1. Scientific Teaching Goals: to introduce ST/AL (scope, need for it, evidence of benefits) to practice some ST/AL methods. to critically examine some of its claims & Active Learning objectives: after this session, you should be able to: -explain the core concepts behind ST/AL; -find and critically read some primary research papers on evidence for ST/AL effects -find more ST/AL resources and tools -devise ways to transition a course unit from a passive (lecture-only) to a more active mode. -anticipate the challenges that may arise when doing this.

2. August 26, 2013: lecture 1…

3. Extracellular recording of an action potential - – – – - fiber worm – – + + + + + + – – – – time (msec) millivolts (10 -3 V) intracellular electrode 0 -70 time (msec) microvolts (10 -6 V) extracellular electrode 0 -20

4. Preparation Stimulating electrodes To amplifier & digitizer TWO recording electrodes

5. Differential amplification with two extracellular electrodes - – – – - – + + + + + - – – – – – 1 V1V1 2 V2V2 V 1 –V 2 - – – – - – – – + + + + - – – – – +1 msec - – – – - – – – – – – + + + + - – +2 msec

6. Noise reduction by differential recording V2V2 V1V1 superimposed V 1 –V 2

7. Two weeks later… (lecture 2)

9. - only 33% correct!

10. What happened (or didn’t happen) in lecture 1? Could this have been taught more effectively ? How? (Think-Pair-Share) What should I do next (in lecture 2) ? (Think about this, – Pair to discuss - Share your conclusions )

11. Why “scientific” teaching? Empirical Inquiry Creativity Rigorous Data Interest Real content bringing the spirit and the standards of research from our lab/field to the classroom developed by science researchers (but has older, broader philosophical roots) for those, trained as researchers, who also teach science Spirit ?Standards/methods? Wonder Curiosity Statistics Controlled

12. A major, broad-based effort.....

13. Why scientific teaching ? - broad science literacy high overall loss rate from STEM majors (~ 50%) - shift to other majors - drop out of college - scientifically skilled workforce loss rate higher &/or advancement lower for -poorer students -some (cultural, ethnic) minorities -women

14. Themes & terms Active Learning Constructivism Inclusive teaching Assessment Backward design formative Bloom’s taxonomy Teachable unit / tidbit Alignment Learning goals & specific objectives TransparencyMetacognition

15. Themes & terms Inclusive: Diversity of…. involve engage respond to hear from all students

16. Normalized learning gains (% of possible maximum) on 12 common pre-test and post-test questions Knight JK and Wood WB. 2005. Teaching more by lecturing less. Cell Biology Education 4: 298 – 310. traditional (F ‘03) interactive (S ‘04) interactive (S ‘05) Upper-level Developmental Biology course, 3 semesters Same instructors, syllabus & textbook; similar demographics

17. Evidence for effectiveness…. or not…

18. writing testable hypotheses experimental design

19. http://cst.yale.edu More evidence + resources, tools, teaching materials

20. Effects of lecturer performance: video lecture on genetics of calico cats fluent lecturerdysfluent lecturer “In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the instructor slumped, looked away, and spoke haltingly with notes.” Carpenter et al.,, Psychonomic Bulletin & Review May 2013Psychonomic Bulletin & Review

21. Effects of lecturer performance “The fluent speaker was rated as significantly more organized, knowledgeable, prepared, and effective than the disfluent speaker, ts > 8.77, ps 2.70.....” “Participants who viewed the fluent speaker also indicated that they learned the information better (M = 3.48, SD = 1.03), as compared with those who viewed the disfluent speaker (M = 1.76, SD = 0.89)......” Carpenter et al.,, Psychonomic Bulletin & Review May 2013Psychonomic Bulletin & Review

22. Effects of lecturer performance “After watching the video, participants... were asked to predict how much of the content they would later be able to recall.....” and were tested, after a 10 minute interval, on how much they actually recalled. Results: Take-home message(s) for lecturers? for students?

23. Themes & terms Active Learning Constructivism Inclusive teaching Assessment Backward design formative Bloom’s taxonomy Teachable unit / tidbit Alignment Learning goals & specific objectives TransparencyMetacognition

24. Course development.... Conventional Coverage Content: topics list Description Delivery Textbook Grading: competitive, curved Lecture syllabus Assessment (summative) ST/AL Goals objectives Assessment (formative & summative) Cooperative Inclusion Content: ideas, skillsframework Session Grading: open rubrics

25. Scientific Teaching Goals: to introduce ST/AL (scope, need for it, evidence of benefits) to practice some ST/AL methods. to critically examine some of its claims & Active Learning objectives: after this session, you should be able to: -explain the core concepts behind ST/AL; -find and critically read some primary research papers on evidence for ST/AL effects -find more ST/AL resources and tools -devise ways to transition a course unit from a passive (lecture-only) to a more active mode. -anticipate challenges that may arise when doing this. Assess: how did we do?