Diane EbertMay

About This Presentation

Title:

Diane EbertMay

Description:

Joyce Parker - Biochemistry. Duncan Sibley - Geology. Goals for This Session. As a result of your participation in this session, you will... – PowerPoint PPT presentation

Number of Views:33

Avg rating:3.0/5.0

Slides: 71

Provided by: DianeEb1

Category:

more less

Transcript and Presenter's Notes

Title: Diane EbertMay

1
Innovative Teaching to Achieve Active Learning in
Integrated Studies

Diane Ebert-May
Department of Plant Biology
www.first2.org

2
Our Team at MSU

Doug Luckie - Physiology
Janet Batzli - Plant Biology (University of
Wisconsin)
Scott Harrison - Microbiology
Tammy Long - Ecology
Heejun Lim - Chemistry Education
Joyce Parker - Biochemistry
Duncan Sibley - Geology

3
Goals for This Session

As a result of your participation in this
session, you will...
Experience a learning cycle model of instruction
Examine the theoretical basis for assessment
Analyze multiple forms of assessment
Revisit philosophies of grading
Use assessment data to develop a general scoring
rubric.

4
Learning Cycle Models for Instruction

Karplus et al BSCS
Exploration Engage
Concept Introduction Explore
Concept Application Explain
Elaborate

5
Engage

Questions are designed to
Find out more about students (you)
Level the playing field (everyone involved)
Remind students they HAVE a role in this course
Unveil alternative/misconceptions

6
Consensogram Directions

1. Take one color-coded post-it for each
question, write the question in the corner.
2. Write a number between 0-100 on each
post-it in increments of 10.
3. Do not share responses

7
Consensogram Questions

Please respond on a scale of 0 -100 in increments
of 10
To what degree are your learning objectives the
same as your students learning objectives in
your course?
I write assessments based on the learning
goals/objectives in my course (100 agree - 0
disagree).
My students comment that my tests are not related
to what we do in class (100 agree - 0 disagree).
To what degree do the assessments you use provide
convincing data about student learning?
How often do I use data to make instructional
decisions?
In my department, teaching is as important as
research and is rewarded accordingly. (100 agree
- 0 disagree)

8
Cooperative Groups

A type of formal structure for inclass
activities.
4 students per group
Person A, B, C, D in each group (assign/select)
First - read problem/think about task
individually
Discuss A with B
C with D
Form group consensus

9
Explore

Introduce concepts, ideas
Ask more questions
Related to engage

10
Assessment in TeachingParallels Assessment in
Research

Questions we ask are meaningful, interesting,
fundable.
Questions are based on current knowledge and
theories.
Data we collect are aligned with questions or
hypotheses.
Research designs are appropriate for the question
and accepted in the field.
Instruments/techniques we use are calibrated,
valid, repeatable.
We explain results in the context of our
questions.
Results drive our next questions.
Our ideas are peer reviewed for
publication/funding.

11
Assessment of Learning

Curriculum development assessment of learning
are inseparable, so integrate.
Do faculty claim knowledge about assessment?
Do faculty claim knowledge about curriculum?

12
What are 3 central questions about learning?

1. What do we want our students to know and be
able to do?
1.5. What evidence will we accept that students
know and can do?
2. How does our teaching help learning?

13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
Cognitive Theory

Learners are not simply passive recipients of
information they actively construct their own
understanding.
Svinicki 1991

18
Ultimate goal of teaching

1. Improved student learning.
2. Improved student learning.
3. Improved student learning.

19
What Type of Learning?

Bloom (1956)
Major categories in the Cognitive Domain of
Educational Objectives

20
Convergent Thinking

Knowledge - remember material
Comprehension - grasp the meaning of material
Application - use learned material in new
concrete situations
Adapted from Grolund (1970)

21
Divergent Thinking

Analysis - break down material to understand
organizational structure
Synthesis - put parts together to form a new
whole
Evaluation - judge value of material for a
purpose
Adapted from Grolund (1970)

22
What is assessment?

Data collection with a purpose
-- gather data about students learning.
--use tools like Blooms taxonomy to calibrate
data

23
What type of data do we gather?

Depends on the evidence we will accept that
students have learned what we want them to learn.
Data must be aligned with the course goals.
Measures of knowledge, attitudes, and skills.
tests, extended responses, concept maps,
research papers, teamwork, communication

24
(No Transcript)
25
Functions of Assessment Data

Formative diagnostic feedback to
students/instructor
Summative description of students level of
attainment
Evaluative curricular feedback to instructor
(e.g., effectiveness of field trip, lab
investigation)
Educative students engaged in interesting,
challenging experiences to develop further
insight and understanding (Hodson 1992)

26
In effect...

Assessment IS a form of learning.

27
Assessment related to Instruction

What kind of data do you want from the
assessment? (non-trivial?)
How is data collection embedded in context of
learning over time?
Is assessment of student learning direct, rather
than indirect?
How will the data influence your instructional
design?

28
False Hopes of Grading (Evaluation)

Total objectivity
Total agreement
Hope for one-dimensional student motivation for
learning.
From Walvoord and Anderson (1998)

29
Managing Grading

Use to enhance learning (socially
constructed/context dependent process).
Substitute judgment for objectivity.
Distribute time effectively.
Be open to change - grades/grading systems.
From Walvoord and Anderson (1998)

30
Managing Grades (2)

5. Listen and observe student.
6. Communicate and collaborate with students.
7. Integrate grading with other key processes -
planning, teaching, interacting.
8. Seize teachable moment - emotional process.
9. Make student learning primary goal - involve
them with high expectations, assessment, feedback.

