Diane Ebert-MayDepartment of Plant Biology

Michigan State University

ebertmay@msu.eduhttp://first2.org

Pathways to Scientific Teaching

Team at MSU•Rett Weber - Plant Biology (postdoctoral researcher)•Deb Linton - Plant Biology (Tri-C, Ohio)•Duncan Sibley - Geology•Doug Luckie - Physiology•Scott Harrison - Microbiology (graduate student)•Tammy Long - Plant Biology•Heejun Lim - Chemistry Education •Rob Pennock - Philosophy•Charles Ofria - Engineering•Rich Lenski - Microbiolgy•Janet Batzli - Plant Biology [U of Wisconsin]

•

The trouble with our times is that the future is not

what it used to be.

-Paul Valery, The Art of Poetry

Engage

Question 1

• Scientific teaching involves active learning strategies to engage students in the process of science.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly

disagree

Question 2

• Students learn science best by doing science.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly

disagree

Question 3

• How important is it to use multiple kinds of data to assess student learning?

Please respond on a scale of 0-100 in increments of 10:

Question 4

• How often do you use multiple kinds of data to make instructional decisions?

Please respond on a scale of 0-100 in increments of 10:

Question 5

• In my department, excellence in teaching is rewarded at a level comparable to excellence in research.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly

disagree

Question 1

• Scientific teaching involves active learning strategies to engage students in the process of science.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly

disagree

Question 2

• Students learn science best by doing science.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly

disagree

Large Class Meeting

Question 3

• How important is it to use multiple kinds of data to assess student learning?

Please respond on a scale of 0-100 in increments of 10:

Question 4

• How often do you use multiple kinds of data to make instructional decisions?

Please respond on a scale of 0-100 in increments of 10:

•

How People LearnBransford et al 1999,

2004

Question 5

• In my department, excellence in teaching is rewarded at a level comparable to excellence in research.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly

disagree

Articles derived from journal papers

Explore

Identify desired goals/objectives

Determine acceptable evidence

Design learning experiences

and instruction

Wiggins and McTighe 1998

Working Backwards

Multiple Choice … … Concept Maps … … Essay … … Interview

high Ease of Assessment low

low Potential for Assessment of Learning high

Theoretical Framework• Ausubel 1968; meaningful learning• Novak 1998; visual representations• King and Kitchner 1994; reflective judgment• National Research Council 1999; theoretical frameworks for assessment

Assessment Gradient

What is assessment?

Data collection with the purpose of answering questions about…

students’ understanding

students’ attitudes

students’ skills

instructional design and implementation

curricular reform (at multiple grainsizes)

Learning objectives

• Once you have a set of learning goals….

• assign a Bloom-level to each goal.

Statement that indicates level of expectation of performance

What level of learning do we ask of our students?

Bloom (1956) Cognitive Domain of Educational Objectives

6 categories - KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

•

Department of Plant Biology

Course Level

Mean B

loom

Level

Department of Plant Biology

% T

ota

l Q

s

Course Level*N items

Bloom Level

Explore more...

•Draw a visual model that shows the relationship between two terms:

Teaching

Research

Individually[on your carbonless paper]

Guidelines for Planning Research

How do instructors move from assessment to designing research on learning?

What did the assessment data suggest about student understanding?

Why didn’t students understand critical concepts?

What has been done already about students’ understanding of these concepts?

Ask Questions

Investigator’s Purpose

Improve own classroom instruction - action research?

Scientific research?

How and why will you select the research methods?

What kinds of data will you collect? Direct or Self-Report?

How will you analyze the data?

Design Study Collect Data

Research Designs

Data Collection

How will you analyze the data?

How could the results influence instruction?

Analyze Data

Quantitative data - statistical analysis

Qualitative data

break into manageable units and define coding categories

search for patterns, quantify

interpret and synthesize

Valid and repeatable measures

Data Analysis

Ideas and results are peer reviewed - formally and/or informally.

Science journals

Report the Study

Explain

Assessment Tools

.....or not

Detect Learning

What’s a tool used to test student’s attitudes?

What’s a tool used to test student’s attitudes?

2.VASS (Views)

22

1. Self-Efficacy

What’s a tool used to test knowledge?What’s a tool used to test knowledge?

22

1. Exam 2. Writing 3. PBA 4. Concept Inventory

The most common tool used is?The most common tool used is?

22

• What is the relationship among DNA, a gene, and a chromosome?

•a. A chromosome contains hundreds of genes which are composed of DNA.

•b. DNA contains hundreds of genes which are composed of chromosomes.

•c. A gene contains hundreds of chromosomes which are composed of DNA.

• An mRNA molecule with the following sequence is being read by a ribosome: 5' CCG-ACG -UGC 3'

What was the original 'antisense' DNA sequence that encoded this?

•a. 5' CCG-ACG-UGC 3'b. 5' CCG-ACG-TGC 3'c. 5' GGC-TGC-ACG 3'd. 5' CCA-CGT-CGG 3'

• What is the relationship among DNA, a gene, and a chromosome?

