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Scientific Teaching. & Active Learning. Goals: • to introduce ST/AL (scope, need for it, evidence of benefits) • to practice some ST/AL methods. • to critically examine some of its claims. objectives: after this session, you should be able to: explain the core concepts behind ST/AL;
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Scientific Teaching & Active Learning Goals: • to introduce ST/AL (scope, need for it, evidence of benefits) • to practice some ST/AL methods. • to critically examine some of its claims • objectives: • after this session, you should be able to: • explain the core concepts behind ST/AL; • find and critically read some primary research papers on evidence for ST/AL effects • find more ST/AL resources and tools • devise ways to transition a course unit from a passive (lecture-only) to a more active mode. • anticipate the challenges that may arise when doing this.
Extracellular recording of an action potential extracellular electrode 0 microvolts (10-6 V) -20 time (msec) worm - – – – - – –+++ + ++– – –– 0 fiber millivolts (10-3 V) intracellular electrode -70 time (msec)
Preparation To amplifier & digitizer Stimulating electrodes TWO recording electrodes
Differentialamplification with two extracellular electrodes 1 2 V1 V2 V1–V2 - – – – - – + + + + + - – – – – – +1 msec - – – – - – – – + + + + - – – – – +2 msec - – – – - – – – – – – + + + + - –
Noise reduction by differential recording V1 V2 superimposed superimposed V1–V2
Two weeks later… (lecture 2) - only 33% correct!
What happened (or didn’t happen) in lecture 1? What should I do next (in lecture 2) ? (Think about this, – Pair to discuss - Share your conclusions) Could this have been taught more effectively ? How? (Think-Pair-Share)
Why “scientific” teaching? developed by science researchers (but has older, broader philosophical roots) for those, trained as researchers, who also teach science bringing the spirit and the standards of research from our lab/field to the classroom Spirit ? Standards/methods? Inquiry Wonder Empirical Data Curiosity Rigorous Real content Interest Creativity Controlled Statistics
Whyscientific teaching? - broad science literacy - scientifically skilled workforce • • high overall loss rate from STEM majors (~ 50%) • - shift to other majors • - drop out of college • • loss rate higher &/or advancement lower for • poorer students • some (cultural, ethnic) minorities • women
Themes & terms Learning goals & specific objectives Teachable unit / tidbit Active Learning Inclusive teaching Constructivism Assessment formative Bloom’s taxonomy Transparency Metacognition Alignment Backward design
Themes & terms involve engage respond to hear from all students Inclusive: Diversity of….
Knight JK and Wood WB. 2005. Teaching more by lecturing less. Cell Biology Education 4: 298 – 310. Upper-level Developmental Biology course, 3 semesters Same instructors, syllabus & textbook; similar demographics traditional (F ‘03) interactive (S ‘04) interactive (S ‘05) Normalized learning gains (% of possible maximum) on 12 common pre-test and post-test questions
Evidence for effectiveness…. or not…
experimental design writing testable hypotheses
More evidence + resources, tools, teaching materials http://cst.yale.edu
Effects of lecturer performance:video lecture on genetics of calico cats fluent lecturer dysfluent lecturer “In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the instructor slumped, looked away, and spoke haltingly with notes.” Carpenter et al.,, Psychonomic Bulletin & ReviewMay 2013
Effects of lecturer performance “The fluent speaker was rated as significantly more organized, knowledgeable, prepared, and effective than the disfluent speaker, ts > 8.77, ps < .001, ds > 2.70 .....” “Participants who viewed the fluent speaker also indicated that they learned the information better (M = 3.48, SD = 1.03), as compared with those who viewed the disfluent speaker (M = 1.76, SD = 0.89)......” Carpenter et al.,, Psychonomic Bulletin & ReviewMay 2013
Effects of lecturer performance “After watching the video, participants ... were asked to predict how much of the content they would later be able to recall.....” and were tested, after a 10 minute interval, on how much they actually recalled. Results: Take-home message(s) for lecturers? for students?
Themes & terms Learning goals & specific objectives Teachable unit / tidbit Active Learning Inclusive teaching Constructivism Assessment formative Bloom’s taxonomy Transparency Metacognition Alignment Backward design
Course development.... Conventional Delivery Coverage Content: topics list Lecture syllabus Assessment (summative) Description Textbook Grading: competitive, curved ST/AL Content: ideas, skills framework Session Assessment (formative & summative) Cooperative Goals Inclusion objectives Grading: open rubrics
& Active Learning Scientific Teaching Goals: • to introduce ST/AL (scope, need for it, evidence of benefits) • to practice some ST/AL methods. • to critically examine some of its claims • objectives: • after this session, you should be able to: • explain the core concepts behind ST/AL; • find and critically read some primary research papers on evidence for ST/AL effects • find more ST/AL resources and tools • devise ways to transition a course unit from a passive (lecture-only) to a more active mode. • anticipate challenges that may arise when doing this. Assess: how did we do?
