Meddling with the Sage

Transcription

1 Meddling with the Sage Ways of increasing student engagement and achievement in courses Edward J. Sambriski Department of Chemistry Delaware Valley University Doylestown, Pennsylvania th Annual ISETL Conference October 13-15, 2016 Salt Lake City, Utah 1

2 The Wonder of Lectures Photo Credit 2

3 In Defense of the Sage on the Stage Molly Worthen Professor of History Source Source King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1),

4 A Model for Information Processing Interpreting Comparing Rearranging Branched Fragmented Content and Data Perception Filter Working Memory Storing Retrieving Long-Term Memory Feedback Loop for Perception Filter Source Johnstone, A.H. (1997). Chemistry Teaching Science or Alchemy? Journal of Chemical Education, 74(3), Source Johnstone, A.H. (2010). You Can't Get There from Here. Journal of Chemical Education, 87(1),

5 The Price of Change Photo Credit 5

6 Setting the Stage Ideal Real Think about a course you are teaching or have recently taught. Use three to five verbs to describe each quadrant on the note card (left). For your verbs, do not use teach, learn, or their synonyms. List barriers that keep your class from being ideal on the back of the card. Students Teachers 6

7 Getting to Know Each Other! In a group of four, briefly introduce yourselves and share the areas (fields) you teach. Discuss some of your action verbs, associating them with the contexts of your courses. Identify your top three barriers, as a group, from the individual responses at your table. Designate a spokesperson to report back the common barriers on behalf of the group. Photo Credit 7

8 Bloom s Taxonomy Higher-Order Learning Skills Basic Learning Skills 8 Photo Credit

9 Flipping the Classroom Before coming to lecture, students gain initial exposure to course content (videos, worksheets, etc.). Graded activities bolster the initial exposure by incentivizing students to prepare for class. Graded activities are designed to provide a glimpse into students understanding or misconceptions. In-class sessions provide solutions to misconceptions, opportunity for practice, and deepening of content. Photo Credit Photo Credit Photo Credit Photo Credit 9 Source Berrett D (2012). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

10 Flipping: Thinking About Space and Time Source 10

11 Just-in-Time Teaching (JiTT) Warm-Ups Questions students respond before class; instructor reads in just-in-time fashion Good-For s Essays connect material to real-world; prompt in-class discussion Puzzles Activities integrating concepts; extensions provide basis for further dialog The Drum Beat Pacers that update students on a weekly basis with syllabus and content updates Source Novak, G. M., Patterson, E. T., Gavrin, A. D., and Christian, W. (1999). Just-In-Time-Teaching: Blending Active Learning with Web Technology, Upper Saddle River, NJ: Prentice Hall. Source Henderson, C., and Rosenthal, A. (2006). Reading Questions: Encouraging Students to Read the Text Before Coming to Class, Journal of College Science Teaching, 35 (7),

12 Central Goals of JiTT Help to manage study time Encourage studying in frequent, short sessions Promote engagement in peer instruction Bridge textbook material to the real world Photo Credit Source Gavrin, A. (2006). Just-in-Time Teaching, Metropolitan Universities 17(4), 9-18 (2006).Journal of College Science Teaching, 35(7), Source Novak, G., Patterson, E. T., Gavrin, A. D., and Christian, W. (1999). Just-in-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall. Middendorf, J., and Pace, D. (2009). Just-in-Time Teaching in History. In S. Simkinsand M. Maier (eds.), Just in-time Teaching Across the Disciplines and Across the Academy. Sterling, VA: Stylus. 12

13 JiTTCase for Economics Source 13

14 Minding the Skills Gap 14 Source

15 The POGIL Model Process Oriented Guided Inquiry Teamwork Communication Management Problem Solving Information Processing Critical Thinking Assessment Process Oriented Guided Inquiry Learning Learning Cycle Source Moog, R. S., Creegan, F. J., Hanson, D. M., Spencer, J. N., and Straumanis, A. R. (2006). Process Oriented Guided Inquiry Learning: POGIL and the POGIL Project. Metropolitan Universities Journal, 17,

16 POGIL Groups Video Source 16

17 Roles of Team Members in POGIL Manager Keeps team on task, distributes work, assigns responsibilities, resolves disputes, and ensures member participation Spokesperson Represents views and conclusions held by the majority, presents required oral reports and discussions to the class Recorder Keeps a record of instructions and what the team has done, prepares a final written report and other documentation in consultation with the team Analyst Identifies problem-solving strategies and methods, keeps account of: what works well, what needs improvement, insights/discoveries on content, individual/team performance Source Hanson, D. (2006). Instructor s Guide to Process-Oriented Guided-Inquiry Learning, Lisle, IL: Pacific Crest

