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Teaching for Understandin g in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University [email protected] http://first2.org
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Page 1: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Teaching for Understanding

in Large Classes:

Active Learning& Assessment

Diane Ebert-MayDepartment of Plant Biology

Michigan State University

[email protected]://first2.org

Page 2: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 3: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

The trouble with our times is that the future is not what it

used to be. -Paul Valery, The Art of Poetry

Page 4: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Implement a learning cycle instructional design

Organize and use cooperative groups

Create an inquiry-based, student-centered classroom

Develop goals/assessments

Use concept maps - maybe

Analyze data to improve instruction

Develop rubrics for assessment

Figure out if the rewards are worth “it”

Objectives: you will be able to.....

Page 5: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Engage

Explore

Explain

Assess

Learning Cycle

Page 6: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Engage

Page 7: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 1

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

Page 8: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 2

Science should be taught as it is practiced.

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

5=strongly disagree

Page 9: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 3

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

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

Page 10: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 4

How often do you use data to make instructional decisions?

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

Page 11: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 5

Large lectures (+50 at UM) are active learning environments.

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

1=strongly disagree

Page 12: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

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

Question 6

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

5=strongly disagree

Page 13: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Where on the continuum is the ideal classroom ?

Question 7

Page 14: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Where on the continuum is your classroom?

Question 8

Page 15: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 1

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

Page 16: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 17: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 18: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 19: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 20: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 21: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 2

Science should be taught as it is practiced.

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

5=strongly disagree

Page 22: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Learners doing science...

Page 23: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 3

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

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

Page 24: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

How important is it to use multiple forms of data to assess student

learning?

%

Relative Importance n=127

Page 25: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 4

How often do you use data to make instructional decisions?

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

Page 26: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

How often do you use data to make instructional decisions?

n=127Frequency

%

Page 27: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 5

Large (+50 UM) introductory courses are active learning environments.

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

1=strongly disagree

Page 28: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

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

Question 6Please respond on a scale of 1-5:

1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

Page 29: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 30: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 31: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 32: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Where on the continuum is the ideal classroom ?

Question 7

Page 33: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Where on the continuum is your classroom?

Question 8

Page 34: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Explore

Page 35: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

What’s up with Termites?

1. On a sheet of paper, draw two circles near each other on the center of the page.

2. Release termites onto paper.

3. Keep creatures safe. I shall collect them in their original habitat.

4. What do you observe about termite behavior?

5. Develop a question your group could explore if you had more time.

(15 minutes - select a timekeeper)

Page 36: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

1. Develop 3 possible goals/ objectives for this ‘inquiry’

Team Written response. Overhead.Reporter - Recorder - Timekeeper - (10 minutes)Checker -

2. Develop an assessment appropriate for one of the goals/objectives.

Page 37: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Explain

Page 38: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

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)

Page 39: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Why do assessment?

Improve student learning and development.

Provides students and facultysubstantive feedback about student understanding.

Challenge to use disciplinary research strategies to assess learning.

Page 40: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Assessment

Page 41: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Guidelines for thinking about research...

What did students learn? (assessment data)

Why did students respond a particular way? (research)

What are the working hypotheses or questions?

What has already been done? Literature says...

How and why to select methods? Conduct study...

How to analyze and interpret data?

What do the results mean?

Are findings valid and generalizable?

Page 42: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Research

Page 43: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Data collection

Page 44: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Assessment GradientAssessment Gradient

High

Ease of

Assessment

Low

Multiple Choice, T/F

Diagrams, Concept maps, Quantitative

response

Short answer

Essay, Research papers/ reports

Oral Interview

Low

Potential for

Assessment of

Learning

High

Page 45: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Identify desired

outcomes

Determine acceptable evidence

Design learning experiences

and instruction

Wiggins and McTighe 1998

Page 46: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Objective (outcome):

Students will demonstrate understanding of evolution by natural selection.

Page 47: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Problem (evidence)Write a scenario that explains the phenotypic changes in the tree and the animal. Use your understanding of evolution by natural selection.

Text

Page 48: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

How do we develop rubrics?

