1. David Steer Department of Geology & Environmental Sciences University of Akron August 2007 Developing Interactive Lectures

2. A Story of Change Three questions i.How much learning occurs during a typical general education course? ii.What activities can instructors use to assess ongoing student learning? iii.Can we best promote student learning in the geosciences?

3. If they don’t understand, say it again... only louder. Teaching has traditionally focused on the delivery of information Little instructor- student communication Student not engaged in the learning process Instructor attributes problems to unchangeable student- or class-related factors The Tourist: Teaching as Telling

4. Three instructors taught a ASU Physics course during the same semester. Prof A emphasized concepts, careful, logical; Prof B used demonstrations and took extra preparation time; Prof C had a problem solving emphasis. All used the same textbook and covered the same chapters. All professors received similar evaluations. Pre-test scores for each class were almost identical. Predict which professor’s class showed the greatest gain in post-test score. A. B. C. D. No difference Halloun, I.H. and D. Hestenes, American Journal of Physics, 1985. 53(11): p. 1043-1055. Teaching Behaviors and Learning

5. Pre- and post-tests of student comprehension were compared for large introductory biology courses for non- majors and majors with comparable class sizes. The majors course presented more content. Mean pre-test score for the non-majors was 29% and the for the majors was 35%. Predict the post-test score in the non-majors and majors courses. a. 35/41%c. 56/48% b. 40/41% d. 48/56% Sundberg, M.D., M.L. Dini, and E. Li, Journal of Research in Science Teaching, 1994. 31(6): p. 679-693. Does More Material = More Learning?

6. Pre- and post-test results of 30-question Geoscience Concept Inventory applied to introductory geology courses at 30 institutions. Libarkin, J.C., & Anderson, S.W., 2005, Journal of Geoscience Education, v. 53, p. 394-401 What about the Geosciences? Paired pre/post results matched for 930 students Pre-test mean = 43%+/-11% Post-test mean = 47%+/-12% Improvements occurred almost exclusively for students with the lowest pre-test scores (<40%) Geoscience Concept Inventory: http://newton.bhsu.edu/eps/gci.htmlhttp://newton.bhsu.edu/eps/gci.html

7. Libarkin, J.C., & Anderson, S.W., 2005, Journal of Geoscience Education, v. 53, p. 394-401 A Semester of (Little) Learning Students in only 8 of 30 courses analyzed using the Geoscience Concept Inventory showed a statistically significant improvement in pre/post-test scores after a semester of instruction.

8. Understanding Student Learning Learning assessment systems More instructor understanding of learning Less instructor understanding of learning Computer grading of multiple choice questions using bubble-sheets Instructor grading of short answer and essay questions On-going assessment through student dialog in small classes

9. An effective teacher will: 1.Know the characteristics and needs of their students 2.Place students in an appropriate learning environment 3.Monitor student learning regularly and make necessary adjustments 4.Provide students with sufficient conditions for intellectual growth The Gardener: Teaching as Doing

10. Pre-class preparation as homework or for reading quizzes McConnell, D.A., Steer, D.N., & Owens, K., 2003, Journal of Geoscience Education, v. 51, #2, p. 174-183. Appropriate Learning Environment An Active Learning Class Lecture broken into short segments, separated by assessments (called Interactive Lectures) Students work together in groups Formative exercises during class used to assess student understanding and progress http://serc.carleton.edu/introgeo/interactive/whatis.html

11. Traditional Class Passive students Quiet Instructor-focused Information from instructor- to-student Students work as individuals Competitive learning environment Limited assessment opportunities Active Learning Class Active students Noisy Student-focused Information from instructor-to- student, student-to-student, student-to-instructor Student collaboration Supportive learning environment Multiple assessment opportunities Active Learning Class Setting http://serc.carleton.edu/introgeo/interactive/howto.html

12. Teaching and learning goals can be ordered using Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation memorization and recall understanding using knowledge taking apart information reorganizing information making judgements Conceptests Muddiest Point Venn Diagrams Text Concept Maps Open-ended questions can be used for all categories. Evaluation Rubrics Conditions for Intellectual Growth

13. Teaching and learning goals can be ordered using a Comprehension Survey Level 1 - I understand part of a concept. Level 2 - I understand multiple parts of a concept. Level 3 - I understand the concept well enough to explain it to others. Level 4 - I understand the concept well and can answer challenging questions about it. Comprehension Surveys

