Scientific Teaching Goals: • to introduce ST/AL (scope, need for it, evidence of benefits) • to practice some ST/AL methods. • to critically examine some of its claims & Active Learning objectives: after this session, you should be able to: - explain the core concepts behind ST/AL; - find and critically read some primary research papers on evidence for ST/AL effects - find more ST/AL resources and tools - devise ways to transition a course unit from a passive (lecture-only) to a more active mode. - anticipate the challenges that may arise
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Scientific Teaching Goals: to introduce ST/AL (scope, need for it, evidence of benefits) to practice some ST/AL methods. to critically examine some of.
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Scientific Teaching
Goals: • to introduce ST/AL (scope, need for it, evidence of benefits)• to practice some ST/AL methods.• to critically examine some of its claims
& Active Learning
objectives: after this session, you should be able to:- explain the core concepts behind ST/AL;- find and critically read some primary research papers on
evidence for ST/AL effects- find more ST/AL resources and tools - devise ways to transition a course unit from a passive
(lecture-only) to a more active mode.- anticipate the challenges that may arise when doing this.
August 26, 2013: lecture 1…
Extracellular recording of an action potential
- – – – -
fiber
worm
– – + + + + + + – – – –
time (msec)
millivolts(10-3 V)
intracellularelectrode
0
-70
time (msec)
microvolts(10-6 V)
extracellularelectrode
0
-20
Preparation
Stimulating electrodes
To amplifier & digitizer
TWO recording electrodes
Differential amplification with two extracellular electrodes
- – – – -
– + + + + + - – – – – –
1
V1
2
V2 V1–V2
- – – – -– – – + + + + - – – – –
+1 msec
- – – – -
– – – – – – + + + + - –
+2 msec
Noise reduction by differential recording
V2
V1
superimposedsuperimposed
V1–V2
Two weeks later… (lecture 2)
Two weeks later… (lecture 2)
Two weeks later… (lecture 2)
- only 33% correct!
What happened (or didn’t happen) in lecture 1?
Could this have been taught more effectively ?
How? (Think-Pair-Share)
What should I do next (in lecture 2) ?(Think about this, – Pair to discuss - Share your
conclusions)
Why “scientific” teaching?
EmpiricalInquiry
Creativity
Rigorous
Data
Interest Real content
bringing the spirit and the standards of research from our lab/field to the classroom
developed by science researchers (but has older, broader philosophical roots)
for those, trained as researchers, who also teach science
• high overall loss rate from STEM majors (~ 50%) - shift to other majors - drop out of college
- scientifically skilled workforce
• loss rate higher &/or advancement lower for - poorer students- some (cultural, ethnic) minorities- women
Themes & terms
Active LearningConstructivism
Inclusive teachingAssessment
Backward design
formative
Bloom’s taxonomy
Teachable unit / tidbit
Alignment
Learning goals & specific objectives
Transparency Metacognition
Themes & terms
Inclusive:
Diversity of….
involveengage
respond tohear from
all students
Normalized learning gains (% of possible maximum) on 12 common pre-test and post-test questions
Knight JK and Wood WB. 2005.
Teaching more by lecturing less.
Cell Biology Education 4: 298 – 310.
traditional (F ‘03)
interactive (S ‘04)
interactive (S ‘05)
Upper-level Developmental Biology course, 3 semesters Same instructors, syllabus & textbook; similar demographics
Evidence for effectiveness….
or not…
writing testable hypotheses experimental design
http://cst.yale.edu
More evidence + resources, tools, teaching materials
Effects of lecturer performance:video lecture on genetics of calico cats
fluent lecturer dysfluent lecturer
“In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the instructor slumped, looked away, and spoke haltingly with notes.”
Carpenter et al.,, Psychonomic Bulletin & Review May 2013
“The fluent speaker was rated as significantly more organized,knowledgeable, prepared, and effective than thedisfluent speaker, ts > 8.77, ps < .001, ds > 2.70 .....”
“Participants who viewed the fluent speaker also indicated that they learned the information better (M = 3.48, SD = 1.03), as compared with those who viewed the disfluent speaker (M = 1.76, SD = 0.89)......”
Carpenter et al.,, Psychonomic Bulletin & Review May 2013
Effects of lecturer performance“After watching the video, participants ... were asked to predict how much of the content they would later be able to recall.....” and were tested, after a 10 minute interval, on how much they actually recalled. Results:
Take-home message(s) for lecturers? for students?
Themes & terms
Active Learning
Constructivism
Inclusive teaching
Assessment
Backward design
formative
Bloom’s taxonomy
Teachable unit / tidbit
Alignment
Learning goals & specific objectives
Transparency Metacognition
Course development....
Conventional
CoverageContent: topics list
Description
Delivery
TextbookGrading: competitive, curved
Lecturesyllabus Assessment(summative)
ST/AL
Goalsobjectives
Assessment(formative & summative) Cooperative
Inclusion
Content: ideas, skills frameworkSession
Grading: open rubrics
Scientific Teaching
Goals: • to introduce ST/AL (scope, need for it, evidence of benefits)• to practice some ST/AL methods.• to critically examine some of its claims
& Active Learning
objectives: after this session, you should be able to:- explain the core concepts behind ST/AL;- find and critically read some primary research papers on
evidence for ST/AL effects- find more ST/AL resources and tools - devise ways to transition a course unit from a passive
(lecture-only) to a more active mode.- anticipate challenges that may arise when doing this.