1. Describe the goal/objective for the activity, problem, task...

2. Select the assessment tasks aligned with goals

3. Develop performance standards4. Differentiate levels of responses

based on clearly described criteria5. Rate (assign value) the categories

Page 49: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Level of Achievement General Approach ComprehensionExemplary(5 pts)

• Addresses thequestion.• States a relevant,justifiable answer.• Presents arguments ina logical order.• Uses acceptable styleand grammar (noerrors).

• Demonstrates an accurate andcomplete understanding of thequestion.• Backs conclusions with dataand warrants.• Uses 2 or more ideas,examples and/or arguments thatsupport the answer.

Adequate(3 pts)

• Does not address thequestion explicitly,although does sotangentially.• States a relevant andjustifiable answer.• Presents arguments ina logical order.• Uses acceptable styleand grammar (oneerror).

• Demonstrates accurate but onlyadequate understanding ofquestion because does not backconclusions with warrants anddata.• Uses only one idea to supportthe answer.• Less thorough than above.

Needs Improvement(1 pt)

• Does not address thequestion.• States no relevantanswers• indicatesmisconceptions.• Is not clearly orlogically organized.• Fails to use acceptablestyle and grammar (twoor more errors).

• Does not demonstrate accurateunderstanding of the question.• Does not provide evidence tosupport their answer to thequestion.

No Answer (0 pts)

Scoring Rubric for Quizzes and Homework

Page 50: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Advantages of Scoring Rubrics

Improve the reliability of scoring written assignments and oral presentationsConvey goals and performance expectations of students in an unambiguous wayConvey “grading standards” or “point values” and relate them to performance goalsEngage students in critical evaluation of their own performance Save time but spend it well

Page 51: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Limitations of Scoring RubricsProblem of criteria

Problem of practice and regular use

Scoring Rubric websitehttp://www.wcer.wisc.edu/nise/cl1/flag/

Sample Rubrics for Environmental Sciencehttp://www.msu.edu/~ebertmay/isb202/home.html

Page 52: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

What Type of Learning?Bloom (1956) Cognitive Domain of Educational Objectives

6 categories - KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Condense to 4 - easy to work with

Page 53: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Cognitive LevelsKnowledge - remember

Comprehension and Application - grasp meaning, use, interpret

Critical Analysis - original thinking, open-ended answers, whole to parts, parts to whole, evaluation

Synthesis - make connections, evaluate

Page 54: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Model for Learning - System

Page 55: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

So what is a concept?1.Take a piece of paper -- one of the ‘dino-tree’

responses will work--

2.Fold it in half.

3.On the top half, draw a bicycle.

4.On the bottom half, describe bicycle in writing.

5.Which is a better representation of the concept ‘bicycle’?

6.Would a concept map be “best”?

Page 56: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.
Page 57: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Concepts are...Pr

otot

ypica

lKnowledge-based

Lexical

Page 58: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

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

Page 59: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

www.ctools.msu.edu

Page 60: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Robo Grader in Action

Page 61: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

TextStudent’s Concept Map

Page 62: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

1. Select a concept that is critical for your students to understand.

2. Identify 4 or 5 subconcepts that are important to understanding that concept

e.g., DNA - Gene- Chromosome - Enzyme

For a course you teach .....

3. Arrange them by rank order - top most general, bottom most specific

4. Add linking lines to make connections between two concepts

5. Add linking words that describe the relationship between two concepts

Page 63: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Does active, inquiry-based instructional design influence students’ understanding of evolution and natural selection?

Pre-Posttest Analysis

Page 64: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

■ 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

Page 65: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

(AAAS 1999)

Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.

Page 66: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Misconception: individuals evolve new traitsMisconception: individuals evolve new traits

% o

f S

tud

ents

n=80; p<.01

Page 67: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Misconception: evolution is driven by needMisconception: evolution is driven by need

% o

f S

tud

ents

n=80; p<.01

Page 68: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

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

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 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.

Anderson et al 2002

Page 69: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Posttest: Student responses to mcPosttest: Student responses to mc

% o

f S

tud

ents

n=171

*

Page 70: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Animal/Tree Posttest: Gain in student understanding of fitnessAnimal/Tree Posttest: Gain in student understanding of fitness

% o

f S

tud

ents

n=80; p<.01

Page 71: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Quantitative Data

Qualitative Data

Design Experiment

Ebert-May et al. 2003 Bioscience

Page 72: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

How do assessment questions help us determine students’ prior understanding and progressive thinking about the carbon cycle.

