Post on 17-May-2015
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Mary Pat WenderothDepartment of Biology
University of Washington
Bloomin’ Biology
National Research Council 1999
1. Address student’s preconceptions.
Three major findings:
2. Build BOTH a deep foundation of factual knowledge & strong conceptual framework.3. Enhance student’s ability to monitor their learning.
(metacognition)
How Bloom’s Taxonomy of Learning& Blooming Biology Tool can
1- Take the mystery out of learning for students
2- Enhance student metacognition
3- Help YOU align your teaching and testing
Evaluation- critique
Synthesis - create
Analysis- compare and contrast
Application-- solve
Comprehension-- define
Knowledge-- facts
Bloom, B.S., Krathwohl, D.R., and Masia, B.B. (1956)
Bloom, B.S., Krathwohl, D.R., and Masia, B.B. (1956)
KnowledgeKnowledge
ComprehensionComprehension
ApplicationApplication
AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation
Higher Order
Lower Order
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom, B.S., Krathwohl, D.R., and Masia, B.B. (1956)
---------------------Graduate
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Fr.
Fr.—So.—Jr.—Sr.--Graduate
Fr.—So.—Jr.—Sr.--Graduate
Fr.—So.—Jr.—Sr.--Graduate
Fr.—So.—Jr.—Sr.--Graduate
Fr.—So.—Jr.—Sr.--Graduate
Fr.—So.—Jr.—Sr.--Graduate
Colleague’s (Scott Freeman) query
Does the MCAT hinder efforts to introduce critical thinking into Introductory Biology courses?
•Team of 3 faculty (Alison Crowe, Clarissa Dirks, MP Wenderoth)
•Design a rubric based on Bloom’s Taxonomy
•Rank 700 exam questions
How the Blooming Biology Tool was created
1st year Medical School
MCAT
GRE Biology
Undergraduate Introductory Biology courses
High school AP Biology courses
Scored 50 questions
Need a more Biology specific Tool!
Physiology: Cardiac Output (MP Wenderoth)
Cell Biology: Nuclear transport (Alison Crowe)
Immunology: Virology (Clarissa Dirks)
Physiology: cardiac outputKnowledge
Which two variables determine cardiac output for an animal?
ComprehensionDefine cardiac output and why it is significant.
ApplicationLance Armstrong has a normal resting cardiac output 6L/min yet his resting heart rate is only 40 beats/min. What is his stroke volume?
Analysis
Compared to a normal resting male of the same height and weight, Lance Armstrong’s stroke volume is greatly increased. Provide a physiological explanation for a large stroke volume.
EvaluationIf an enlarged heart was observed on a CT scan of patient, how would you determine if this enlarged heart was pathological or not?
SynthesisCreate a summary sheet that is a pictorial depiction/ flow diagram of how changes in cardiac output influence mean arterial blood pressure.
•Calculations
•Concept maps
•Diagnoses
•Graphing
•Hardy-Weinberg analysis
•Molecular techniques (reading gels, microarrays)
•Phylogenetic trees
•Punnett Squares/ Pedigree Analysis
Bloom’s level GRAPHING
Knowledge Identify the parts of graphs and recognize different types of graphs (e.g., identify the X axis, identify a histogram)
Comprehension Describe the data represented in a simple graph
Application Draw a graph based on a given set of data; predict outcomes based on data presented in graph
Analysis Read and interpret a complex graph having multiple variables or treatments and explain biological implications of data
Synthesis Create a graphical representation of a given biological process or concept
Evaluation Assess the relative effectiveness of different graphical representations of the same data or biological concept
Crowe, Dirks & Wenderoth 2008. CBE- Life Science Education 7:368.
Find HIGHEST Bloom level
How we “Bloom” a How we “Bloom” a question.question.
Compared to a normal resting male of the same height and weight, Lance Armstrong’s stroke volume is greatly increased. Provide a physiological explanation for a large stroke volume.
EvaluationSynthesisAnalysisApplicationComprehensionKnowledge
✔✔✔
✔
Interesting side-effect of developing these rubrics!
We each started changing the way we taught.
10 min of class
Homework:
Bloom’s mnemonic
Purpose: All questions are not created equal! Help students monitor their learning.
Discuss mnemonic
“Bloom the question”
In all subsequent
classes
C
AN
K-C
AP
C
Bloom’s distribution of exam questions
Helps me align my teaching & testing
Help students set appropriate expectations of test
Learning Goals Class Activities Assessment
Lack of Alignment
Student frustration
Learning Goals Class Activities Assessment
Misalignment
Students
Learning Goals Class Activities Assessment
Make Alignment EXPLICIT
Avg= 70
Bloom’s
Distribution
Grade
Distribution
Students access their Bloom scores via on-line grade reporting tool (Dave Hurley)
Bloom’s-based Learning Activities for Students
“BLASt”
Crowe, Dirks & Wenderoth 2008. CBE- Life Science Education 7:368.
PRE- Bloom’s “But I studied so hard!”POST- Bloom’s “I need help with analysis level questions”
“I remember initially thinking, “Why are we wasting valuable class time on Bloom's taxonomy?” I felt that Bloom's taxonomy was a burden, but I now use Bloom's taxonomy unconsciously to attack many problems. It is a method used to help organize my thoughts before I act.”
Recap
1 - Introduce Bloom’s FIRST day of class
2 - “Bloom” in-class questions ( for practice)
3 - “Bloom” old exam ( to set expectations)
4 -”Bloom” new exams ( to check my alignment)
5 - Show “Bloom” distribution of exam performance
6 - Provide individual “Bloom”exam performance scores
7 - Give students BlAST- learning guide
CAUTIONS
1.Do not have students “Bloom” exam during exam– takes too much time
2.Best to work as a team when Blooming questions ( for you and your students)
3.Don’t worry about “splitting hairs” on application vs analysis level questions.
CBE-Life Sciences Education 7:368-381, 2008
Zheng et al. (2008). Science 319
GRE2.32
Undergrad 2.43
AP Bio 2.35
Med 1.93
MCAT2.57
K C Ap An S E
•1st yr Medical School
•MCAT
•GRE Biology
•Intro Biology courses
•AP Biology courses
National Research Council 1999
1. Address student’s preconceptions
Three major findings:
2. Build BOTH a deep foundation of factual knowledge AND strong conceptual framework.3. Enhance student’s ability to monitor their learning (metacognition
)
Thank you PearsonforThe sunThe sandThe food & drinkThe opportunity to “talk teaching”
“To achieve these ambitious goals, we will need much more emphasis on both science education and the “science of education”.
Science Jan 2, 2009