Teaching to Promote Active Learning Maia Larios-Sanz, Ph.D. Department of Biology University of St. Thomas

Drastic change to the traditional college science curriculum is needed long-term retention higher order thinking shift of focus from content to application synthesis problem-solving skills critical thinking skills

Active learning allows students to “learn while doing” Variety of methods have been well tested for effectiveness Most are group (team)-based Some examples include: – Cooperative learning – Team-based learning – Service learning – etc!

COOPERATIVE LEARNING

Cooperative Learning Structured form of small group problem solving Students work on specific tasks Fosters group work while maintaining individual accountability – Randomize who spokesperson is – Change roles in group

Cooperative learning - examples Give students a specific task or question, then try these – Three-step interview – Jigsaw – Gallery walk

TEAM-BASED LEARNING (TBL)

Team-Based Learning

Example – General Biology I Scientific Method using the Case of Mimicry Many poisonous animals are brightly colored. This is known as warning coloration, and is likely a means to ward off potential predators. As it turns out, there are also animals that are brightly colored, but although they look like the poisonous species they mimic, they are actually harmless.

A controlled experiment is one that (a) proceeds slowly enough so that the researcher can make detailed observations (b) tests experimental and control groups in parallel (c) is repeated many times to make sure results are accurate (d) Shows the data that is expected by the researcher A controlled experiment is one that (a) proceeds slowly enough so that the researcher can make detailed observations (b) tests experimental and control groups in parallel (c) is repeated many times to make sure results are accurate (d) Shows the data that is expected by the researcher What is a hypothesis? (a) the same thing as an unproven theory (b) a tentative explanation that can be tested and is falsifiable (c) a fact based on qualitative data that is testable (d) a fact based on quantitative data that is falsifiable What is a hypothesis? (a) the same thing as an unproven theory (b) a tentative explanation that can be tested and is falsifiable (c) a fact based on qualitative data that is testable (d) a fact based on quantitative data that is falsifiable An experiment must contain a control group because (a) it is the group in which the researcher predetermines the nature of the results (b) it provides a reserve of experimental subjects (c) It assures that an experiment will be repeatable (d) without it, there is no basis for knowing if a particular result is due to the variable being tested or to some other factor An experiment must contain a control group because (a) it is the group in which the researcher predetermines the nature of the results (b) it provides a reserve of experimental subjects (c) It assures that an experiment will be repeatable (d) without it, there is no basis for knowing if a particular result is due to the variable being tested or to some other factor

Application Exercise In your groups, discuss what you think the function of mimicry is in nature. Come up with a reasonable hypothesis and design an experiment to test it. General Biology I – Fall 2010

Application - continued Pfenning DW et al., Nature 410:323 (2001)

Interpreting the Results In your groups, discuss the findings of the Pfenning et al work. What do they mean? Why would it have been difficult to interpret the results without a control group?

SERVICE LEARNING

Figure modified from SERVICE LEARNING Collaborative partnership between college and community Applying academic knowledge and critical thinking skills Reflection and assessment leading to deeper understanding of course content and civic engagement

Example – Medical Microbiology and Cell Biology Larios-Sanz et al., JMBE 12(1):29-37 (2011).

Student Projects Cell Biology S09 Medical Micro S09

Service Learning – Student Opinion Larios-Sanz et al., JMBE 12(1):29-37 (2011).

Getting started JUST DO IT Change student expectations on the first day of class Prepare for it! – plan out-of-class assignments that prepare students for active learning in class – prepare written instructions or work sheets for the exercises that require them

Divide class into teams Teams should be as heterogeneous as possible Talent should be evenly distributed Process of team selection should not be a mystery Teams of 5-8 students work well

Finally: select a method (or methods) and dive in! Decide how many active learning activities you want to do Not all classes are suited for all methods Problems with too much/too little time spent on activities – Find your own comfort zone!

Drawbacks… (Some) students HATE it – “I hate working in groups” – “I am an excellent student and my grade will suffer because of others” – “I had to teach myself” – “I don’t know how to learn this way” Planning and organizing activities takes time! – In-class time – Prep time

SO WHY DO IT?

Improvement of Instruction Active learning offers opportunity to teach students more than just facts and concepts – Helps in the process of integration and application – Improves acquisition and retention of content Both teaching and learning are enriched – easier to assess student learning – better meets the needs of students with varying learning styles. Offers instructor creative outlet and FUN assignments that are a pleasure to grade

Heartfelt THANKS UST Department of Biology IRACDA postdocs and BCM

Service Learning Example – General Biology II Students help tutor/teach Middle school/High school Develop activities Implement activities Students mentor STEM students Talk about college life Talk about college classes Organize college visit Help plant a garden Beautify school grounds Plant a vegetable garden Partnership with Communities in Schools