18 Scaffold for a POGIL Activity To build an assessment question Consider three self questions Decide on content or skills Source Hanson, D. M. (2005). Designing Process-Oriented Guided-Inquiry Activities. Faculty Guidebook: A Comprehensive Tool for Improving Faculty Performance, 2nd ed. Eds. D. K. Apple and S. W. Beyerlein. Lisle, IL: Pacific Crest

19 Webb s Depth of Knowledge 19 Photo Credit

20 A Guiding Light: Learning Objectives othe objective should be written with a focus on the student, not the instructor or the program. By the end of this course, students will be given opportunities to learn effective communication skills. (no attribute of mastery) othe objective should be focused on a specific task described by an action verb to provide the student with a clear benchmark. By the end of this course, students will have a deeper appreciation for good communication practices. (vague action) Source Dave, R. H., in R. J. Armstrong et al., (1970). Developing and Writing Behavioral Objectives.Tucson, AZ: Educational Innovators Press. 20

21 A Guiding Light: Learning Objectives ouse measurable terms so that a student can knows that is required in order to attain success in the course. By the end of this course, students will understand the principles of effective communication. (action is unmeasurable) owrite learning objectives that are supported by the content of the course or the mode of instruction. By the end of this course, students will communicate effectively in a professional environment through technical reports and presentations. (specifications met) Source Dave, R. H., in R. J. Armstrong et al., (1970). Developing and Writing Behavioral Objectives.Tucson, AZ: Educational Innovators Press. 21

22 POGIL MetaActivity: Sweet and Salty Photo Credit 22

23 Classroom Response Systems Clickers Plickers Concept tests, opinion polls On-the-fly assessment and feedback Source Duncan, D. (2005). Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, New York: Addison Wesley and Benjamin Cummings. Source Brewer, C. (2004). Near real-time assessment of student learning and understanding in biology courses. BioScience 54(11), Photo Credit 23

24 Clickers Sample Video Source 24

25 Peer-Led Team Learning (PLTL) Students solve problems in workshop style Supportive, small-group format encourages participation Learn by explaining concepts to other students Willingness to discuss questions with other students Learn to work in teams and to communicate effectively Leaders teaching and group management skills Gain in self-confidence (students and leaders) Source 25

26 PLTL Sample Video Source 26

27 IFAT and Team-Based Learning Immediate feedback (itemized and overall) On-the-spot corrective feature Reward for proximate knowledge Instructor acts as a facilitator Inconsistencies bring new understandings Relevant problems solved by interacting Source Epstein, M. L., et al., (2009). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52, Source Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: Photo Credit Photo Credit 27

28 IFAT Sample Video Source 28

29 Steering into Higher-Order Thinking (HOT) What is the overall goal of the item or question? How is the item tied to learning objectives? What is the nature of the learning objectives? Is the context transferable to an unfamiliar scenario? Can the learning objective be assessed in several ways? Photo Credit 29

30 Continuous Learning (A Lab Approach) Pre-Class Guided preparation with questions In-Class Problem solving with in-depth questions Post-Class Reinforcement with enrichment questions 30

31 Pre-Class Questions Students look at videos and have cues to textbook. Follow-up questions are designed to require thinking. In this example, some students were able to define terms But with data, the definitions did not come to life. 31

32 In-Class Reinforcement Exercises At a lab session, students are engaged in content material. Students complete assignment during waiting periods and throughout by budgeting time. Students approach these activities with peers in a Think-Pair-Share modality. Partners are assigned randomly during each lab period to avoid classmate stagnation. 32

33 Post-Class Extension 33

34 Post-Class Extension The concept of density is exemplified in a practical but unrehearsed situation; this item allows to gauge a student s ability to apply a concept in an unfamiliar context. This item also tests a student s ability to use critical thinking skills for model interpretation and quantitative analysis. 34

35 Promoting Student Achievement Establish connections with students Communicate and assert expectations Revisit and perform syllabus checkups Promote work quality and mastery with rubrics Use technology to summarize progress periodically Provide opportunities for metacognitive development Facilitate an environment of shared responsibility Garner motivation by fostering engagement Photo Credit 35

36 Institutional Support Instructional technology External teaching grants Professional development budget Student learning services Course supplementary fees 36 Photo Credit

37 Learning and Teaching are Balancing Acts! Photo Credit 37

38 Thank you! 38