Transcript Teaching Science - University of Texas at El Paso

Cooperative Learning within a Large
Lecture Environment
Learning In and
Exploiting Remote Keypad Technology
Through Community
Dennis C. Jacobs
Community-Based
Learning
within
Professor of Chemistry and Biochemistry
ViceScience
President andCurriculum
Associate Provost
the
University of Notre Dame
As Learning Becomes Service to Justice
March 5, 2005
SUN Conference - UTEP
Focus Group Comments on the
Traditional Large Lecture Experience at ND

“I don’t keep up with the reading for lecture, because we
don’t have any discussions in lecture. I’m better off spending
the time reading for other classes where we do discuss things.”

“I am afraid to ask questions in such a large lecture hall.”

“I don’t feel responsible for what happens in class.”

“The large lecture lets me remain anonymous, which is good.”
March 5, 2005
SUN Conference - UTEP
Does Learning Occur as a
Result of Lecture?
Exam Scores
Plot of Mean Exam Performance in
General Chemistry
80
70
60
50
40
30
20
10
0
Arizona
State
University
0

10
20
Number of Absences
30
J. Birk and J. Foster, Journal of Chemical Education, 70: 180-182 (1993)
March 5, 2005
SUN Conference - UTEP
“Ferris Bueller’s Day Off”
Ben Stein plays the role of a high-school economics teacher.
March 5, 2005
SUN Conference - UTEP
Lecture is where
instruction takes place,
with or without learning.
March 5, 2005
SUN Conference - UTEP
 Backward



Design
Identify Desired
Results
Determine
acceptable
evidence
Plan learning
experiences and
instruction
Grant Wiggins & Jay McTighe
ACSD 1998, Prentice Hall 2000
March 5, 2005
SUN Conference - UTEP
The Primary Learning Goals for
General Chemistry at Notre Dame
 Learn
through inquiry and exploration.
 Work collaboratively with classmates to
visualize, understand, and describe chemistry at
the molecular, macroscopic, and symbolic levels.
 Utilize critical thought and intuition to predict
chemical behavior (structure and reactivity).
 Develop original solutions to problems that you
have not encountered before.
March 5, 2005
SUN Conference - UTEP
The Primary Learning Goals for
General Chemistry at Notre Dame
through
inquiry of
andEvidence
exploration.
Analysis
 Work collaboratively with classmates to
visualize,
understand,of
andInformation
describe chemistry at
Synthesis
the molecular, macroscopic, and symbolic levels.
 Utilize critical
thought and
intuition to predict
Critical
Reasoning
chemical behavior (structure and reactivity).
 Develop original
solutionsoftoprinciples
problems that you
Application
have not encountered before.
 Learn
March 5, 2005
SUN Conference - UTEP
Structure of Alternative General
Chemistry Course (CHEM 113/114)
 Three


Demonstrations and Visualizations
Students pair-off to answer
Conceptual Questions
 One

2.5 hour laboratory/week
Students work in pairs
 One

50-minute lectures/week
50-minute recitation/week
QuickTime™ and a
Sorenson Video decompressor
are needed to see this picture.
Small Group Cooperative Problem
Solving
March 5, 2005
SUN Conference - UTEP
Peer Instruction: A User’s Manual
 Eric
Mazur
Prof. Mazur introduced
ConcepTests to physics students
at Harvard. The book
documents the value of the
ConcepTest approach with
classroom data and plenty of
examples.
March 5, 2005
Prentice Hall, 1997
SUN Conference - UTEP
The Levi Straus trademark shows two horses trying to pull
apart a pair of pants. Suppose Levi had only one horse
and attached the other side of the pants to a fencepost.
Using only one horse would:
(a) cut the tension on the pants by one-half.
(b) not change the tension on the pants at all.
(c) double the tension on the pants.
March 5, 2005
SUN Conference - UTEP
Representative Concept Question
Pure H2O(l) did not conduct electricity.
2% CH3CO2H(aq) in H2O(l) was a poor conductor.
March 5, 2005
SUN Conference - UTEP
–
+
HA
+
H
O
A
+
H
O
QuickTime™
are needed
to see this picture.
(aq)and a Cinepak
2 decompressor
(l)
(aq)
3
(aq)
March 5, 2005
SUNMcGraw-Hill
Conference - UTEP
Representative Concept Question
Pure H2O(l) did not conduct electricity.
2% CH3CO2H(aq) in H2O(l) was a poor conductor.
Predict how well pure CH3CO2H(l) will light the lightbulb.
1. Bright
March 5, 2005
2. Dim
3. Dark
SUN Conference - UTEP
Students Vote on Responses
 Raise
hands
 Show cards
 Scantron sheets
 Wireless Personal
Response System

