Dr. Edward Prather When Students Are Not Learning, Are You Really Teaching?
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- Bu səhifədəki naviqasiya:
- Learning and Provide Feedback on Their Success Thanks for your support
- NSF: Collaboration of Astronomy Teaching Scholars (CATS)
- Another talk about teaching and learning…..
- Just the tip of the iceberg
- Bloom’s Taxonomy of Educational Objectives
- If a Picture is worth a thousand words, then what is a real-world, first-hand, experience worth
- Learner-centered teaching and learning strategies
- Given that a seed grows into a massive tree, where does most of the mass of the tree come from
- Our Recent National Study
- The Instrument: the LSCI
- This was a truly national study
- Rutherford’s attitudes are common among Physicists
- Help People. If you can’t help them, at least try not to hurt them.
| Dr. Edward Prather When Students Are Not Learning, Are You Really Teaching? Edward E. Prather How Proper Implementation of Interactive Learning Strategies can Elevate Student Learning and Provide Feedback on Their Success Thanks for your support: Grants and financial support – NSF Grant No. DUE-0715517, a CCLI Phase III Grant “Collaboration of Astronomy Teaching Scholars (CATS)” – NASA JPL Exoplanet Exploration Public Engagement Program – NASA Spitzer Education and Public Outreach Program (CalTech) NSF: Collaboration of Astronomy Teaching Scholars (CATS) Jessie Antonellis, Univ. of Arizona Leilani Arthurs, UC-Boulder Sanlyn Buxner, Univ. of Arizona David Consiglio, Bryn Mawr College Sebastien Cormier, Univ. of Arizona Steve Desch, Guilford Tech. CC Doug Duncan, UC-Boulder Tom English, Guilford Tech. CC John Feldmeier, Youngstown St. Univ. Rica French, MiraCosta College Adrienne Gauthier, Univ. of Arizona Pamela Gay, SIU-Edwardsville Vicente Gonzaga, CalPoly Pomona Dennis Hands, High Point. Univ. Seth Hornstein, UC-Boulder David Hudgins, Rockhurst Univ. Elizabeth Johnson, Univ. of Arizona John Keller, Cal Poly SLO Courtney King, Univ. of Arizona Julia Kregenow, Ithaca College Michelle Krok, SF State Univ. Jacqueline Laird, Univ. of Arizona Michael LoPresto, Henry Ford CC Daniel Loranz, Truckee Meadows CC Julie Lutz, Univ. of Washington Benjamin Mendelsohn, West Valley College Danny Martino, Santiago Canyon College Matthew Price, Ithaca College Lee Powell, Texas Lutheran Univ Jordan Raddick, Johns Hopkins Univ. Travis Rector, Univ. of Alaska Paul Robinson, Westchester CC Alex Rudolph, CalPoly Pomona Wayne Schlingman, Univ. of Arizona Chris Seidell, Univ. of Nebraska-Lincoln Hannah Sugarman, Univ. of Arizona Colin Wallace, UC-Boulder James Wysong Jr., Hillsborough CC Todd Young, Wayne St. College Another talk about teaching and learning….. “I’ve seen it performed many times, but I can’t remember ever sleeping through it so peacefully.” Just the tip of the iceberg http://astronomy101.jpl.nasa.gov/ Class Response System – Medium Tech A C B D
From How People Learn “Humans are viewed as goal-directed agents who actively seek information. They come to formal education with a range of prior knowledge, skills, beliefs, and concepts that significantly influence what they notice about the environment and how they organize and interpret it. This, in turn, affects their abilities to remember, reason, solve problems, and acquire new knowledge. … If students’ initial ideas and beliefs are ignored, the understandings that they develop can be very different from what the teacher intends.” How People Learn: Brain, Mind, Experience, and School (Expanded Edition), National Research Council, National Academy Press, 2000.
Students enter the classroom with preconceptions about how the world works. If their initial understanding is not fully engaged,
To fully develop competence, students must: (1) have a deep foundation of factual knowledge, (2) understand interrelationships among facts and concepts and (3) organize knowledge in ways that facilitate retrieval and application A “metacognitive” approach to instruction can help students learn to take control of their own learning and monitor progress . How People Learn How People Learn: Brain, Mind, Experience, and School (Expanded Edition), National Research Council, National Academy Press, 2000. Learning is productive / constructive - learning requires mental effort. Knowledge is associative / linked to prior mental models and cognitive structures. The cognitive response is context dependent – what and how you learn depends on the educational setting. Most people require some social interactions in order to learn deeply and effectively. Key results from research into cognition and instruction Joe Reddish, 2001. AAPT, San Diego Active Learning: when students take active responsibility for participating in and monitoring of their own learning by engaging in critical reasoning about the ideas presented in the class.
