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Learning In and Through Community

Learning In and Through Community. Cooperative Learning within a Large Lecture Environment Exploiting Remote Keypad Technology Community-Based Learning within the Science Curriculum As Learning Becomes Service to Justice. Dennis C. Jacobs Professor of Chemistry and Biochemistry

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Learning In and Through Community

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  1. Learning In and Through Community Cooperative Learning within a Large Lecture EnvironmentExploitingRemote Keypad Technology Community-Based Learning within the Science Curriculum AsLearning Becomes Service to Justice Dennis C. Jacobs Professor of Chemistry and Biochemistry Vice President and Associate ProvostUniversity of Notre Dame SUN Conference - UTEP

  2. Focus Group Comments on the Traditional Large Lecture Experience at ND • “I don’t keep up with the reading for lecture, because we don’t have any discussions in lecture. I’m better off spending the time reading for other classes where we do discuss things.” • “I am afraid to ask questions in such a large lecture hall.” • “I don’t feel responsible for what happens in class.” • “The large lecture lets me remain anonymous, which is good.” SUN Conference - UTEP

  3. Does Learning Occur as a Result of Lecture? • J. Birk and J. Foster, Journal of Chemical Education, 70: 180-182 (1993) Plot of Mean Exam Performance in General Chemistry 80 70 60 Arizona State University Exam Scores 50 40 30 20 10 0 0 10 20 30 Number of Absences SUN Conference - UTEP

  4. “Ferris Bueller’s Day Off” Ben Stein plays the role of a high-school economics teacher. SUN Conference - UTEP

  5. Lecture is where instruction takes place, with or without learning. SUN Conference - UTEP

  6. Backward Design • Identify Desired Results • Determine acceptable evidence • Plan learning experiences and instruction Grant Wiggins & Jay McTigheACSD 1998, Prentice Hall 2000 SUN Conference - UTEP

  7. The Primary Learning Goals for General Chemistry at Notre Dame • Learn through inquiry and exploration. • Work collaboratively with classmates to visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels. • Utilize critical thought and intuition to predict chemical behavior (structure and reactivity). • Develop original solutions to problems that you have not encountered before. SUN Conference - UTEP

  8. The Primary Learning Goals for General Chemistry at Notre Dame • Learn through inquiry and exploration. • Work collaboratively with classmates to visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels. • Utilize critical thought and intuition to predict chemical behavior (structure and reactivity). • Develop original solutions to problems that you have not encountered before. Analysis of Evidence Synthesis of Information Critical Reasoning Application of principles SUN Conference - UTEP

  9. Structure of Alternative General Chemistry Course (CHEM 113/114) • Three 50-minute lectures/week • Demonstrations and Visualizations • Students pair-off to answer Conceptual Questions • One 2.5 hour laboratory/week • Students work in pairs • One 50-minute recitation/week • Small Group Cooperative Problem Solving SUN Conference - UTEP

  10. Peer Instruction: A User’s Manual • Eric Mazur Prof. Mazur introduced ConcepTests to physics students at Harvard. The book documents the value of the ConcepTest approach with classroom data and plenty of examples. Prentice Hall, 1997 SUN Conference - UTEP

  11. The Levi Straus trademark shows two horses trying to pull apart a pair of pants. Suppose Levi had only one horse and attached the other side of the pants to a fencepost. Using only one horse would: (a) cut the tension on the pants by one-half. (b) not change the tension on the pants at all. (c) double the tension on the pants. SUN Conference - UTEP

  12. Pure H2O(l) did not conduct electricity. 2% CH3CO2H(aq) in H2O(l) was a poor conductor. Representative Concept Question SUN Conference - UTEP

  13. HA(aq) + H2O(l)A–(aq) + H3O+(aq) McGraw-Hill SUN Conference - UTEP

  14. Representative Concept Question Pure H2O(l) did not conduct electricity.   2% CH3CO2H(aq) in H2O(l) was a poor conductor. Predict how well pure CH3CO2H(l) will light the lightbulb. 1. Bright 2. Dim 3. Dark SUN Conference - UTEP

