david steer department of geology & environmental sciences university of akron august 2007...
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David SteerDepartment of Geology & Environmental Sciences
University of Akron
August 2007
Developing Interactive Lectures
A Story of Change
Three questions
i. How much learning occurs during a typical general education course?
ii. What activities can instructors use to assess ongoing student learning?
iii. Can we best promote student learning in the geosciences?
If they don’t understand, say it
again . . . only louder.
• Teaching has traditionally focused on the delivery of information
• Little instructor- student communication
• Student not engaged in the learning process
• Instructor attributes problems to unchangeable student- or class-related factors
The Tourist: Teaching as Telling
Three instructors taught a ASU Physics course during the same semester. Prof A emphasized concepts, careful, logical; Prof B used demonstrations and took extra preparation time; Prof C had a problem solving emphasis. All used the same textbook and covered the same chapters. All professors received similar evaluations. Pre-test scores for each class were almost identical.
Predict which professor’s class showed the greatest gain in post-test score.
A. B. C. D. No difference
Halloun, I.H. and D. Hestenes, American Journal of Physics, 1985. 53(11): p. 1043-1055.
Teaching Behaviors and Learning
Pre- and post-tests of student comprehension were compared for large introductory biology courses for non-majors and majors with comparable class sizes. The majors course presented more content. Mean pre-test score for the non-majors was 29% and the for the majors was 35%.
Predict the post-test score in the non-majors and majors courses.
a. 35/41% c. 56/48%
b. 40/41% d. 48/56%
Sundberg, M.D., M.L. Dini, and E. Li, Journal of Research in Science Teaching, 1994. 31(6): p. 679-693.
Does More Material = More Learning?
Pre- and post-test results of 30-question Geoscience Concept Inventory applied to introductory geology courses at 30 institutions.
Libarkin, J.C., & Anderson, S.W., 2005, Journal of Geoscience Education, v. 53, p. 394-401
What about the Geosciences?
Paired pre/post results matched for 930 students
• Pre-test mean = 43%+/-11%
• Post-test mean = 47%+/-12%
• Improvements occurred almost exclusively for students with the lowest pre-test scores (<40%)
Geoscience Concept Inventory: http://newton.bhsu.edu/eps/gci.html
Libarkin, J.C., & Anderson, S.W., 2005, Journal of Geoscience Education, v. 53, p. 394-401
A Semester of (Little) Learning
Students in only 8 of 30 courses analyzed using the Geoscience Concept Inventory showed a statistically significant improvement in pre/post-test scores after a semester of instruction.
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35
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60
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70
1 2 3 4 5 6 8 9 10 11 12 13 17 18 20a 21 22 23 24 29 31 35 36 37
Course
Pre
/Po
st-T
est
Sco
re
Understanding Student Learning
Learning assessment
systems
More instructor understanding
of learning
Less instructor understanding
of learning
• Computer grading of multiple choice questions using bubble-sheets
• Instructor grading of short answer and essay questions
• On-going assessment through student dialog in small classes
An effective teacher will:1. Know the characteristics
and needs of their students
2. Place students in an appropriate learning environment
3. Monitor student learning regularly and make necessary adjustments
4. Provide students with sufficient conditions for intellectual growth
The Gardener: Teaching as Doing
• Pre-class preparation as homework or for reading quizzes
McConnell, D.A., Steer, D.N., & Owens, K., 2003, Journal of Geoscience Education, v. 51, #2, p. 174-183.
Appropriate Learning Environment
An Active Learning Class
• Lecture broken into short segments, separated by assessments (called Interactive Lectures)
• Students work together in groups • Formative exercises during class used to assess
student understanding and progresshttp://serc.carleton.edu/introgeo/interactive/whatis.html
Traditional Class• Passive students
• Quiet
• Instructor-focused
• Information from instructor-to-student
• Students work as individuals
• Competitive learning environment
• Limited assessment opportunities
Active Learning Class
• Active students• Noisy• Student-focused• Information from instructor-to-
student, student-to-student, student-to-instructor
• Student collaboration• Supportive learning
environment• Multiple assessment
opportunities
Active Learning Class Setting
http://serc.carleton.edu/introgeo/interactive/howto.html
Teaching and learning goals can be ordered using Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
memorization and
recall
understanding
using knowledge
taking apart
information
reorganizing
information
making judgements
ConceptestsMuddiest Point
Venn Diagrams
Text
Concept Maps
Open-ended questions can be used for all categories.
Evaluation Rubrics
Conditions for Intellectual Growth
Teaching and learning goals can be ordered using a Comprehension Survey
Level 1 - I understand part of a concept.
Level 2 - I understand multiple parts of a concept.
Level 3 - I understand the concept well enough to explain it to others.
Level 4 - I understand the concept well and can answer challenging questions about it.
