leaving a trail a breadcrumbs
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Leaving a Trail a Breadcrumbs. Stephanie Stockwell and Amanda Biesecker JMU Department of Integrated Science and Technology Introduction to TBL Finding activities Tips on writing activities Practice writing an activity question Our research comparing TBL to traditional lecture. - PowerPoint PPT PresentationTRANSCRIPT
Leaving a Trail a Breadcrumbs
• Stephanie Stockwell and Amanda Biesecker JMU Department of Integrated Science and Technology
• Introduction to TBL• Finding activities• Tips on writing activities• Practice writing an activity question• Our research comparing TBL to traditional lecture
The problem:68% surveyed employers say higher education is
NOT doing an adequate job of preparing 21st century graduates.
“Raising the Bar: Employers’ Views On College Learning In The Wake Of The Economic Downturn” AACU 2010
Employers call for a greater emphasis on…
“Raising the Bar: Employers’ Views On College Learning In The Wake Of The Economic Downturn” AACU 2010
Communication 89%Critical Thinking & Problem Solving 75-81%Collaboration 71%Creativity 70%Information management 68%Statistical skills 63%Community and global civic responsibility and awareness
52%
One Solution: Active Learning
• Encouraged by NRC and NSF to improve science education
• Increases performance on cognitive measures• Benefits disadvantaged or at-risk students• Benefits students with learning disabilities
• Examples: writing, discussion, problem-solving, working in teams, creating, evaluating...
Let’s focus on improving THESE!
One approach: team activities in Team-Based Learning
Team-based learning: How does it compare to lecture?
Team-based learning: What does it look like?
Common student concerns
• “I am a little bit nervous about being able to understand everything I have to teach myself.”
• “I don’t want to let my group down or be let down by my group.”
• “How will I know what’s important if you don’t tell me?”
Preparation for class: Focused readings
1. Assigned reading (textbook, handout, etc.)
2. Focus points3. Pre-class assignments
• Crossword/ simple questions• Muddy points• Optional extra credit homework
The Dilemma• Our situation – wanting to use
active learning to improve critical thinking
• Our problem—finding good active learning activities that...– foster higher order thinking– keep students interested
and on task– promote teamwork and
communication
Where to find ready-made activities
• Med Ed portal (https://www.mededportal.org/)
• National Center for Case Study Teaching in Science (http://sciencecases.lib.buffalo.edu/cs/)
• Team-Based Learning Collaborative (http://www.teambasedlearning.org)
• But... What if you can’t find an activity suitable for your content, course level, course format…?
Identify learning
objective(s)
Find inspiration
Rough outline(i.e. Part I/II)
Assign team role and
define task
Write starter
questions
Transform questions for data analysis
Edit (challenge questions)
What works for us…
Theme Story Role InspirationNuclear structure & exp. design
Radiocarbon date the Shroud of Turin
Researcher in Zurich, Houston, or Oxford
Student “muddy points”
Isomers Find new indications for the infamous morning sickness drug, thalidomide
Drug developer Old lecture
Membranes & cellular traffic
Find a treatment for an antibiotic resistant “Super Bug”
Doctor at RMH News article
Nucleic acid & virus structure/function
Develop a bacteriophage therapy for antibiotic resistant bioterrorist attack
Scientist at the CDC
Sept. 11th VT vs. JMU football game
Cellular respiration
Investigate a possible diet drug overdose
Medical examiner at RMH
Buffalo case study
Cancer & genetics
Monitor cancer biomarkers in a patient and design a personalized treatment
Valerie’s doctor “Self” magazine article; student request
Your turn…• Select a theme for YOUR activity.• Your story?• What role will the students play?• What will their task be?
