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What do we think?

Explore the effectiveness of active learning strategies compared to passive lectures in science education. Evaluate the importance of transitioning to a learner-centered classroom and assessing students' critical thinking abilities. Assess the role of learning resources in promoting critical thinking skills.

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What do we think?

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  1. What do we think? • Diane Ebert-May • Department of Plant Biology • Michigan State University • ebertmay@msu.edu • http://first2.org

  2. Engage

  3. Question 1 Active learning strategies enable students to learn science better than passive lectures. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  4. Question 2 Transition from a teacher-centered to a learner-centered classroom must accompany use of any learning resources. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  5. Question 3 At the beginning of each course, I inventory my students’ learning styles and adjust my classes according to the results. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  6. Question 4 How important is it to use multiple kinds of assessments to determine student learning? Please respond on a scale of 0-100 in increments of 10:

  7. Question 5 The proportion of assessments I use in my course that demonstrate students’ critical thinking abilities is.... Please respond on a scale of 0-100 (%) in increments of 10:

  8. Question 6 In my department, excellence in teaching is highly regarded by my peers. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  9. Question 1 Active learning strategies enable students to learn science better than passive lectures. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  10. Who are our undergraduates?

  11. Large Class Meeting

  12. Scientific Teaching Scientific teaching involves active learning strategies to engage students in the process of science.

  13. Question 2 Transition from a teacher-centered to a learner-centered classroom must accompany use of any learning resources. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  14. Question 3 At the beginning of each course, I inventory my students’ learning styles and adjust my classes according to the results. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  15. Learning Styles and Strategies 1. Felder and Solomon..styles are: Active and reflective Sensing and intuitive Visual and verbal Sequential and global 2. VARK by Neil Fleming...styles are: Visual, aural, read/write, kinesthetic

  16. Question 4 How important is it to use multiple kinds of assessments to determine student learning? Please respond on a scale of 0-100 in increments of 10:

  17. Question 5 The proportion of assessments I use in my course that demonstrate students’ critical thinking abilities is.... Please respond on a scale of 0-100 (%) in increments of 10:

  18. What level of learning do we ask of our students? Bloom (1956) Cognitive Domain of Educational Objectives 6 categories - Knowledge Comprehension Application Analysis Synthesis Evaluation

  19. Holistic Critical Thinking Scoring Rubric Facione and Facione 1994

  20. Question 6 In my department, excellence in teaching is highly regarded by my peers. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

  21. Articles derived from journal papers

  22. Explore

  23. System Model Curriculum Courses How People Learn Bransford et al 2004

  24. Backwards Design Identify desired goals/objectives Determine acceptable evidence Design learning experiences and instruction Wiggins and McTighe 1998

  25. What is assessment? • Data collection with the purpose of answering questions about… • students’ understanding • students’ attitudes • students’ skills • instructional design and implementation • curricular reform (at multiple grainsizes)

  26. Assessment Gradient low Potential for Assessment of Learning high Multiple Choice … … Concept Maps … … Essay … … Interview high Ease of Assessment low Theoretical Framework • Ausubel 1968; meaningful learning • Novak 1998; visual representations • King and Kitchner 1994; reflective judgment • National Research Council 1999; theoretical frameworks for assessment

  27. Explain

  28. Consider the following statement: “Many issues about student learning are connected with motivating students to think critically and inspire them to take ownership and initiative for their own learning.” (Batzli et al 2006) Question:How would you assess learning resources designed to help students think critically? Talk-to-your-neighbor....

  29. What is the role of models in assessing critical thinking? • Connections • Organization • Visualization • Reasoning • Testing mental models

  30. www.ctools.msu.edu

  31. Box Model Can transgenes be kept on a leash?

  32. Avida-Ed Evolution of Prokaryotes

  33. 1. Identify patterns of critical thinking. Talk aloud protocol as students use tools Code extended responses - align with rubric 2. Ask questions and derive hypotheses about student understanding. Next steps for analysis

  34. Design classroom research Faculty research goal: Use both observational and empirical approaches to answer a question about student learning. Student goals: Use effective and repeatable processes to address ill-structured problems. Demonstrate critical thinking.

  35. Systematic observation • Design an ill-structured problem. • Students use guiding questions in groups. • Instructor uses systematic observations to identify elements of the problem that are difficult for students.

  36. Comparison studies What is the effectiveness of guiding questions on problem-solving approaches to address ill-structured problems?

  37. Guiding questions • What things do you know or think you know about this problem? • What things do you not know? • What things are not known in the scientific community studying similar problems? • What things can you find out, given review papers, primary scientific literature, and data?

  38. Study designs Challenge: determining the internal and external validity of the study design. Multiple-group comparison Multiple sections one semester Single course - multiple years Intervention: Homework with guiding questions Homework without guiding questions Split-group comparison

  39. Split-group comparison Pretest Class of 120 students randomly assigned to 2 treatment groups (n=60) Concept 1 Day 1 In-class active learning No Guiding Qs Guiding Qs Students alternate between completing guiding questions and not using guiding questions. Pretest Concept 2 Day 2 In-class active learning Guiding Qs No Guiding Qs Multiple Forms of Assessment (midterm and final exams)

  40. What about dissemination?

  41. FIRST III Database Upload Student ID EdML Student Data Spreadsheet Spreadsheet Link Qs and student answers De-identified student data Questions Spreadsheet Download Search Results eg. Excel, SAS, SPSS Search Database Server FIRST III Database Faculty Computer

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