Comprehension Surveys
Level 1: Think-Pair Share
Place the following events that were described in the earlier chapters of the book in the correct relative chronological order, from earliest to most recent.
A. Tsunami struck Japan.
B. Ice sheet was present in India (Pangaea).
C. Asteroid collided with Earth (Chicxulub).
D. Mount Pinatubo erupted in the Philippines.
E. Wegener developed the continental drift hypothesis.
Think-Pair Share: http://serc.carleton.edu/introgeo/interactive/tpshare.html
Level 2: Conceptests
In what order were the layers formed (from oldest to youngest)?
A. C,D,B,A
B. C,B,D,A
C. B,C,D,A
D. B,C,D,A
Conceptest
http://serc.carleton.edu/introgeo/interactive/conctest.html
What aspect of the reading/class did you least understand?
• Promotes metacognition
• Involves students in their own learning
• Provides a low-stakes method of interacting with instructor
• Can show class-wide trends
Level 2: Muddiest Point
Level 2: Venn Diagram
Use the Venn diagram to answer the questions that follow.
High silica rocks. a. b. c.Low silica rocks. a. b. c.Form deep in the earth. a. b. c.Form at the surface. a. b. c.Large-grained. a. b. c.Small-grained. a. b. c.
a. b. c.
Volcanic Plutonic
Level 3: Longer Activities
Place the rock units in their order of formation, oldest to youngest and answer related questions.
Examine the rock types identified by the symbols in the diagram, and determine which rock units best match the following descriptions.
___ Coarse-grained clastic sedimentary rocks overlying an erosional surface
___ A rock containing a foliation
Think-Pair Share: http://serc.carleton.edu/introgeo/interactive/activity.html
Level 3: Concept Maps
Complete the following weathering concept map by selecting the correct term for the questions that follow.
Level 4: Synthesis Exercise
Construct a diagram that illustrates a cross section of rock units that would account for the configuration listed below (not in order). Draw a relative time cross section that illustrates the correct order for these features.
1. Rhyolite cross cuts and covers all units except sandstone.2. Dark, fine-grained igneous rock cross cuts and covers conglomerate and
older units.3. Oldest rocks are made of black, biochemical layers that were later tilted.4. Coarse-grained clastic rock is deposited immediately over coal.5. Opaque chemical sedimentary rock is deposited directly over basalt.6. River cuts partially into limestone.7. Medium-grained clastic rock is deposited over small-grained, high silica
volcanic rock.
Level 4: Evaluation Rubric
Students analyze scenarios and recommend specific courses of action.
Q: Who gets earthquake preparedness funding?
Crouch, C.H., Mazur, E., 2001, American Journal of Physics, v. 69, #9, p.970-977
60%
70%
80%
90%
100%
1990 1991 1993 1994 1995 1996 1997
FCI pretest score
FCI score gain on post-test
Traditional Class
Peer Instruction Classes
n = 117 - 216
12
3
2
3
4
4
1 Began PI
Refined conceptests
Changed text
Open ended reading questions
Mazur’s results for Introductory Physics after using conceptests and peer instruction
Does this make a Difference?
The Value of Conceptests
Students taught key concepts using one of four methods. Student learning assessed by proportion of correct answers to open ended questions on same concepts on final exam
Crouch, C.H., Fagen, A.P., Callan, J.P., & Mazur, E., 2004. American Journal of Physics, v.72 #6, p. 835-838.
No demonstration
Observation of demonstration w/explanation
Prediction prior to demo with a conceptest
Prediction prior to demonstration using discussion & a later conceptest
% correct answers
61
70*
77*
82*
Teaching method
n = 158-297; * = statistically significant result vs. no demonstration
The Value of Collaborative Learning
Control Group: Students took test individually.
Experimental Group: Students took physics test individually, then again as a pair.
Singh, C., 2005. American Journal of Physics, v.73 #3, in press.
Proportion of pairs of students who both got the question wrong on the first test but correct on “paired” test: 29%
Mean score on second exam for experimental group: 74%
Mean score on second exam for control group: 64%
Students in both groups answered similar questions on a second exam two weeks later.
Same population characteristics both semestersSame exercises, HWK and exams
More As and fewer Fs using team approach (green)!
Green = teams Red = no teams
The Value of Collaborative Learning
Why Does this Work?
• The sooner a test is given after learning, the greater the retention
• Testing has a greater positive effect on short-term (1 week) and long-term (5 months) retention than additional study
• Tests involving the production of information yield greater benefits than multiple-choice tests that rely on recognition of correct answers
• More thorough instructional feedback improves later learning
Questions asked during interactive lectures serve as mini-tests to enhance student learning in or out of class
The Testing Effect - testing promotes learning and retention by making the next learning opportunity more effective
Roediger, H.L., &Karpicke, J.D., 2006. Perspectives on Psychological Science, v.1 #3, p.181-210.
Any Questions?
Thank You!
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