Question

Page 73: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Instructional Design

• Two class meetings on carbon cycle (160 minutes)

• Active, inquiry-based learning– Cooperative groups– Questions, group processing, large lecture

sections, small discussion sections, multi-week laboratory investigation

– Homework problems including web-based modules

• Different faculty for each course– One graduate/8-10 undergraduate TAs per

course

Page 74: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Experimental DesignTwo introductory courses for majors:

Bio 1 - organismal/population biology (faculty A)

Bio 2 - cell and molecular biology (faculty B)

Three cohorts:Cohort 1 Bio 1 (n=141)Cohort 2 Bio1/Bio2 (n=63)

Cohort 3 Other/Bio2 (n=40)

Page 75: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Assessment Design

Multiple iterations/versions of the carbon cycle problem Pretest, midterm, final with additional formative assessments during classAdministered during instructionSemester 1 - pretest, midterm, final exam Semester 2 - final exam

Page 76: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Grandma Johnson Problem Hypothetical scenario: Grandma Johnson

had very sentimental feelings toward Johnson Canyon, Utah, where she and her late husband had honeymooned long ago. Her feelings toward this spot were such that upon her death she requested to be buried under a creosote bush overlooking the canyon. Trace the path of a carbon atom from Grandma Johnson’s remains to where it could become part of a coyote. NOTE: the coyote will not dig up Grandma Johnson and consume any of her remains.

Page 77: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Analysis of Responses

Used same scoring rubric (coding scheme) for all three problems - calibrated by adding additional criteria when necessary, rescoring:

Examined two major concepts: Concept 1: Decomposers respire CO2

Concept 2: Plants uptake of CO2

Explanations categorized into two groups:Organisms (trophic levels)Processes (metabolic)

Page 78: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Code Organisms Code Processes and pathways 1 Decomposers IA Cellular Respiration IB Release CO2 2 IIA Pathway of Carbon

Primary producers IIA _1: through Air IIA _2 : through Root IIA _3 : no mention about pathway IIB Make Glucose IIC Photosynthesis 3 Herbivore III Respiration

(glycolysis, Kreb cycle) 4 Carnivore IV Respiration

(glycolysis, Kreb cycle)

Coding Scheme

Page 79: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Corr

ect

Stu

den

t R

esp

on

ses

(%)

Cellular Respiration by Decomposers

Bio1/Bio2 Other/Bio2

Friedmans, p<0.01

Page 80: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Pathway of Carbon in Photosynthesis

Bio1/Bio2

Corr

ect

Stu

dent

Resp

on

ses

(%)

Other/Bio2

Friedmans, p<0.05

Page 81: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Question 9

True or False?

Assessing student learning in science parallels what scientists do as researchers.

Page 82: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Description:

-What is happening?

Cause:

-Does ‘x’ (teaching strategy) affect ‘y’ (understanding)?

Process or mechanism:

-Why or how does ‘x’ cause ‘y’?

Parallel: ask questions

Page 83: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

We collect data to find out what our students know.

Data helps us understand student thinking about concepts and content.

We use data to guide decisions about course/curriculum/innovative instruction

Parallel: collect data

Page 84: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

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

Parallel: analyze data

Page 85: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

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

Parallel: peer review

Page 86: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Examples to View

Page 87: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

Assessment of Workshop

Minute Paper

Q1 What was helpful to you? Why?

Q2 What would have been helpful to you ? Why?

Q3 What should we focus on in future workshops?

Page 88: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.

IRD Team at MSU

Janet Batzli - Plant Biology [U of Wisconsin]Doug Luckie - PhysiologyScott Harrison - Microbiology (grad student)Tammy Long - Plant BiologyDeb Linton - Plant Biology (postdoc)Rett Weber - Plant BiologyHeejun Lim - Chemistry EducationDuncan Sibley - GeologyRob Pennock - PhilosophyCharles Ofria - EngineeringRich Lenski - Microbiolgy*National Science Foundation


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