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EDUCATIONAL INSTITUTE FOR RESPONSIBLE RESEARCH ON INFECTIOUS DISEASES: ENSURING SAFE SCIENCE IN THE 21ST CENTURY AQABA, JORDAN, SEPTEMBER 7-13, 2012 Pre-workshop Survey
EDUCATIONAL INSTITUTE FOR RESPONSIBLE RESEARCH ON INFECTIOUS DISEASES:
ENSURING SAFE SCIENCE IN THE 21ST CENTURYAQABA, JORDAN, SEPTEMBER 7-13, 2012
Pre-workshop Survey
Throughout the Institutewe will use a variety of techniques and tools.
iClicker
A radio frequency classroom response system that helps us better connect!
Why do we want to use iClickers?
iClickers will:
• help learners to be engaged during presentations.
• allow learners to assess their knowledge during presentations.
• allow presenters to assess learners knowledge during the presentations.
• keep responses confidential.
• enhance collegial instruction.
Let’s Practice Using Them!
I have used this kind of technology before.
A.YesB.No
I live in . . .
A.AlgeriaB.EgyptC.JordanD.LibyaE. Yemen
Pre-workshop Survey
Please answer the following questions to the best of your ability.
Which of the following is NOT an example of research misconduct?
A. Fabrication of research dataB. Falsification of research dataC. Plagiarism of research findingsD. Differences in interpretationE. Failure to comply with regulations
Which of the following authors have responsibility for research findings published in a scientific journal?
A. First authorB. Last authorC. Senior AuthorD. Laboratory supervisorE. All authors
Selection of an animal species for use in research should be based upon which of the following?
A. CostB. Ease of regulationsC. Appropriateness for disease under studyD. AvailabilityE. Sex/gender
What was the first virus to be synthesized synthetically?
A. Variola major (Smallpox)B. PolioC. InfluenzaD. MeaslesE. Dengue
When teaching information, an instructor assesses learning.
This is only done to assign a grade, or to pass or fail the learner.
A. True B. False
When teaching information, an instructor assesses learning.
Assessment should be done periodically during the teaching session.
A. TrueB. False
An instructor should provide opportunities for learners to assess their learning during the learning process.
A. TrueB. False
Teaching is a form of active learning.
A. TrueB. False
There is an important association between active learning and a learner’s misconceptions.
A. TrueB. False
Active learning is when the learners are engaged in their own learning by doing something other than just passively listening to the instructor and taking notes.
Active learning should completely replace lectures.
A. TrueB. False
How People LearnClarissa Dirks – The Evergreen State College
Jay Labov – National Academies
Learning objectives for this session:Participants will be able to . . .
Compare today’s learners with those of the past
Apply ways in which we can help people learn
Define “Scientific Teaching”
Explain Backward Design and apply it to the work of the institute
Who are our students – the learners?
The Millennial Generation (Gen Y):Compare and contrast undergraduates, graduate students and postdocs today to those when you were in college.
Think-Pair-Share
How does life experience impact learning?
Think-Pair-Share
National Research Council 1999
Three major findings:
2. Build both a deep foundation of factual knowledgeand strong conceptual framework.
1. Address learners’ preconceptions
3. Enhance students’ ability to monitor learning(metacognition)
1. Address learners’ misconceptions.
Battery
1
2
50
The diagram above shows a battery connected to a series of 50 light bulbs (Bulbs 3 through 49 are not shown.) Which of the following statements is a correct description of the brightness of the bulbs.
a. 1 > 2 > 50b. 1 > 2 = 50c. 1 = 2 > 50d. 1 = 2 = 50e. None of the above is true.
Battery and BulbsClickers!
2. Build both factual knowledgeand conceptual framework.
How People Learn, Chase & Simon 1973
The value of conceptual frameworks
The chessboard challenge
Correctly place the 25 chess pieces
0
5
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eces
cor
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Trial number
MasterClass ABeginner
Chess masters – Class A players – Beginners
Group Work
Board #2
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# pi
eces
cor
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ly r
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trials
Master
Class A
Beginner
2. Build BOTH
Factualknowledge
Conceptualframework
ONhttp://www
3. Enhance learners’ metacognition.
KNOWLEDGE about cognitionWhat do we know and what do we need to know to solve a problem
REGULATION of cognitionHow do we know when we know something
Schraw 1998 Instructional Science 26:113
How do you know when you know something?
How do you know when your mentees know or don’t know something?
How do your mentees know if they know something?
