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

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

4. Engage

5. Question 1 Active learning strategies engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

6. Question 2 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

7. Question 3 How important is it to use multiple kinds of assessments to determine student learning? Please respond on a scale of 0-100 in increments of 10:

8. Question 4 The proportion of assessments I use in my course that demonstrate students’ critical thinking abilities is.... Please respond on a scale of 0-100 (%) in increments of 10:

9. Question 5 In my department, excellence in teaching is rewarded at a level comparable to excellence in research. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

10. Question 1 Active learning strategies engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

12. Question 2 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. Large Class Meeting

20. Question 3 How important is it to use multiple kinds of assessments to determine student learning? Please respond on a scale of 0-100 in increments of 10:

21. Question 4 The proportion of assessments I use in my course that demonstrate students’ critical thinking abilities is.... Please respond on a scale of 0-100 (%) in increments of 10:

22. Connections Organization Visual Reasoning Models

23. Question 5 In my department, excellence in teaching is rewarded at a level comparable to excellence in research. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

25. Articles derived from journal papers

26. Explore

27. How People Learn Bransford et al 1999, 2004

28. Explore...more

29. 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)

30. 1. Develop one possible objective for this ‘inquiry’. Team Written response. Reporter - Recorder - Timekeeper - (10 minutes) Checker - 2. Develop an assessment appropriate for the objective.

31. Learning objectives Once you have a learning objective(s)…. assign a Bloom-level to each. Statement that indicates level of expectation of performance.

32. What level of learning do we ask of our students? Bloom (1956) Cognitive Domain of Educational Objectives 6 categories - Knowledge Comprehension Application Analysis Synthesis Evaluation

33. Department of Plant Biology Course Level Mean Bloom Level

34. Department of Plant Biology % Total Qs Course Level *N items Bloom Level

35. What is going on? Teaching without Learning! Brainstorm: Diagnose situation - the learning challenge Where is the missing link?..misconception?

36. In your groups: What do you want your students to be able to DO? Design learning objectives that address the photosynthesis learning challenges. Get to know your students and their prior knowledge. May use pretest or diagnostic (clicker) question

37. At the end of this unit, students should be able to…. Criteria #1: Generate a statement of measurable performance.

38. Learning objectives Once you have a set of learning goals…. assign a Bloom-level to each goal. Criteria #2: Statement that indicates level of expectation of performance

39. 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)

40. Why do assessment? 1. Improve student learning and development. 2. Provide students and faculty substantive feedback about student understanding. 3. Challenge to use disciplinary research strategies to assess learning.

41. Multiple Choice … … Concept Maps … … Essay … … Interview high Ease of Assessment low low Potential for Assessment of Learning high Theoretical Framework Ausubel 1968; meaningful learning Novak 1998; visual representations King and Kitchner 1994; reflective judgment National Research Council 1999; theoretical frameworks for assessment Assessment Gradient

42. Identify desired goals/objectives Determine acceptable evidence Design learning experiences and instruction Wiggins and McTighe 1998 Backwards Design

43. Objective (outcome) Students will demonstrate understanding of evolution by natural selection.

44. 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

45. Pre-test: Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.

46. How do we develop rubrics? Describe the goal/objective for the activity, problem, task... Select the assessment tasks aligned with goals Develop performance standards Differentiate levels of responses based on clearly described criteria Rate (assign value) the categories

47. Scoring Rubric for Quizzes and Homework

48. Advantages of Scoring Rubrics Improve the reliability of scoring written assignments and oral presentations Convey goals and performance expectations of students in an unambiguous way Convey “grading standards” or “point values” and relate them to performance goals Engage students in critical evaluation of their own performance Save time but spend it well

49. Limitations of Scoring Rubrics Problem of criteria Problem of practice and regular use Scoring Rubric website http://www.wcer.wisc.edu/nise/cl1/flag/ Sample Rubrics for Environmental Science http://www.msu.edu/course/isb/202/ebertmay/home.html

50. Explain

51. Students will demonstrate understanding of evolution by natural selection. Objective (outcome)

52. 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

53. Instructional Design Enable students to gain meaningful understanding of evolution and natural selection through active learning.

54. multiple choice extended response concept maps other models How do we classify students responses for comprehension and critical thinking?

55. Pre-test: extended response. Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection. Hauser F. 1990. AAAS

56. Rubric: Code Responses MisconceptionsCorrect P = Change in the individualChange in the population C = Need to Change/ Must Change/ Choice Change due to genes V = All members of a population are equally fit Individuals within a population have varying fitness levels G = Traits acquired during a lifetime are passed on Genetic traits help the individual to survive and reproduce I = Incorrect C =Correct P = Partially correct P __ C __ V __ G__ ND = No data

57. Identify patterns of critical thinking among students... Connect each of the categories in the rubric with student understanding. Explore research questions about why students do not understand particular concepts. Next steps for analysis

58. Design classroom research Faculty research goal: Use both observational and empirical approaches to answer a question about student learning. Student goals: Use effective and repeatable processes to address ill-structured problems. Demonstrate critical thinking.