Identify learning
objective(s)
Find inspiration
Assign team role and
define task
Identify learning
objective(s)
Find inspiration
Rough outline(i.e. Part I/II)
Assign team role and
define task
Write starter
questions
Transform questions for data analysis
Edit (challenge questions)
Theme Story Role InspirationNuclear structure & exp. design
Radiocarbon date the Shroud of Turin
Researcher in Zurich, Houston, or Oxford
Student “muddy points”
Isomers Find new indications for the infamous morning sickness drug, thalidomide
Drug developer Old lecture
Membranes & cellular traffic
Find a treatment for an antibiotic resistant “Super Bug”
Doctor at RMH News article
Nucleic acid & virus structure/function
Develop a bacteriophage therapy for antibiotic resistant bioterrorist attack
Scientist at the CDC
Sept. 11th VT vs. JMU football game
Cellular respiration
Investigate a possible diet drug overdose
Medical examiner at RMH
Buffalo case study
Cancer & genetics
Monitor cancer biomarkers in a patient and design a personalized treatment
Valerie’s doctor “Self” magazine article; student request
“A Biological Arms Race”
The facts• DNA vs. RNA structure• Ubiquity of viruses• Definition of bacteriophages• Pros/cons of antibiotic v. phage
therapies• Viral structure• Structure/function of DNA, RNA,
proteins, and lipids (macromolecules)• Viral lifecycles• Viral host range• Basic bacterial phylogeny• Basic mechanisms of transcription &
translation
Identify learning
objective(s)
Find inspiration
Rough outline(i.e. Part I/II)
Assign team role and
define task
The inspiration• Previous week: Super
Bug antibiotic resistance
• Phage therapy as an alternative to antibiotics
• JMU vs. VT football game on September 11th, 2011
Set the sceneSept. 11th, 2010 is a great day for college football—The JMU Dukes defeat their long-time rival and
college football powerhouse Virginia Tech 21-16…
Sad to see the weekend end, students return to their classes as usual on Monday morning. Unfortunately, the true events of the previous weekend are just beginning to unfold…
On Tuesday and Wednesday approximately 50 students come to the University Health Center (UHC) complaining of fever, headache, and general malaise. These students are advised to return to their dorms/apartments to catch up on their rest and drink lots of fluids…
Having an interest in infectious disease, the medical director of the UHC quickly recognizes that these students are all suffering from the pneumonic plague—a lung infection of the bacterial pathogen, Yersinia pestis, resulting from the inhalation of infectious cells…
Given the natural rarity of the disease, it is likely that these outbreaks are a result of a bioterrorist attack at the previous VT-JMU football game…
As the outbreak spreads throughout both campuses, health care workers are advised to prescribe antibiotics to all patients presenting any plague-like symptoms.
You belong to a team of scientists in the Division of Emerging Infections and Surveillance Services (DEISS) at the CDC. Upon receiving the JMU Y. pestis samples, you get reports from both campuses that the antibiotic treatments are not working—the plague is spreading throughout student housing and patients are not improving. Both campus have seen the first of what is likely to be many casualties. This is a biological arms race and you are losing.
Identify learning
objective(s)
Find inspiration
Rough outline(i.e. Part I/II)
Assign team role and
define task
The story• Bioterrorist attack of a VT
vs. JMU football game—antibiotic resistant Yersinia pestis
• Student role: Team of scientists in the Division of Emerging Infections and Surveillance Services (DEISS) at the CDC
• Task: Develop a phage therapy to stop the epidemic
Rough outlineConvince your boss.
1. Isolate a YP phage.
2. Characterize the new phage.– Lytic vs. lysogenic– Molecular make-up– Define host range
Starter questions1. Compare/contrast antibiotic vs. phage
therapies.
2. Where might you find a YP phage?3. What makes a virus a virus?
4. Structure/function of viral particles?5. What are the steps of a viral infection?6. What’s the difference between RNA
and DNA?7. How are new viruses made?8. Is the host-range of a virus narrow or
broad?
Write starter
questions
Transform questions for data analysis
Edit (challenge questions)
Convince your boss.
Part I: Isolate a YP phage.
Part II: Characterize it.– Lifecycle– Molecular make-up– Host range
Rough outline(i.e. Part I/II)
Effective formats• Design an experiment (preferably using new techniques)
• Predict experimental outcomes
• Interpret existing data
• Draw conclusions from multiple pieces of data (e.g. weave new info with that from previous activities)
• Consider social context (e.g., ethics, environmental/economic impact)
• Make decisions and defend choices to other teams after simultaneous report
Compare/contrast antibiotic vs. phage therapies
Suggestions for implementation:1. Specific (reasonable) choices, that need to be ranked,
will help focus students.2. Defending choice to other groups will prompt great
discussion and maximize productivity.
Convince your boss.
Bloom’s level
Create
Evaluate
Analyze
Apply
Understand
Remember Why
pha
ge th
erap
y?The facts• DNA vs. RNA structure• Ubiquity of viruses• Pros/cons of antibiotic
therapies• Definition of bacteriophages• Viral structure• Structure/function of
macromolecules• Viral lifecycles• Viral host range• Basic bacterial phylogeny
Where might you find a YP phage?
Which virus?
Bloom’s level
Create
Evaluate
Analyze
Apply
Understand
Remember
Sel
ect t
he s
ourc
e
Sel
ect a
viru
s ty
pe
The facts• DNA vs. RNA structure• Ubiquity of viruses• Pros/cons of antibiotic
therapies• Definition of bacteriophages• Viral structure• Structure/function of
macromolecules• Viral lifecycles• Viral host range• Basic bacterial phylogeny
Why
pha
ge th
erap
y?
Part I: Isolation
What makes a virus a virus?
Bloom’s level
Create
Evaluate
Analyze
Apply
Understand
Remember
Sel
ect t
he s
ourc
e
Sel
ect a
viru
s ty
pe
The facts• DNA vs. RNA structure• Ubiquity of viruses• Pros/cons of antibiotic
therapies• Definition of bacteriophages• Viral structure• Structure/function of
macromolecules• Viral lifecycles• Viral host range• Basic bacterial phylogeny
Why
pha
ge th
erap
y?
