1. Scientific Teaching 28 September 2004 Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu http://first2.org

3. The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry

4. 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

5. 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

6. 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:

7. Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:

8. Question 5 Large lectures are active learning environments. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

9. Where on the continuum is the ideal classroom ? Question 6 Active Learning

10. Where on the continuum is your classroom? Question 7 Active Learning

11. Question 8 How many different forms of active learning do you use/or have you experienced in your courses? Please respond: 0-1, 2-3, 4-5, 6-7, 8-9

12. 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

18. 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

19. Learners doing science...

20. 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:

21. How important is it to use multiple forms of data to assess student learning? % Relative Importance n=127

22. Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:

23. How often do you use data to make instructional decisions? n=127 Frequency %

24. So just what is active learning?

25. Cooperative Groups 4 students per group Person A, B, C, D in each group First - read problem/think about task individually Discuss in your group, come to consensus and proceed

26. Learning Cycle Engage Explore Explain Assess

27. Engage: 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 will 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.

28. 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 each of the goals/objectives.

29. Question 9 True or False? Assessing student learning in science parallels what scientists do as researchers.

30. 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

31. 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

32. 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

33. Ideas and results are peer reviewed - formally and/or informally. Parallel: peer review

34. System Model