Scientific Teaching

Goals: • to introduce ST/AL (scope, need for it, evidence of benefits)• to practice some ST/AL methods.• to critically examine some of its claims

& Active Learning

objectives: after this session, you should be able to:- explain the core concepts behind ST/AL;- find and critically read some primary research papers on

evidence for ST/AL effects- find more ST/AL resources and tools - devise ways to transition a course unit from a passive

(lecture-only) to a more active mode.- anticipate the challenges that may arise when doing this.

August 26, 2013: lecture 1…

Extracellular recording of an action potential

- – – – -

fiber

worm

– – + + + + + + – – – –

time (msec)

millivolts(10-3 V)

intracellularelectrode

0

-70

time (msec)

microvolts(10-6 V)

extracellularelectrode0

-20

Preparation

Stimulating electrodes

To amplifier & digitizer

TWO recording electrodes

Differential amplification with two extracellular electrodes

- – – – -

– + + + + + - – – – – –

1V1

2V2 V1–V2

- – – – -– – – + + + + - – – – –

+1 msec

- – – – -

– – – – – – + + + + - –

+2 msec

Noise reduction by differential recording

V2

V1

superimposedsuperimposed

V1–V2

Two weeks later… (lecture 2)

Two weeks later… (lecture 2)

Two weeks later… (lecture 2)

- only 33% correct!

What happened (or didn’t happen) in lecture 1?

Could this have been taught more effectively ?

How? (Think-Pair-Share)

What should I do next (in lecture 2) ?(Think about this, – Pair to discuss - Share your

conclusions)

Why “scientific” teaching?

EmpiricalInquiry

Creativity

Rigorous

Data

Interest Real content

bringing the spirit and the standards of research from our lab/field to the classroom

developed by science researchers (but has older, broader philosophical roots)

for those, trained as researchers, who also teach science

Spirit ? Standards/methods?

WonderCuriosity

StatisticsControlled

A major, broad-based effort.....

Why scientific teaching ? - broad science literacy

• high overall loss rate from STEM majors (~ 50%) - shift to other majors - drop out of college

- scientifically skilled workforce

• loss rate higher &/or advancement lower for - poorer students- some (cultural, ethnic) minorities- women

Themes & terms

Active LearningConstructivism

Inclusive teachingAssessment

Backward design

formative

Bloom’s taxonomy

Teachable unit / tidbit

Alignment

Learning goals & specific objectives

Transparency Metacognition

Themes & terms

Inclusive:

Diversity of….

involveengage

respond tohear from

all students

Normalized learning gains (% of possible maximum) on 12 common pre-test and post-test questions

Knight JK and Wood WB. 2005. Teaching more by lecturing less. Cell Biology Education 4: 298 – 310.

traditional (F ‘03)

interactive (S ‘04)

interactive (S ‘05)

Upper-level Developmental Biology course, 3 semesters Same instructors, syllabus & textbook; similar demographics

Evidence for effectiveness….

or not…

writing testable hypotheses experimental design

http://cst.yale.edu

More evidence + resources, tools, teaching materials

Effects of lecturer performance:video lecture on genetics of calico cats

fluent lecturer dysfluent lecturer

“In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the instructor slumped, looked away, and spoke haltingly with notes.”

Carpenter et al.,, Psychonomic Bulletin & Review May 2013

Effects of lecturer performance

“The fluent speaker was rated as significantly more organized,knowledgeable, prepared, and effective than thedisfluent speaker, ts > 8.77, ps < .001, ds > 2.70 .....”

“Participants who viewed the fluent speaker also indicated that they learned the information better (M = 3.48, SD = 1.03), as compared with those who viewed the disfluent speaker (M = 1.76, SD = 0.89)......”

Carpenter et al.,, Psychonomic Bulletin & Review May 2013

Effects of lecturer performance“After watching the video, participants ... were asked to predict how much of the content they would later be able to recall.....” and were tested, after a 10 minute interval, on how much they actually recalled. Results:

Take-home message(s) for lecturers? for students?

Themes & terms

Active LearningConstructivism

Inclusive teachingAssessment

Backward design

formative

Bloom’s taxonomy

Teachable unit / tidbit

Alignment

Learning goals & specific objectives

Transparency Metacognition

Course development....Conventional

CoverageContent: topics list

Description

Delivery

TextbookGrading: competitive, curved

Lecturesyllabus Assessment(summative)

ST/AL

Goalsobjectives

Assessment(formative & summative) Cooperative

Inclusion

Content: ideas, skills frameworkSession

Grading: open rubrics

Scientific Teaching

Goals: • to introduce ST/AL (scope, need for it, evidence of benefits)• to practice some ST/AL methods.• to critically examine some of its claims

& Active Learning

objectives: after this session, you should be able to:- explain the core concepts behind ST/AL;- find and critically read some primary research papers on

evidence for ST/AL effects- find more ST/AL resources and tools - devise ways to transition a course unit from a passive

(lecture-only) to a more active mode.- anticipate challenges that may arise when doing this.

Assess: how did we do?