How
cou
ld y
ou is
olat
e?
Labe
l
Part I: Isolate a virus
Structure/function of viral particles?
Predict the outcome of adding something that
destroys…
DNARNA
ProteinLipids
Structure of nucleic acids?
Bloom’s level
Create
Evaluate
Analyze
Apply
Understand
Remember
Sel
ect t
he s
ourc
e
Sel
ect a
viru
s ty
pe
The facts• DNA vs. RNA structure• Ubiquity of viruses• Pros/cons of antibiotic
therapies• Definition of bacteriophages• Viral structure• Structure/function of
macromolecules• Viral lifecycles• Viral host range• Basic bacterial phylogeny
Why
pha
ge th
erap
y?
How
cou
ld y
ou is
olat
e?
Labe
l
Out
com
e of
deg
radi
ng…
Gen
ome
anal
ysis
Part II: Characterize
Mechanism of infection?
Support or refute?
Change, and predict…
Host range?
Pulling from the tools/assays shown previously, design a controlled experiment
to test the virus’s host range.
Bloom’s level
Create
Evaluate
Analyze
Apply
Understand
Remember
The facts• DNA vs. RNA structure• Ubiquity of viruses• Pros/cons of antibiotic
therapies• Definition of bacteriophages• Viral structure• Structure/function of
macromolecules• Viral lifecycles• Viral host range• Basic bacterial phylogeny
Gen
ome
anal
ysis
Infe
ctio
n pr
edic
tions
Hos
t ran
ge—
desi
gn e
xp.
Part II: Characterize
Out
com
e of
deg
radi
ng…
Bloom’s level
Create
Evaluate
Analyze
Apply
Understand
Remember
Step backWrite starter
questions
Transform questions for data analysis
Edit (challenge questions)
Editing:• Trim to the appropriate length
• Get the most bang for your buck
• Review the complexity• Levels should vary• Sprinkle in lower-level questions• Add challenge questions
• Introduce simultaneous report
Effective formats• Design an experiment (preferably using new techniques)
• Predict experimental outcomes
• Interpret existing data
• Draw conclusions from multiple pieces of data
• Consider social context (e.g., ethics, environmental/economic impact)
• Make decisions and defend choices to other teams after simultaneous report
Your content…Overuse of antibiotics leads to
resistance in bacteria.• Design an experiment (preferably using new techniques)
• Predict experimental outcomes
• Interpret existing data
• Draw conclusions from multiple pieces of data
• Consider social context (e.g., ethics, environmental/economic impact)
• Make decisions and defend choices to other teams after simultaneous report
Course• Mixed majors
– First course in ISAT major– General Education course in
life sciences• 2 x 50min classroom time• 100-minute lab component
• TBL n =46 (2 sections)• Lecture n=38 (2 sections)• Honors TBL n=12 (1 section)
Experimental Question• Does TBL work as well as
traditional lecture?1. Do students perform as
well on tests and exams?
2. Does their confidence increase?
3. Will majors respond differently to TBL than non-majors?
Comparing TBL to Lecture: Mixed-Majors Introductory Biotechnology Course
Comparing TBL to Lecture: Experimental Design
Lecture: iRAT TBL: iRAT TBL: tRAT0
102030405060708090
100
62.7 59.8
87
Weekly Test Scores: Mean of 8 Tests
Regular lecture and TBL mean student performance on iRATs and tRATs
Regular lecture and TBL mean student performance on iRATs and tRATs
Non-cognitive Assessment: 17 Items on Likert Scale
Mastery of Content Items
I am comfortable discussing the basic biology of:
…antibiotic resistance in bacteria.
…production of a protein from a gene.
I am confident that I can read and understand news articles about:
…genetically modified organisms.
…genetic testing and/or counseling
Non-cognitive assessment: 17 Items
* denotes significantly different (p<0.005) values within pedagogical groups. ˄ denotes significantly different (p<0.05) values of pre- and post-test values between major categories within a given pedagogical grouping.
Conclusions
• No differences in...– Weekly test performance– Midterm/final exam performance– Change in confidence– Change in attitude (d.n.s.)– Any measure according to gender
… and here’s what former students have to say…
• “I studied because I don’t want to look like an idiot in front of my team!”
• “Are there lecture sections of this class? That must suck.”
• “Time goes really fast in this class. In most classes I just watch the clock.”
• “The alternative teaching method, while incredibly frustrating, was somewhat effective. I learned a lot more biology than I ever have before.”
• “Class was very fun-- I WANTED to go even though attendance was not required.”
• “I barely studied for the final. I remembered everything from class.”
• “This was my favorite class– I never knew what we were going to be doing.”
• “It was challenging, but this is the first time a science course really stuck with me.”
Overall, evaluation comments are positive