http://www.bedu.com/
 TurningPoint

Software
http://www.turningtechnologies.com/
March 5, 2005
SUN Conference - UTEP
Extra-credit Points are Awarded to
Encourage Thoughtful Participation
Confidence
Level
Low
Correct
Answer
Incorrect
Answer
Medium
High
March 5, 2005
SUN Conference - UTEP
Extra-credit Points are Awarded to
Encourage Thoughtful Participation
 Individual
student responses and the
consensus response of each pair are graded:
Confidence
Level
Low
Correct
Answer
3 pts.
Incorrect
Answer
2 pts.
Medium
4 pts.
1 pts.
High
5 pts.
0 pts.
March 5, 2005
SUN Conference - UTEP
Sequence for each Concept Question
Time
March 5, 2005
SUN Conference - UTEP
Representative Concept Question
Pure H2O(l) did not conduct electricity.
2% CH3CO2H(aq) in H2O(l) was a poor conductor.
Predict how well pure CH3CO2H(l) will light the lightbulb.
1. Bright
2. Dim
3. Dark
Individual
Pair
27%
March 5, 2005
62%
36%
19%
37%
19%
SUN Conference - UTEP
Sequence for each Concept Question
Time
March 5, 2005
SUN Conference - UTEP
What are the benefits of asking
concept questions in class?
 Students





will
Articulate preconceptions and defend ideas
Hear multiple perspectives
Practice speaking the language of the discipline
Become more invested in the topic
Receive an accurate form of self-assessment
 Instructor

will
Gain immediate feedback on student
understanding and readiness for new material.
March 5, 2005
SUN Conference - UTEP
When we use the remote keypads,
I receive valuable feedback on how well
I understand the course material.
60
50
40
% of Class 30
20
10
0
Strongly Disagree Neutral
Disagree
March 5, 2005
Agree
Strongly
Agree
Survey Data gathered by www.textrev.com
SUN Conference - UTEP
I appreciate the way that the remote
keypad technology allows me see what
my classmates are thinking.
60
50
40
% of Class 30
20
10
0
Strongly Disagree Neutral
Disagree
March 5, 2005
Agree
Strongly
Agree
Survey Data gathered by www.textrev.com
SUN Conference - UTEP
I pay greater attention in class when I know
the instructor will ask me to periodically
answer questions on my remote keypad.
45
40
35
30
25
% of Class
20
15
10
5
0
Strongly Disagree Neutral
Disagree
March 5, 2005
Agree
Strongly
Agree
Survey Data gathered by www.textrev.com
SUN Conference - UTEP
Do you recommend that the instructor
use the remote keypads in this course
in the future?
90
80
70
60
50
% of Class
40
30
20
10
0
Definitely
No
March 5, 2005
Definitely
Yes
Survey Data gathered by www.textrev.com
SUN Conference - UTEP
Questions I Ponder about my Students
 How
accurately do my students assess their
own level of understanding or
misunderstanding?
 When students with differing opinions debate
a question, does their discourse increase their
understanding? Does it leave them more or
less confident in their own understanding?
 To what extent does a student’s metacognition
guide and regulate her study?
March 5, 2005
SUN Conference - UTEP
How Students are
Persuaded through
Discussion Pair Response -Dim
Pair Response -Dark
14
12
10
# Students
8
6
4
D ark
D im
2
0
Pair Response -Bright
8
6
4
D ark
D im
2
0
ar
k
im
D
12
B right
St udent B
D
Br
ig
ht
14
St udent A
10
# Students
ar
k
St udent A
10
# Students
im
D
12
B right
St udent B
D
Br
ig
ht
14
8
6
4
D ark
D im
2
D
ar
k
im
B right
St udent B
D
Br
ig
ht
0
St udent A
March 5, 2005
SUN Conference - UTEP
Correlation between Answers
and Confidence Ratings
Individual
Pair Consensus
5
L ow
M e dium
St udent
Conf idence
D
P air Response
St udent Response
Accuracy
Low 45%
March 5, 2005
Medium 32%
Pair
Conf idence
D
ar
k
im
H igh
D
Br
ig
ht
0
Lo w
M e d ium
Hig h
ar
k
10
im
15
# St udent s
D
20
16
14
12
10
# Pairs 8
6
4
2
0
Br
ig
ht
25
Accuracy
High 38%
Low 41%
Medium 57%
High 81%
SUN Conference - UTEP
Is it Valuable for Students to
Attend an Interactive Class?
35
30
Percent
of
Lectures
Missed
25
20
15
10
5
0
A
A-
B+
B
B-
C+
C
C-
D
Letter Grade
Data collected for CHEM 114 (Spring, 2003)
March 5, 2005
SUN Conference - UTEP
Community-based Learning
in the Science Curriculum
Taking it to the Streets…
March 5, 2005
SUN Conference - UTEP
Mission Statement of the
University of Notre Dame
“The University seeks to cultivate in its
students not only an appreciation for
the great achievements of human
beings but also a disciplined
sensibility to the poverty, injustice
and oppression that burden the lives
of so many. The aim is to create a
sense of human solidarity and
concern for the common good that
will bear fruit as learning becomes
service to justice.”
March 5, 2005
SUN Conference - UTEP
CHEM 331:
Chemistry in Service
of the Community
A meaningful community-based
learning experience for students
interested in applying chemistry
to directly serve the needs of the community.
Students join with community partners in
helping to identify neighborhood homes that
have unsafe levels of lead contamination.
March 5, 2005
SUN Conference - UTEP
Lead Poisoning
 Lead
has no known biological
function.
 Pb2+ binds in place of Ca2+ and Fe2+
in the body.
 Lead is particularly dangerous to children
under six, because it can induce damage to the
developing brain and nervous system