A Commonly Held Inaccurate Model of a Student’s Conceptual Framework Bill Watterson, Calvin and Hobbs A Commonly Held Inaccurate Model of Teaching and Learning Bill Watterson,
“Lecture has often been described as the process of taking the information contained in the teachers notes and transferring them into the students notes without the information passing through the brains of either” Does your class intellectually challenge students or re-enforce the memorization of facts and declarative knowledge? declarative knowledge comprehension application analysis synthesis evaluation The Role of Assessment in the Development of the College Introductory Astronomy Course A "How-to" Guide for Instructors. Astronomy Education Review, 1(1), 1-24, 2002. G. Brissenden, T.F. Slater, and R. Matheiu. Bloom’s Taxonomy of Educational Objectives Most ideas about teaching are not new, but not everyone knows the old ideas. Euclid (300 B.C.) We’ve been teaching the same way for a long time… 2000 years ago Today
We’ve been teaching the same way for a long time… 2000 years ago Today
Techniques for all size classes Techniques for all size classes Techniques for all size classes “Eventually, Billy came to dread his father’s lectures over all other forms of punishment” If a Picture is worth a thousand words, then what is a real-world, first-hand, experience worth? Audience participation is strongly encouraged Demos are sometimes life-threatening The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.
The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. Directions: Answer the following questions in complete sentences. Be sure to use your best handwriting. 1. What is traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline? What Can I do Besides Lecture to Engage Students in their Learning? Ask students questions (not all questions are equal). Use demonstrations (interactive lecture demos) Just In Time Teaching In-class quizzes (graded/ungraded) In-class writing (with/without discussion) - muddiest point - summary of today's main points - 5-minute free writing Think-Pair-Share (Peer Instruction- ConcepTests ) Small Group Interactions (closed/open; in/out of class) Student Debates (individual/group) Whole Class Discussions Jigsawing What Can I do Besides Lecture to Engage Students in their Learning? Ask students questions (not all questions are equal). Use demonstrations (interactive lecture demos) Just In Time Teaching In-class quizzes (graded/ungraded) In-class writing (with/without discussion) - muddiest point - summary of today's main points - 5-minute free writing Think-Pair-Share (Peer Instruction- ConcepTests ) Small Group Interactions (closed/open; in/out of class) Student Debates (individual/group) Whole Class Discussions Jigsawing Issues with Questioning in the Classroom 1.
Insufficient "Wait-Time" 2.
The Rapid-Reward 3.
The Programmed Answer 4.
Fixation at a Low-Level of Questioning 5.
Non-Specific Feedback Questions 6.
Teacher's Ego-Stroking & Classroom Climate Promoting a higher level of engagement and feedback when doing demos and using media in the classroom The teachable moment is extended when students thinking is made explicit and held accountable BEFORE an outcome is provided. This is your chance to make connections and build a desire for the answers your classroom activity will display. Tobias, S. Revitalizing Undergraduate Science-Why Some Things Work and Most Don’t, Research Corporation, 1992. Sokoloff, David and Ronald Thornton,” Using Interactive Lecture Demonstrations to Create an Active Learning Environment,” The Physics Teacher 35, 340-347 (1997). What Can I do Besides Lecture to Engage Students in their Learning? Ask students questions (not all questions are equal). Use demonstrations (interactive lecture demos) Just In Time Teaching In-class quizzes (graded/ungraded) In-class writing (with/without discussion) - muddiest point - summary of today's main points - 5-minute free writing Think-Pair-Share (Peer Instruction- ConcepTests ) Small Group Interactions (closed/open; in/out of class) Student Debates (individual/group) Whole Class Discussions Jigsawing Some Examples of Writing Prompts Illustrate the meaning of "standard candle" using one example taken from everyday life and one example from astronomy. What about the enterprise of science makes it different than business? If we establish communication with an intelligent, extraterrestrial civilization, who should speak for Earth and what should he/she/they say? What were the most important ideas we learned about today? What do you need to do to get high grades in this course and what will you do differently before the next exam?