  15. Students Vote on Responses • Raise hands • Show cards • Scantron sheets • Wireless Personal Response System • http://www.bedu.com/ • TurningPoint Software • http://www.turningtechnologies.com/ SUN Conference - UTEP

  16. Extra-credit Points are Awarded to Encourage Thoughtful Participation SUN Conference - UTEP

  17. Extra-credit Points are Awarded to Encourage Thoughtful Participation • Individual student responses and the consensus response of each pair are graded: SUN Conference - UTEP

  18. Introduce Concept Question (10 s) Students think individually (30-60 s) Student A votes (7 s) Student A confidence (7 s) Student B votes (7 s) Student B confidence (7 s) Student pairs discuss ideas (60 s) Pair confidence (7 s). Display distribution Pair votes (7 s ). Display distribution Sequence for each Concept Question Time SUN Conference - UTEP

  19. 1. Bright 2. Dim 3. Dark 62% Individual Pair 36% 37% 27% 19% 19% Representative Concept Question Pure H2O(l) did not conduct electricity.   2% CH3CO2H(aq) in H2O(l) was a poor conductor. Predict how well pure CH3CO2H(l) will light the lightbulb. SUN Conference - UTEP

  20. Run Demo (30 s) Summarize Introduce Concept Question (10 s) Students think individually (30-60 s) Student A votes (7 s) Student A confidence (7 s) Student B votes (7 s) Student B confidence (7 s) Student pairs discuss ideas (60 s) Pair confidence (7 s). Display distribution Pair votes (7 s ). Display distribution Students share outloud (60 s) Sequence for each Concept Question Time SUN Conference - UTEP

  21. What are the benefits of asking concept questions in class? • Students will • Articulate preconceptions and defend ideas • Hear multiple perspectives • Practice speaking the language of the discipline • Become more invested in the topic • Receive an accurate form of self-assessment • Instructor will • Gain immediate feedback on student understanding and readiness for new material. SUN Conference - UTEP

  22. When we use the remote keypads, I receive valuable feedback on how well I understand the course material. Survey Data gathered by www.textrev.com SUN Conference - UTEP

  23. I appreciate the way that the remote keypad technology allows me see what my classmates are thinking. Survey Data gathered by www.textrev.com SUN Conference - UTEP

  24. I pay greater attention in class when I know the instructor will ask me to periodically answer questions on my remote keypad. Survey Data gathered by www.textrev.com SUN Conference - UTEP

  25. Do you recommend that the instructor use the remote keypads in this course in the future? Survey Data gathered by www.textrev.com SUN Conference - UTEP

  26. Questions I Ponder about my Students • How accurately do my students assess their own level of understanding or misunderstanding? • When students with differing opinions debate a question, does their discourse increase their understanding? Does it leave them more or less confident in their own understanding? • To what extent does a student’s metacognition guide and regulate her study? SUN Conference - UTEP

  27. Pair Response -Dark Pair Response -Dim Pair Response -Bright How Students are Persuaded through Discussion SUN Conference - UTEP

  28. Pair Consensus Accuracy Accuracy Low 45% Medium 32% High 38% Low 41% Medium 57% High 81% Correlation between Answers and Confidence Ratings Individual SUN Conference - UTEP

  29. Data collected for CHEM 114 (Spring, 2003) Is it Valuable for Students to Attend an Interactive Class? SUN Conference - UTEP

  30. Community-based Learning in the Science Curriculum Taking it to the Streets… SUN Conference - UTEP

  31. Mission Statement of the University of Notre Dame “The University seeks to cultivate in its students not only an appreciation for the great achievements of human beings but also a disciplined sensibility to the poverty, injustice and oppression that burden the lives of so many. The aim is to create a sense of human solidarity and concern for the common good that will bear fruit as learning becomes service to justice.” SUN Conference - UTEP

