Scientific Teaching 28 September 2004

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Scientific Teaching28 September 2004
Diane Ebert-May Department of Plant Biology
Michigan State University ebertmay_at_msu.edu http
//first2.org
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The trouble with our times is that the future is
not what it used to be.
-Paul Valery, The Art of Poetry
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Question 1
Please respond on a scale of 1-5 1strongly
agree 2agree 3neutral 4 disagree
5strongly disagree

• Students learn science best by doing science.

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Question 2
Please respond on a scale of 1-5 1strongly
agree 2agree 3neutral 4 disagree
5strongly disagree

• Science should be taught as it is practiced.

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Question 3
Please respond on a scale if 0-100 in increments
of 10

• How important is it to use multiple kinds of
  data to assess student learning?

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Question 4
Please respond on a scale of 0 - 100 in
increments of 10

• How often do you use data to make instructional
  decisions?

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Question 5
Please respond on a scale of 1-5 1strongly
agree 2agree 3neutral 4 disagree
5strongly disagree

• Large lectures are active learning environments.

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Question 6
Where on the continuum is the ideal classroom ?
Active Learning
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Question 7

• Where on the continuum is your classroom?

Active Learning
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Question 8
Please respond 0-1, 2-3, 4-5, 6-7, 8-9

• How many different forms of active learning do
  you use/or have you experienced in your courses?

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Question 1
Please respond on a scale of 1-5 1strongly
agree 2agree 3neutral 4 disagree
5strongly disagree

• Students learn science best by doing science.

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Question 2
Please respond on a scale of 1-5 1strongly
agree 2agree 3neutral 4 disagree
5strongly disagree

• Science should be taught as it is practiced.

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Learners doing science...
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Question 3
Please respond on a scale if 0-100 in increments
of 10

• How important is it to use multiple kinds of
  data to assess student learning?

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How important is it to use multiple forms of data
to assess student learning?

Relative Importance
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Question 4
Please respond on a scale of 0 - 100 in
increments of 10

• How often do you use data to make instructional
  decisions?

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How often do you use data to make instructional
decisions?

Frequency
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So just what is active learning?
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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

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Learning Cycle

• Engage
• Explore
• Explain
• Assess

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EngageWhats 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.

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1. Develop 3 possible goals/objectives for this
inquiry
2. Develop an assessment appropriate for each of
the goals/objectives.

• Team Written response. Overhead.
• Reporter -
• Recorder -
• Timekeeper - (10 minutes)
• Checker -

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Question 9

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

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Parallel ask questions

• Description
• -What is happening?
• Cause
• -Does x (teaching strategy) affect y
  (understanding)?
• Process or mechanism
• -Why or how does x cause y?

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Parallel collect data

• 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

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Parallel analyze data

• 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

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Parallel peer review

• Ideas and results are peer reviewed - formally
  and/or informally.

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System Model