Behavior and learning problems
Slowed growth
Hearing problems and headaches.
March 5, 2005
SUN Conference - UTEP
Demographics of Lead Poisoning
Fig. 3 - Children with Elevated Blood Lead Levels
Childre n
High-income
age d 1-5
Low-income
living in
hous e s Non-Hispanic White
built
Mexican-American
be for e
Af rican-American
1946
Ages 1-2
Childre n
living in
any hom e
Ages 3-5
Ages 1-5
0
5
10
15
20
Per cent of Speci fi ed Chi ldren Affected
25
Centers for Disease Control Update: blood lead levels---United States,
1991--1994. MMWR 1997;46:141--6.
March 5, 2005
SUN Conference - UTEP
Community
Partnership
March 5, 2005
SUN Conference - UTEP
Show
DVD here
QuickTime™
and a
YUV420 codec decompressor
are needed to see this picture.
March 5, 2005
SUN Conference - UTEP
Analysis/Reporting Procedure
Duplicate
samples are
collected in
home
Students
analyze samples in
ND chemistry lab
Findings and
recommendations
are shared with
family
Professional Laboratory Analysis
March 5, 2005
SUN Conference - UTEP
Domains for Student Learning
 Professional
Expertise - applying chemical principles
and expertise to solve problems
 Social
Concerns - understanding the needs and concerns
of members/groups of our society, and identifying root causes of
societal problems
 Leadership
- recognizing, nurturing and harnessing the
gifts that individuals bring to a team
 Civic
Engagement - making commitments toward
bettering the world through action, including affecting
institutional change
March 5, 2005
SUN Conference - UTEP
Social Concern

“I was introduced more to the poverty cycle,
something I had not thought much of in the past. In
my hometown, I had seen people be sucked into this
cycle, but yet never fully understood it. And while I
still do not have a full grasp on what it entails, I am
able to see that it is not as preventable as I had hoped.
Before I believed that simply an education could cure
the impoverishment. Now I am able to see that
education is not the only factor. I have been able to
comprehend that poverty has become a way of life for
many people by the time they are able to escape.”
Wyetta Palmby, Chemistry major, ‘05
March 5, 2005
SUN Conference - UTEP
Engagement

“Because of the connection I formed to my family
and the others I knew were going through similar
struggles, I was inspired to take on roles that I
would not normally see in myself. Calling
ventilation cleaning companies, explaining our
situation and asking for their help, I pushed for our
cause with surprising conviction. Establishing such
strong emotional ties allowed me to see that I had
found an issue worth becoming more informed in
and then working for improvement.”
Katherine Traynor, Chemistry Major, ‘05
March 5, 2005
SUN Conference - UTEP
Academic Motivation

“In the past I have not particularly enjoyed
chemistry labs because I often saw no point to them,
but in this class it was different because I had
gathered the material I digested, and I knew the
results were important. This has made me think
twice about trying medical research now that I
know I can be excited about that kind of work. The
sampling and testing we did had serious meaning,
and I could envision doing some kind of cancer
research that would affect lives.”
James Harty, Pre-professional Studies, ‘05
March 5, 2005
SUN Conference - UTEP
Vocation

“With the help of many community leaders, I have
progressed from not knowing the effects of lead
poisoning to better understanding the sources of lead,
the rights of homeowners that are plagued with this
problem, and lead-safe practices. I have flourished as
an environmentalist, a research scientist, and an
enthusiastic leader for change.” “I have been
motivated to gear my intended profession towards
helping the under-served people who are often
neglected or taken advantage of.”
Denise Fraga, Biochemistry Major, '03
March 5, 2005
SUN Conference - UTEP
Integration

“Overall, Chemistry 331 was a great learning
experience for me. It allowed me to combine two
realms of my life that aren’t usually so connected,
and helped me to see the benefits of my education
more concretely.”
Leah Bertke, Chemistry major, ‘04
March 5, 2005
SUN Conference - UTEP
Summary
 Students
learn best when they are engaged in
applying their new skills and conceptual
understanding to matters of consequence.

Remote keypads offer students the potential to
• Fully participate in class discussions, even within a
large lecture setting.
• Receive instantaneous feedback and self-assessment.
• Be encouraged for progressing in both accuracy and
confidence.

Community-based learning adds value to
• Students’ professional, academic, and personal
development.
• The lives of families facing environmental hazards.
March 5, 2005
SUN Conference - UTEP