Pedagogical Strategies to Strengthen Learning in Introductory STEM
Courses
Thomas Tretter (CEHD)&
Christine Rich (A&S Chemistry)
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
PRIMES IN A NUTSHELL
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Funded by the NSF-STEM Talent Expansion Program (STEP)
A cross-college collaboration that includes 14 faculty in 9 departments from A&S, CEHD, and Speed.
The goal is to increase by 25% the number of UofL STEM baccalaureate degrees awarded by 2016
The strategy is to explore ways to improve STEM student retention to reach that goal
PRIMES Retention Strategies
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Increase faculty-student interactions University wide PRIMES-sponsored events
for STEM undergraduates Departmental (RSO) events and activities
funded by PRIMES Transform STEM teaching & learning
Institutionalizing undergraduate teaching assistant (UTA) courses for STEM majors
Provide these UTAs formal training in STEM pedagogy to make them effective, engaging, role-models to students in introductory STEM courses
The PRIMES UTA Strand
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
This academic year there are 141 PRIMES UTAs
Trained in STEM best practices through a combination of workshops, seminars, and online/Blackboard activities with PRIMES faculty
PRIMES UTAs
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Engaging students in labs, recitations, and peer-centered learning groups
How Students Learn
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press.
----------------------------------------------------A synthesis of the research literature on how people learn
3 dominant themes emerge
How Students Learn
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press.
----------------------------------------------------A synthesis of the research literature on how people learn
3 dominant themes emerge
(1) Metacognitive approaches to learning
How Students Learn
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press.
----------------------------------------------------A synthesis of the research literature on how people learn
3 dominant themes emerge
(1) Metacognitive approaches to learning
(2) Well-developed mental models (facts, relationships, what is relevant & when)
How Students Learn
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan & J.D. Bransford, (Eds.) Washington, DC: The National Academies Press.
----------------------------------------------------A synthesis of the research literature on how people learn
3 dominant themes emerge
(1) Metacognitive approaches to learning
(2) Well-developed mental models (facts, relationships, what is relevant & when)
(3) Preconceptions are critical elements for starting points
(NOTE: These are not distinct but rather interrelated themes)
Metacognition Illustration
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
On next slide is a list of 15 short words or phrases.
How many can you remember after 30 seconds of “study” time?
Phrases to Remember
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
How many do you remember?
Phrases to Remember
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Now how many do you remember?
Metacognition Implementation Strategies
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
• Think-alouds (for complex thinking, not trivial things)
• Generate complex graphics or charts with the students rather than presenting a completed product
• Whiteboards (students commit to response, then discussion of reasoning)
• Think-Pair-Share
Mental Models
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
To support student development of their own mental models, you need some mechanism to get inside their heads.
Formative Assessment FOR Learning
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Informs your teaching…allows you to adjust your instruction to suit student needs in the moment
Ungraded activities, questioning, and discussions that give you a ‘snapshot’ of where students stand in their understanding
We all know about ‘clickers’ in the classroom, but there are so many other strategies. A good resource we use for ideas is Page Keeley’s Science Formative Assessment, Human Scatterplots
Commit & Toss
Think, Pair, Share
Muddiest Point
Whiteboarding
Fact First Questioning
POMS
Use a Prompt to Probe• Adria and Dylan are conducting a science
experiment in their 5th grade class. They set out the following 4 items on a table in the classroom before leaving for the day: a glass block, a carpet tile, a ceramic tile, and a block of wood.
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Use a Prompt to Probe• The next morning they measured the
temperature of each object with a sensitive thermocouple. What did they discover?
• A) None had the same temperature• B) 2 had the same temperature• C) 3 had the same temperature• D) All had the same temperature
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Formative Assessment Components Assess prior knowledge Probe for misconceptions Introduce the terminology Guide understanding with key
questions
Through the Teacher’s Lens
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Assessing by Application
Based on what you have learned explain why cooks often use spoons and spatulas made from wood or plastic material while pots and saute pans are made of metals.
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Formative Assessment Component Probe for persisting misconceptions Check for ability to transfer the
knowledge to a new situation (application)
Check for mastery of the terminology
Through the Teacher’s Lens
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Questioning
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Paper bags task: for 2 minutes, write as many questions that you can think of about the object inside
Questioning
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Closed vs. Open QuestionsTwo types of questions:
• Closed (convergent) questions – typically have one specific answer
• Open (divergent) questions – typically have many possible answers
Each type has value, but they tend to have different purposes and promote different types of thinking
Questioning
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
Closed vs. Open QuestionsTwo types of questions:
• Closed (convergent) questions – typically have one specific answer
• Open (divergent) questions – typically have many possible answers
Each type has value, but they tend to have different purposes and promote different types of thinking
TASK• Label each of the questions you’ve written as
Closed (C) or Open (O)
Questioning Implementation Strategies
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
• Preplan a few good open questions
• Fact-first Questioning approach
• Blend closed and open
• Wait time
• Thoughtful and intentional use of questioning
Preconceptions
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
In a short paragraph, write the reasons for seasons
Point Of Most Significance (POMS)
Metacognitive strategy used to help students connect with the important goals of a lesson
On a post-it note record the POMS of today’s presentation
Partnership for Retention Improvement in Mathematics,
Engineering, and Science
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