What Can I do Besides Lecture to Engage Students in their Learning? Ask students questions (not all questions are equal). Use demonstrations (interactive lecture demos) Surprise quizzes (graded/ungraded) In-class writing (with/without discussion) - muddiest point - summary of today's main points - 5-minute free writing Think-Pair-Share (Peer Instruction- ConcepTests ) Small Group Interactions (closed/open; in/out of class) Student Debates (individual/group) Whole Class Discussions Learner-centered teaching and learning strategies: designed to intellectually and actively engage students in their learning, e.g., – Interactive Lectures, Demonstrations, and Simulations – Think-Pair-Share or PeerInstruction and ClassAction – Lecture -Tutorials and Ranking -Tasks Teaching and Learning Astronomy in the 21st Century, Prather, E.E., Rudolph, A.L., & Brissenden, G. Physics Today, Oct 2009 Think-Pair-Share or Peer Instruction How using a combination of conceptually challenging questions, classroom feedback and student-to-student discussions can increase understanding and provide data on students’ learning for you and them. Crouch, C. H. & Mazur, E. 2001, “Peer Instruction: Ten Years of Experience and Results,” American Journal of Physics, 69(9), 970, 2001 Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors, Prather, E. E., and Brissenden, G. The Astronomy Education Review, 7(2), 2008 Clickers as Data Gathering Tools and Students’ Attitudes, Motivations, and Beliefs on Their Use in this Application, Prather, E. E., Brissenden, G., The Astronomy Education Review, 8 (1), 2009 . Effective Multiple Choice Questions
Consider your answer to these questions about writing multiple-choice questions. In a multiple-choice question, when is the longest answer the correct answer?
A. Rarely B. Sometimes C. It’s common for it to be the correct answer, and it’s often stuffed with new information that should have gone in the main part of the course but we forgot so now we’re putting it in the quiz because we can’t possibly leave out the tiniest detail D. Occasionally Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/ Consider your answer to these questions about writing multiple-choice questions. When is it NOT a good idea to avoid negative questions? A. Never B. Sometimes C. Always D. What? Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Consider your answer to these questions about writing multiple-choice questions. How often is the correct choice “A”? A. Usually B. Frequently C. Often D. Almost never, because if “A” is the right answer, then the learner doesn’t have to read all the other options we spent so much time writing and revising, and where’s the return on investment in that? Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Consider your answer to these questions about writing multiple-choice questions. When is “All of the above” the correct answer? A. With alarming regularity B. When we try to cover too much in one question C. When we use a question to teach instead of assess D. All of the above Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Consider your answer to these questions about writing multiple-choice questions. Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/ We can confuse learners when we: A. fail to actually complete the sentence we started in the question. A. inconsistent grammar in the options. B. sometimes we veer off into another idea entirely. C. wombats. Think-Pair-Share or Peer Instruction How using a combination of conceptually challenging questions, classroom feedback and student-to-student discussions can increase understanding and provide data on students’ learning for you and them. Crouch, C. H. & Mazur, E. 2001, “Peer Instruction: Ten Years of Experience and Results,” American Journal of Physics, 69(9), 970, 2001 Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors, Prather, E. E., and Brissenden, G. The Astronomy Education Review, 7(2), 2008 Clickers as Data Gathering Tools and Students’ Attitudes, Motivations, and Beliefs on Their Use in this Application, Prather, E. E., Brissenden, G., The Astronomy Education Review, 8 (1), 2009 . Class Response System – Medium Tech A C B D
Use the four spectra for objects A-D, shown below, to answer the next question. Note that one of the spectra is from an object at rest (not moving relative to Earth) and the remaining spectra come from objects that are all moving away from the observer. [Assume that the left end of the spectrum corresponds with short wavelengths and the right end corresponds with long wavelengths.] Of the objects that are moving, which is moving with the fastest speed?
A. Object A B. Object B C. Object C D. Object D E. They are moving the same speed, the speed of light. Object D
Object B Object A
Object C An important line in the spectrum of a typical cloud of hydrogen gas occurs at 486 nm for a cloud that is not moving relative to an observer. Imagine that you observe four different clouds of gas (A-D) from Earth and discover that this line is at the wavelength shown in the table below for each of the four clouds.
Based on the information in the table above, which of the following is the most accurate ranking of the distance to the clouds (A-E), from closest to farthest from Earth. A. B, C, A, D B. D, A, C, B C. A=B=C=D
D. Cannot be determined from the information provided. STAR Wavelength of Absorption line
A 449 nm
B
460 nm
C
458 nm
D
447 nm Given that a seed grows into a massive tree, where does most of the mass of the tree come from? A.
From water B.