•a. A chromosome contains hundreds of genes which are composed of DNA.

•b. DNA contains hundreds of genes which are composed of chromosomes.

•c. A gene contains hundreds of chromosomes which are composed of DNA.

• An mRNA molecule with the following sequence is being read by a ribosome: 5' CCG-ACG -UGC 3'

What was the original 'antisense' DNA sequence that encoded this?

•a. 5' CCG-ACG-UGC 3'b. 5' CCG-ACG-TGC 3'c. 5' GGC-TGC-ACG 3'd. 5' CCA-CGT-CGG 3'

Hierarchy

has

Structure

has

Concept Maps

Visual DiagramsOr Models

are represent

Knowledge or Understanding

Concepts

display

connectedwith

Linking Words

Used for

Assessment Organization

Reflection &Learning

promotes

Context

is constructedwith

NewInformation

PriorKnowledge

www.ctools.msu.edu

Student’s Concept Map

Joseph Novak, in Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations 1998

“Meaningful learning results when the learner chooses to relate new information to ideas the learner already knows. Rote learning occurs when the learner memorizes new information without relating to prior knowledge.”

Connections

Organization

Visual

Reasoning

Models

Can crop transgenes be kept on a leash?

Marvier and Van Acker (2005)

Movement of transgenes beyond their intended destination - certainty.

Unlikely that transgenes can be retracted once they escape.

Human error, risk management issues.

Humans and ecosystems at risk from traits that escape?

•What questions would you ask to check students knowledge and comprehension after they read the paper?

Turn to your neighbor...

What is a gene? A transgene?

What is a trait?

How does an allele differ from a mutation? A transgene?

How can the genotype of an organism influence the phenotype?

How does sexual reproduction occur in plants?

Knowledge and Comprehension Qs

Box Model

Evolution and Natural

Selection

How does active learning affect students’ understanding of evolution and natural selection over time?

Objective (outcome)

Students will demonstrate understanding of evolution by natural selection.

•Changes in a population occur through a gradual change in individual members of a population.

•New traits in species are developed in response to need.

•All members of a population are genetically equivalent, variation and fitness are not considered.

•Traits acquired during an individual’s lifetime will be inherited by offspring.

Alternative Conceptions: Natural Selection

(AAAS 1999)

Pre-test: Essay Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.

Modified problem: populations of trees and animals

In guppy populations, what are the primary changes that occur gradually

over time?

a. The traits of each individual guppy within a population gradually change.

b. The proportions of guppies having different traits within a population change.

c. Successful behaviors learned by certain guppies are passed on to offspring.

d. Mutations occur to meet the needs of the guppies as the environment changes.

•Concept Inventory of Natural Selection. Anderson et al. 2004

CINS Multiple Choice

• Day 13 in class:

Pretest: CINS multiple choice and dino essay

Artificial selection in dogs

Groups discuss and record: Why are dogs only one species?

Groups discuss and record: Breed a larger dog.

Assign concept map 4 - homework

Active Learning

• Individual AssignmentMake a new concept map demonstrating your understanding of natural selection using the following concepts.

genetic variation evolution species population natural selection artificial selection selective agent

Concept Map 4

•Day 14 in class

Artificial selection in plants

Group discuss and record: What traits were selected and why?

Clicker Q: Plant fitnessNatural selection

Clicker Q: Selection on beak size

Group discuss and record: What traits were naturally selected in Hawaiian finches?

Minute paper: Natural and artificial selection

• Assign homework: Guppy sexual selection

Active Learning

•http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.html

Homework: Guppy Sexual Selection

•Day 15

In class: groups

Determine fitness of wild tobacco

Sexual selection

review guppy homework

Assign homework: concept map 5

Active Learning

• Individual AssignmentAdd the following terms to concept map 4.

biotic factorsabiotic factorsfitnesstraitmutationreproductionmeiosisallele frequencyvariationselection pressureadaptation

Concept Map 5

•2nd midterm exam

CINS multiple choice on natural selection

•Final exam

CINS multiple choice on natural selection

Dinosaur post test

Assessments

Days of Instruction

Mean

Perc

en

t C

orr

ect

PreMC

Post 1MC Post 2

MC

PostEssay

PreEssay

Clicker MC

Active Learning

Assessments 2005C-map 5

C-map 4

dayday

Pre MC - Pre EssayPre MC - Post 1 MCPre MC - Post 2 MCPre Essay - Post 1 MCPre Essay - Post Essay

0.350.540.250.330.53

Cmap 4 - Cmap 5Cmap 4 - Post 2 MCPost 1 MC - Post 2 MCPost 1 MC - Post 2 MC

0.600.380.380.29

Correlations (p<0.05)N= 49-117

Do Faculty Change?

Do Students Learn Better?

Has student learning responded to professional

development?

From T. Derting (NSF CCLI Final Report)

Has student learning responded to professional

development?

From Derting (NSF Final Report)

ResearchTeaching

Is it scientific?