14. Level 1: Think-Pair Share Place the following events that were described in the earlier chapters of the book in the correct relative chronological order, from earliest to most recent. A. Tsunami struck Japan. B. Ice sheet was present in India (Pangaea). C. Asteroid collided with Earth (Chicxulub). D. Mount Pinatubo erupted in the Philippines. E. Wegener developed the continental drift hypothesis. Think-Pair Share: http://serc.carleton.edu/introgeo/interactive/tpshare.htmlhttp://serc.carleton.edu/introgeo/interactive/tpshare.html

15. Level 2: Conceptests In what order were the layers formed (from oldest to youngest)? A. C,D,B,A B. C,B,D,A C. B,C,D,A D. B,C,D,A Conceptest http://serc.carleton.edu/introgeo/interactive/conctest.html

16. What aspect of the reading/class did you least understand? Promotes metacognition Involves students in their own learning Provides a low-stakes method of interacting with instructor Can show class-wide trends Level 2: Muddiest Point

17. Level 2: Venn Diagram Use the Venn diagram to answer the questions that follow. High silica rocks.a. b.c. Low silica rocks.a. b.c. Form deep in the earth. a. b.c. Form at the surface. a. b.c. Large-grained.a. b.c. Small-grained. a. b.c. a. b. c. Volcanic Plutonic

18. Level 3: Longer Activities Place the rock units in their order of formation, oldest to youngest and answer related questions. Examine the rock types identified by the symbols in the diagram, and determine which rock units best match the following descriptions. ___ Coarse-grained clastic sedimentary rocks overlying an erosional surface ___ A rock containing a foliation Think-Pair Share: http://serc.carleton.edu/introgeo/interactive/activity.htmlhttp://serc.carleton.edu/introgeo/interactive/activity.html

19. Level 3: Concept Maps Complete the following weathering concept map by selecting the correct term for the questions that follow.

20. Level 4: Synthesis Exercise Construct a diagram that illustrates a cross section of rock units that would account for the configuration listed below (not in order). Draw a relative time cross section that illustrates the correct order for these features. 1.Rhyolite cross cuts and covers all units except sandstone. 2.Dark, fine-grained igneous rock cross cuts and covers conglomerate and older units. 3.Oldest rocks are made of black, biochemical layers that were later tilted. 4.Coarse-grained clastic rock is deposited immediately over coal. 5.Opaque chemical sedimentary rock is deposited directly over basalt. 6.River cuts partially into limestone. 7.Medium-grained clastic rock is deposited over small-grained, high silica volcanic rock.

21. Level 4: Evaluation Rubric Students analyze scenarios and recommend specific courses of action. Q: Who gets earthquake preparedness funding?

22. Crouch, C.H., Mazur, E., 2001, American Journal of Physics, v. 69, #9, p.970-977 FCI pretest score FCI score gain on post-test Traditional Class Peer Instruction Classes n = 117 - 216 1 2 3 2 3 4 4 1 Began PI Refined conceptests Changed text Open ended reading questions Mazur’s results for Introductory Physics after using conceptests and peer instruction Does this make a Difference?

23. The Value of Conceptests Students taught key concepts using one of four methods. Student learning assessed by proportion of correct answers to open ended questions on same concepts on final exam Crouch, C.H., Fagen, A.P., Callan, J.P., & Mazur, E., 2004. American Journal of Physics, v.72 #6, p. 835-838. No demonstration Observation of demonstration w/explanation Prediction prior to demo with a conceptest Prediction prior to demonstration using discussion & a later conceptest % correct answers 61 70* 77* 82* Teaching method n = 158-297; * = statistically significant result vs. no demonstration

24. The Value of Collaborative Learning Control Group: Students took test individually. Experimental Group: Students took physics test individually, then again as a pair. Singh, C., 2005. American Journal of Physics, v.73 #3, in press. Proportion of pairs of students who both got the question wrong on the first test but correct on “paired” test: 29% Mean score on second exam for experimental group: 74% Mean score on second exam for control group: 64% Students in both groups answered similar questions on a second exam two weeks later.

25. Same population characteristics both semesters Same exercises, HWK and exams More As and fewer Fs using team approach (green)! Green = teamsRed = no teams The Value of Collaborative Learning

26. Why Does this Work? The sooner a test is given after learning, the greater the retention Testing has a greater positive effect on short-term (1 week) and long- term (5 months) retention than additional study Tests involving the production of information yield greater benefits than multiple-choice tests that rely on recognition of correct answers More thorough instructional feedback improves later learning Questions asked during interactive lectures serve as mini-tests to enhance student learning in or out of class The Testing Effect - testing promotes learning and retention by making the next learning opportunity more effective Roediger, H.L., &Karpicke, J.D., 2006. Perspectives on Psychological Science, v.1 #3, p.181-210.

27. Any Questions? Thank You!