  32. CHEM 331: Chemistry in Service of the Community A meaningful community-based learning experience for students interested in applying chemistry to directly serve the needs of the community. Students join with community partners in helping to identify neighborhood homes that have unsafe levels of lead contamination. SUN Conference - UTEP

  33. Lead Poisoning • Lead has no known biological function. • Pb2+ binds in place of Ca2+ and Fe2+in the body. • Lead is particularly dangerous to children under six, because it can induce damage to the developing brain and nervous system • Behavior and learning problems • Slowed growth • Hearing problems and headaches. SUN Conference - UTEP

  34. Demographics of Lead Poisoning Centers for Disease Control Update: blood lead levels---United States, 1991--1994. MMWR 1997;46:141--6. SUN Conference - UTEP

  35. South Bend Housing Authority Greentree Environmental City of South Bend "Get the Lead Out" Task Force CommunityPartnership SUN Conference - UTEP

  36. Show DVD here SUN Conference - UTEP

  37. Findings and recommendations are shared with family Students analyze samples in ND chemistry lab Professional Laboratory Analysis Analysis/Reporting Procedure Duplicate samples are collected in home SUN Conference - UTEP

  38. Domains for Student Learning • Professional Expertise - applying chemical principles and expertise to solve problems • Social Concerns - understanding the needs and concerns of members/groups of our society, and identifying root causes of societal problems • Leadership - recognizing, nurturing and harnessing the gifts that individuals bring to a team • Civic Engagement - making commitments toward bettering the world through action, including affecting institutional change SUN Conference - UTEP

  39. Social Concern • “I was introduced more to the poverty cycle, something I had not thought much of in the past. In my hometown, I had seen people be sucked into this cycle, but yet never fully understood it. And while I still do not have a full grasp on what it entails, I am able to see that it is not as preventable as I had hoped. Before I believed that simply an education could cure the impoverishment. Now I am able to see that education is not the only factor. I have been able to comprehend that poverty has become a way of life for many people by the time they are able to escape.” Wyetta Palmby, Chemistry major, ‘05 SUN Conference - UTEP

  40. Engagement • “Because of the connection I formed to my family and the others I knew were going through similar struggles, I was inspired to take on roles that I would not normally see in myself. Calling ventilation cleaning companies, explaining our situation and asking for their help, I pushed for our cause with surprising conviction. Establishing such strong emotional ties allowed me to see that I had found an issue worth becoming more informed in and then working for improvement.” Katherine Traynor, Chemistry Major, ‘05 SUN Conference - UTEP

  41. Academic Motivation • “In the past I have not particularly enjoyed chemistry labs because I often saw no point to them, but in this class it was different because I had gathered the material I digested, and I knew the results were important. This has made me think twice about trying medical research now that I know I can be excited about that kind of work. The sampling and testing we did had serious meaning, and I could envision doing some kind of cancer research that would affect lives.”James Harty, Pre-professional Studies, ‘05 SUN Conference - UTEP

  42. Vocation • “With the help of many community leaders, I have progressed from not knowing the effects of lead poisoning to better understanding the sources of lead, the rights of homeowners that are plagued with this problem, and lead-safe practices. I have flourished as an environmentalist, a research scientist, and an enthusiastic leader for change.” “I have been motivated to gear my intended profession towards helping the under-served people who are often neglected or taken advantage of.”Denise Fraga, Biochemistry Major, '03 SUN Conference - UTEP

  43. Integration • “Overall, Chemistry 331 was a great learning experience for me. It allowed me to combine two realms of my life that aren’t usually so connected, and helped me to see the benefits of my education more concretely.”Leah Bertke, Chemistry major, ‘04 SUN Conference - UTEP

  44. Summary • Students learn best when they are engaged in applying their new skills and conceptual understanding to matters of consequence. • Remote keypads offer students the potential to • Fully participate in class discussions, even within a large lecture setting. • Receive instantaneous feedback and self-assessment. • Be encouraged for progressing in both accuracy and confidence. • Community-based learning adds value to • Students’ professional, academic, and personal development. • The lives of families facing environmental hazards. SUN Conference - UTEP

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