31
Managing Grades (3)

10. Be a teacher first, gatekeeper last.
11. Encourage learning-centered motivation.
12. Emphasize student involvement.

32
Explain

Using a detailed example of assessment

33
Goal for Assessment

Students will be able to demonstrate their
understanding of photosynthesis and cellular
respiration.
Tools multiple forms of assessment
Feedback loop to instructional design

34
(No Transcript)
35
Common Misconceptions Photosynthesis
Respiration

Photosynthesis as Energy Photosynthesis
provides energy for uptake of nutrients through
roots which builds biomass. No biomass built
through photosynthesis alone.
Plant Altruism CO2 is converted to O2 in plant
leaves so that all organisms can breathe.
All Green Plants have chloroplasts instead of
mitochondria so they can not respire.
Thin Air CO2 and O2 are gases therefore, do not
have mass and therefore, can not add or take away
mass from an organism.

36
Multiple choice question (pre-post)

Plants gain a tremendous amount of weight (dry
biomass) as they grow from seed to adult. Which
of the following substances contributes most to
that weight gain?
a. compounds dissolved in soil water that are
take up by plant roots
b. water
c. molecules in the air that enter through holes
in the plant leaves
d. organic material in the soil taken up directly
by plant roots
e. solar radiation

37
Carbon Cycle Problem (mid)

Two fundamental concepts in ecology are energy
flows and matter cycles. In an Antarctic
ecosystem with the food web given above, how
could a carbon atom in the blubber of the Minke
whale become part of a crabeater seal? Note
crabeater seals do not eat Minke whales. In your
response include a drawing with arrows showing
the movement of the C atom.

In addition to your drawing, provide a written
description of the steps the carbon atom must
take through each component of the ecosystem
Describe which biological processes are involved
in the carbon cycle.

38
Grandma Johnson Problem

Hypothetical scenario Grandma Johnson had very
sentimental feelings toward Johnson Canyon, Utah,
where she and her late husband had honeymooned
long ago. Her feelings toward this spot were
such that upon her death she requested to be
buried under a creosote bush overlooking the
canyon. Trace the path of a carbon atom from
Grandma Johnsons remains to where it could
become part of a coyote. NOTE the coyote will
not dig up Grandma Johnson and consume any of her
remains.

39
Radish Problem

Experimental Setup
Weighed out 3 batches of radish seeds each
weighing 1.5 g.
Experimental treatments
1. Seeds not moistened (dry) placed in LIGHT
2. Seeds placed on moistened paper towels in
LIGHT
3. Seeds placed on moistened paper towels in
DARK

40
Problem (cont)

After 1 week, all plant material was dried in an
oven overnight (no water left) and plant biomass
was measured in grams.
Predict the biomass of the plant material in the
various treatments (use think-pair-share).
Light, No Water
Light, Water
Dark, Water

41
Results Weight of Radish Seeds
1.46 g 1.63 g 1.20 g
Write an explanation about the results. (Remember
all treatments started as 1.5g).
42
Elaborate

Application of concepts of assessment/grading
Leads to evaluation and assessment

43
Misconceptions gt Assessment gt Instruction

What data do you want from the assessment?
What do you do when you identify student
misconceptions?
How will the data influence your instruction and
the learning environment you create?

44
Goal explain evolution by natural selection
45
Individual Problem

Explain the phenotypic changes in the tree and
the animal. Use your understanding of evolution
by natural selection.

46
How do we develop rubrics?

Describe the goals for the activity, problem,
task
Select the assessment tasks aligned with goals
Develop performance standards
Differentiate levels of responses based on
clearly described criteria
Rate (assign value) the categories

47
Scoring Rubric for Quizzes and Homework
48
Advantages of 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
Save time but spend it well

49
Limitations of Scoring Rubrics

Problem of criteria
Problem of practice and regular use
Scoring Rubric website
http//www.wcer.wisc.edu/nise/cl1/flag/
Sample Rubrics for Organismal Biology
http//www.msu.edu/course/lbs/144/f01

50
Gene-DNA-Chromosome

Students could explain transcription
translation but not the relation...
Gene-DNA-Chromosome.
Concept mapping forces students to Think
different and confront their (mis)
understanding.

51
(No Transcript)
52
(No Transcript)
53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
Concept Maps
are
display
Visual Diagrams Or Models
Concepts
connected with
has
has
Hierarchy
Structure
Linking Words
57
Assessment Gradient
Multiple Choice Concept Maps Essay
Interview
58
Make a draft of a concept map
Take those three chapters, concepts from your
class, and some post-it notes and make a concept
map.
59
Steps to making a concept map

List the concepts brain, genome, dog, plant
Arrange them - rank-order in terms of the top,
most general, to at the bottom, most specific.
Add linking lines that connect the subordinate
concepts under the broader ones.
Add linking words that indicate the relationship
between two linked concepts e.g., connect to, are
found in, build proteins inside.

60
Concepts

Photosynthesis Glucose
Respiration Energy
Carbon cycle Water
Decomposers Oxygen
Primary producers
Consumers
Carbon dioxide

61
Make a draft of a concept map
Now form a group of three people, merge your
post-its and make a concept map of all the
science concepts.
62
Open-ended questions