Pedagogy Andragogy

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Pedagogy / Andragogy
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Formative Assessment

• Often referred to as assessment for learning,
  formative assessment
• ...refers to all those activities undertaken by
  teachers, and by the students in assessing
  themselves, which provide information to be used
  as feedback to modify the teaching and learning
  activities in which they are engaged. Such
  assessments become formative when the evidence is
  actually used to adapt the teaching to meet the
  needs.

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Socratic Seminar Notes

• Dorothy Craig
• http//www.teachnlearn.org/socratic_seminars.htm
• http//www.ncsu.edu/literacyjunction/html/tutorial
  socratic.html
• http//www.curriculumfutures.org/instruction/a06-0
  7.html

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ConcepTests

• Originally developed by Eric Mazur Harvard for
  large physics classes.
• Focus on a single concept
• Short, multiple choice tests
• Intermediate difficulty
• Immediate quantitative assessment of student
  understanding
• Basis of a group reflective activity
• Follow with a think-pair-share activity

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7 Principals of Good Practice in Undergraduate
Education

• ConcepTests
• Encourages Active Learning students become
  active participants
• Gives prompt feedback
• Formative assessment immediately after
  introduction of key concepts
• Results of assessment used to modify further
  instruction

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7 Principals of Good Practice in Undergraduate
Education

• ConcepTests
• Emphasizes time on task
• Well-crafted conceptests focus student attention
  on critical concepts rather than basic facts.
• Minimizes the loss of class times associated with
  making pedagogical changes to a course.

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7 Principals of Good Practice in Undergraduate
Education

• ConcepTests
• Communicates high expectations
• Conceptests can be create to address specific
  teaching and learning goals that target what
  students are expected to know and be able to do.
• Sets higher expectations for student performance
  than just taking notes.
• Can challenge students to seek understanding of
  concepts not just memorization of facts.

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7 Principals of Good Practice in Undergraduate
Education

• ConcepTests and Peer Instruction
• Respects diverse talents and ways of learning
• Develops reciprocity and cooperation among
  students
• Students enter class at different levels of
  understanding.
• Assists some students in learning how to think
  critically
• Other students explore the depth of their
  understanding by taking the role of peer
  instructor

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Conceptest Examine the map of the worlds oceans
and use it to answer the following question.
Which of the locations best represents an active
continental margin?

• D
• A
• F
• E

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Interactive Lectures

• Short activities included in the lecture that
  foster engagement and enhance the value of the
  lecture

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Interactive Lectures

• Engage students in the material during class
• Give everyone time to answer a question, solve a
  problem, or interpret a diagram
• Allows more than one person to be successful
• Enables students to practice thinking and talking
  using vocabulary of a particular subject
• Allows instructor to evaluate understanding of a
  particular concept before moving on.

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Interactive Lectures

• Involves giving all students something to do
  during the lecture (example)
• Answering a Question
• Interpreting a Graph
• Solving a Problem
• Applying Knowledge
• These activities should be continued throughout
  the term!

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