grade Targeted Classroom discussion & lecture Modify lecture plan Instructor Take the web based pre-lecture quiz Quiz result JiTT was originally developed at Indiana University and Purdue University at Indianapolis (IUPUI) and the United States Air Force Academy to help students and faculty in physics (Novak et al 1999)

How to become a strategic reader? As you read, do you infer/predict? Do you look for important information? Do you look at illustrations? Do you think about what you know? Do you think about what you will learn? Do you think about what will happen next? As you read, do you read to monitor and clarify Do you ask yourself, "Does this make sense?" Do you try "fixs ups" like: reread; read ahead; use a dictionary or other references, books, journals, etc. ask for help Do you summarize what you have read? retell the story in your own words; think about story elements think about main ideas and details After you read, do you evaluate? Ask yourself, how you feel about what you read? If you agree or disagree? After you read, do you question yourself? Ask questions to answer yourself? Reading instruction to six grade students at Oak Hill Elementary School, Overland Park, Kansas.

Reading material prepared for students: How JiTT was used in my “Genetics” course with a class size 0f 200 students?

A sample pre-lecture quiz and instruction

The time control feature of the online quiz. The feedback control of the online quiz.

Class assessment stats, and the stats on one multiple choice question.

Assessment: effect of JiTT on student learning and student success. JiTT increases the qualities of interactions between me and students Quoting "Adam Greenberg" <A.Greenberg@umiami.edu>:> Dear Dr. Wang, > My name is Adam Greenberg and I am in your Genetics 250 course. I have a > question pertaining to the p53 gene and cancer, which I thought about as I > read the 8th chapter. Our book says that mutations in the p53 gene have been > found to be specific reasons for the uncontrollable growth of certain > cancers, as the p53 gene regulates the G1/S checkpoint of mitosis. I have an > idea which I'm sure has been tested before, but I was just wondering if it > would work.. Would it be possible to select the DNA that codes for the p53 > gene and translocate it into a plasmid, upon which it could then be injected > into cancerous cells and, henceforth begin proper cellular regulation once > again in the newly replicated daughter cells of the cancer cells?... just > wondering > > Adam Greenberg > A.Greenberg1@umiami.edu My response: Omitted.

JiTT increases the qualities of interactions between me and students Quoting "Javier J. Lopez" <Javi_j_lopez@mac.com>: > dr. wang > thanks for the explanation of problem 9, I appreciated that you > discussed that little doubt that I had on the problem. > also, I am very curious about the cell mutation that happens because of > smoking tobacco. I think a lot of people know that it causes cancer, > but the actual reason of why smoking causes mutation is not known to me at least. What exactly happens to the lung cells that makes them > mutate, is it the heat caused by the burning or the chemicals of the > tobacco interacting with the cells? I am very interested in this area > of mutation and cancer, and would like to understand what happens in a > molecular level with the smoking of tobacco. > Thanks a lot, > Javier Lopez-Araujo My response: Omitted.

JiTT improves student study habits Quoting "Sarah Fuchs" <s.fuchs@umiami.edu>: > Hello, > … > Regarding your class, the prelecture quizzes were very helpful in your > class. It enabled me to test my knowledge on the material in a very > effective way, and it also aided me in organizing the material in my head a > little better. Also the slides were very helpful in your class because it > allowed me to better focus during the lectures. Overall your class was > structured very well and the material was presented effectively. If I ever > had a question you were available for help. > > Thank you for your time, > Sarah Fuchs > s.fuchs@umiami.edu

Response frequency% spring fall fall spring spring fall A B C spring fall fall spring spring fall A B C How do students respond to Just-In-Time Teaching Method? Anonymous student questionnaire about JiTT in 2005: Question 1. Did you do the preparatory work, i.e. read the course material before class, and answered every quiz question to the best of your knowledge? A. Yes, for almost all quizzes. B. Yes, for some quizzes. C. Never. Question 2. Did the JiTT method encourage you more to attend every class than other courses which didn’t adopt this exercise? A. Yes, a lot. B. Yes, a little. C. No. Response frequency%

Question 3. Do you feel the JiTT method makes a difference in your study habits, for example, not cramming for exams? A. Yes, a lot. B. Yes, a little. C. No. Response frequency% spring fall spring fall fall spring A B C fall spring spring spring fall fall A B C Question 4. Do you feel the JiTT method helps you to understand and grasp essential concepts covered in this course? A. Yes, a lot. B. Yes, a little. C. No.

Question 5. Do you feel the JiTT method helps you to perform better in this course? A. Yes, a lot. B. Yes, a little. C. No. fall spring spring spring fall fall A B C fall spring spring fall fall spring A B C Question 6. Would you recommend the JiTT method to your other instructors? A. Yes, a lot. B. Yes, a little. C. No.

JiTT increases student’s cognitive gains measured by test scores A regression analysis between the participation frequency of students in the pre-lecture quizzes and their final cumulative test grade averagein the spring and fall semesters of 2005. Final exam score average Spring, 2005 Fall, 2005 Pre-lecture quiz grade average from 23 quizzes of multiple choice format.

Conclusion • The JiTT method applied in the genetics course • increased quality interactions between students • and me. • It promoted good study habits necessary for • student success. • 3. It helped students perform better on exam • question, resulting in a significant increase in • cognitive gains.

Other Useful Practices in Teaching:Selective scenes of a guest lecture “Using Stem Cell Technology to CureParalysis” By Dr. Daniel Castellanos

Feasibility, difficulties and challenges: Open to discussion…

Just-in-Time Teaching in Genetics: Creating an Interactive and Active Learning Environment