2. From dirt and soil C.
3. From the air D.
4. Its already in the seed. Which of the descriptions given below best describes the sign a person will have if born on that day? A. Taurus is high in the southern sky at sunset. B. Aquarius is on the eastern horizon at sunrise. C. Scorpius is on the western horizon at noon. D. Leo is high in the southern sky at midnight.
d = 1
d = 1 d = 1
m = 5
m = 3
m = 5
m = 5
B
C
A m = 3
m = 5
A. The force exerted by A on its partner asteroid is greater. B. The force exerted by B on its partner asteroid is greater. C. The same force is exerted by asteroid “A” and asteroid “B”. Which is greater, the gravitational force exerted by asteroid “A” on its “partner” asteroid or the gravitational force exerted by asteroid “B” on its “partner” asteroid.
A. Asteroid A would experience the greater acceleration. B. Asteroid B would experience the greater acceleration. C. The asteroids will experience the same acceleration. Which would experience a greater acceleration, as a result of the gravitational force exerted on it, asteroid “A” or asteroid “B”? d = 1
m = 5
m = 3
m = 5
m = 5
B
A
Create a suitable questions to use for think-pair-share? Work with a small group Make sure your question is multiple choice Coordinate how your group will model “think – pair – share” using your question
On the topic of: Research on the effectiveness of instruction
• Which instructional methods, strategies, activities and interventions work best in the classroom (in our case the Astro 101 classroom)? • Do they work in all classrooms at all types of institutions, or only ones with certain characteristics? • How can we easily evaluate the success of our instruction and measure how much our students learn as a result? The Bottom Line Question: can interactive learning strategies have a positive impact on students’ conceptual learning of key ideas in Astro 101? Answer: Yes! But…
Our Recent National Study When:
Fall 2006 to Fall 2007 What:
A national study of learning in Astro 101 classrooms Why:
To determine how instructional contexts affects student learning How: The “Light and Spectroscopy Concept Inventory” (LSCI) was administered pre- and post-instruction A National Study Assessing the Teaching and Learning of Introductory Astronomy, Part I: The Effect of Interactive Instruction Prather, E. E., Rudolph, A.L., Brissenden, G., & Schlingman, W.M., American Journal of Physics, 77(4), April 2009. The Instrument: the LSCI The Light and Spectroscopy Concept Inventory – 26 multiple-choice questions designed to test students’ conceptual understanding of these topics in the context of astronomy The topics of light and spectroscopy were chosen because they are common to all Astro 101 courses, regardless of their astronomy content Development of the Light and Spectra Concept Inventory, Bardar, Erin M. (Weeks), Prather, E. E., Bresher, Kenneth and Slater, T. F. Astronomy Education Review, 5(2), 2007. Participants Almost 4000 students 31 institutions 36 instructors 69 different sections – Section sizes vary from <10 to 180 This was a truly national study http://astronomy101.jpl.nasa.gov/ %post - %pre 100% - %pre g = post% − pre% 100% − pre% R. Hake, “…A six-thousand-student survey…” AJP 66, 64-74 (1998). Results from a 6000 student study of Physics Students – Hake AJP 1998
< g >= < post%>− < pre%> 100%− < pre% > < g >= < post%>− < pre%> 100%− < pre% > Instructor Surveys To assess the level of interactivity in each classroom, we asked each instructor to fill out a survey detailing how they spent their class time
“Interactivity Assessment Score” (IAS) based
on what percentage of total class time is used for interactive activities
Rutherford’s attitudes are common among Physicists All science is either physics or stamp collecting The only possible conclusion that social sciences can draw is some do, some don't If your result needs a statistician then you should design a better experiment Medium level Lower IAS (<25%) Higher IAS (>25%)
Lower IAS (<25%) avg
= 0.13 Higher IAS (>25%) avg
= 0.29 Demographic Survey We also asked 15 demographic questions to allow us to determine how such factors as – Gender – Ethnicity – English as a native language – Parental education – Overall GPA – Major
– Number of prior science courses – Level of mathematical preparation interact with instructional context to influence student conceptual learning This survey also gives us a snapshot of who is taking Astro 101 in the US We conducted a full multivariate modeling analysis of our data We confirm that level of interactivity is the single most important variable
in explaining the variation in gain, even after controlling for all other variables The results of our investigation reveal that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies.
The take home message Part I Implementation is the most important factor to success in student learning. More work on professional development of faculty is needed if we are to side wide spread adoption and proper implementation of research-validated instructional strategies.
The take home message Part II Help People. If you can’t help them, at least try not to hurt them. The Dalai Lama Dr. Edward Prather When Students Are Not Learning, Are You Really Teaching? Yüklə 2,13 Mb. Dostları ilə paylaş:
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