Brainstorm
National Research Council 1999
1. Address preconceptions
2. Build conceptual framework
3. Monitor learning-metacognition
How do we implement this in classroom?
Three major findings:
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Science of Learning
•Audio-visual•Demonstration•Discussion•Lecture•Practice•Reading•Teaching
Science of Learning
NTL Institute for Applied Behavioral Science
Group Work
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Science of Learning
•Audio-visual•Demonstration•Discussion•Lecture•Practice•Reading•Teaching
Science of Learning
NTL Institute for Applied Behavioral Science
•Audio-visual•Demonstration•Discussion•Lecture•Practice•Reading•Teaching
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Science of Learning
lecturereading
teaching
practice
discussion
demonstration
audio-visual
Science of Learning
For learners, active learning is uncomfortable and lecture is comfortable!
REFERENCES
Low retention with passive reading and listeningActive-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities. Michelene T. H. Chi Topics in Cognitive Science 1 (2009) 73–105
Teaching versus readingGraduate Studernts’ Teaching Experiences Improve Their Methodological Research Skills David F. Feldon, et al. Science 333, 1037 (2011)
Demonstrations and A-V ( vs. predictions and discussion)Classroom demonstrations: Learning tools or entertainment? C. H. Crouch, A. P. Fagen, J. P. Callan, and E. Mazur American Journal of Physics (2004) 72 (6):835-838.
Value of Discussion-Peer Teaching- Eric Mazur-Why peer discussion improves performance on in-class concept questions. M. Smith, W. Wood, W. Adams, C Wieman, J. Knight, N. Guild, T. Su. Science (2009) 323 (5910): 122-124.
Practice-Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. K.A. Ericsson (2004) Academic Medicine 79:S70-S80.-Talent is Overrated. Geoff Colvin
“Deliberate Practice”
Practice designed to improve performance
Practice is mentally draining
Learners receive feedback on performance.
Talent is Overrated- Geoff Colvin
Anders Ericsson
Spr ‘02
Spr ‘03
Spr‘05
Fall ‘05
Fall‘07
Fall ‘09
< 1.5 18.2% 15.8% 10.9% 11.7% 7.4% 6.3%
Increased Course Structure Improves Performance in Introductory Biology
Freeman, Hake, & Wenderoth (2011) CBE—LSE 10, 175–186
Socratic Method
Socratic Method
T-P-S clicker questionson-line homework
Reading Quiz4-6 clicker questionsin-class worksheetson-line homework
Freeman, et al. (2007) CBE—LSE 6, 132-139
Spring 2003 Midterm 2
0
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60
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95100More
Points
Nu
mb
erSocratic method
SPR ‘0315.8 % fail
Spring 2005 Midterm 2
0
510
1520
25
3035
4045
50
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Points
Nu
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erClicker QsOn-line HW
SPR ‘0510.9 % fail
Freeman, et al. (2007) CBE—LSE 6, 132-139
Take home message
Learning increases when the learning is active.
The person doing the talking is often doing the learning.
Brainstorm:In what ways have we made this an
active learning session?
What steps do researchers take as they engage in a new line of work?
“Talk to your neighbor”
What is Scientific Teaching?
“Talk to your neighbor”
The classroom reflects the process of science – evidence based
The classroom captures the rigor, iterative nature, and spirit of discovery of science at its best
Students learn the process and skills of science
The classroom includes all students
What is Scientific Teaching?
Handelsman et al., 2004 Science 304:521-522.
Institute Themes
Active learning
Assessment
Diversity
What is diversity in the classroom?
Brainstorm
DIVERSITY
in the classroom
Cognitive and Learning Styles
Gender, Race, and Style
Prejudices and Biases
Life Experience
Institute Methodsfor
Creating Educational Materials
Group Work
Iterative Feedback
Backward Design
Standard course planning
Choose textbook
Create syllabus
Write/revise lectures, notes
Prepare PowerPoint /lecture presentations
Write exams
Instructor-centered
Adapted from Wiggins and McTighe (1998)
General Course Goals
MeasurableObjectives
Summative Assessment
(Exams)
Formative Assessment(Instruction)
An Alternative Approach that is Student Centered
is
Backward Design
This is the approach we will use this week to develop materials for dissemination of the content of this workshop.
This will be done in steps each day.
Backward Design
MeasurableObjectives
Summative Assessment
Formative Assessment
Sunday Monday/Tuesday Monday/Tuesday
Thank You!