59. Systematic observation Design an ill-structured problem. Students use guiding questions in groups. Instructor uses systematic observations to identify elements of the problem that are difficult for students.

60. Comparison Studies What is the effectiveness of guiding questions on problem-solving approaches to address ill- structured problems?

61. Guiding questions 1. What things do you know or think you know about this problem? 2. What thinks do you not know? 3. What things are not known in the scientific community studying similar problems? 4. What things can you find out, given review papers, primary scientific literature, and data?

62. Study designs Challenge: determining the internal and external validity of the study design. Multiple-group comparison Multiple sections one semester Single course - multiple years Intervention: iii. Homework with guiding questions iv. Homework without guiding questions Split-group comparison

63. Pretest In-class active learning Concept MapMultiple Reps Pretest In-class active learning Concept MapMultiple Reps Concept 1 Day 1 Concept 2 Day 2 Essay and MC Assessment (midterm and final exams) Class of 120 students randomly assigned to 2 treatment groups (n=60) Students alternate between multiple representations (MRs) and concept maps

64. How would you alter this design for your course? Objective: assess students’ higher-level thinking. What is the question? How would you change the problem? Would students do the problem in class, homework, lab, discussion section? Schemes to evaluate work. Classroom research design.

65. How many of you are familiar with concept maps? How many of you used concept maps for teaching tools and/or assessment tools? If a concept mapping tool was easily accessible on the web, would that influence your decision to use them? Questions

66. Fold Paper in Half On top half, draw a bicycle On bottom half, describe the bicycle in a paragraph

67. cycle Text What is the power of visual models?

68. Concepts are... Prototypical Knowledge-based Lexical

69. Hierarchy has Structure has Concept Maps Visual Diagrams Or Models are represent Knowledge or Understanding Concepts display connected with Linking Words Used for AssessmentOrganization Reflection & Learning promotes Context is constructed with New Information Prior Knowledge

70. www.ctools.msu.edu

71. Robo Grader in Action

72. Student’s Concept Map

73. 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

74. Evolution and Natural Selection How does active learning affect students’ understanding of evolution and natural selection over time?

75. 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

76. Objective (outcome) Students will demonstrate understanding of evolution by natural selection.

77. (AAAS 1999) Pre-test: Essay Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.

78. Modified problem: populations of trees and animals

79. 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 a 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. CINS Multiple Choice

80. Day 13 in class: Pretest: CINS multiple choice and dino essay Artificial selection in dogs Groups discuss and record: Why are dogs only one species? Groups discuss and record: Breed a larger dog. Assign concept map 4 - homework Active Learning

81. Individual Assignment Make a new concept map demonstrating your understanding of natural selection using the following concepts. genetic variation evolution species population natural selection artificial selection selective agent Concept Map 4

82. Day 14 in class Artificial selection in plants Group discuss and record: What traits were selected and why? Clicker Q: Plant fitness Natural selection Clicker Q: Selection on beak size Group discuss and record: What traits were naturally selected in Hawaiian finches? Minute paper: Natural and artificial selection Assign homework: Guppy sexual selection Active Learning

83. Day 15 In class: groups Determine fitness of wild tobacco Sexual selection review guppy homework Assign homework: concept map 5 Active Learning

84. 2nd midterm exam CINS multiple choice on natural selection Final exam CINS multiple choice on natural selection Dinosaur post test Assessments

85. http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.html Homework: Guppy Sexual Selection

86. Team at MSU Rett Weber - Plant Biology (postdoctoral researcher) Deb Linton - Plant Biology (postdoctoral researcher) Duncan Sibley - Geology Doug Luckie - Physiology Scott Harrison - Microbiology (graduate student) Tammy Long - Plant Biology Heejun Lim - Chemistry Education Rob Pennock - Philosophy Charles Ofria - Engineering Rich Lenski - Microbiolgy Janet Batzli - Plant Biology [U of Wisconsin]

87. “...we note that successful people are the ones who take advantage of those around them to ulimately benefit students.” Ebert-May D, Weber R, Hodder J, Batzli J (2006) Finally...

88. Jigsaw New groups: 5 groups of 4 Count off -- 1, 2, 3, 4, 5 All 1s work on same paper....2s, 3s, 4s, 5s Return to ‘home’ groups and share what you found in each of the papers. Report out

89. Paper Assignments Group 1: Climate change.... Group 2: Novel asssessments... Group 3: Practicing scientific inquiry... Group 4: Unleashing problem solvers... Group 5: Active homework...

90. In your groups: Read the paper, discuss, record... 1. What are the student learning goals? 2. What is the Bloom-level of each goal? 3. Do the assessments align with the goals? 4. What are the active learning strategies?