vanth and the legacy cycle: bioengineering and problem based instruction cherie mccollough graduate...
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VaNTH and The Legacy Cycle: Bioengineering and Problem Based Instruction
Cherie McCollough
Graduate Research Assistant –VaNTH ERC
University of Texas at Austin
What is VaNTH – ERC?
"Uniting educators and engineers, in industry and academia, to develop curricula and technologies
that willeducate future generations of bioengineers.“
www.VaNTH.org
Components of VaNTH
What is an ERC?Engineering Research CentersComprised of professionals in academia and bioengineeringTeams from Vanderbilt, Northwestern, UT, and Health Science Technology center at Harvard – MIT and industrial partnersFocused on new technologyInitially dependent on NSF – become independent
What is the VaNTH approach to education?
People learn best when presented with authentic, personally meaningful challenges
“How People Learn” Framework – John Bransford, Vanderbilt University
National Academy Press - 2000
Use of Legacy Cycle in K – 12, college, and graduate courses.
How People Learn: Key Findings
Students come to class with preconceptions about how the world worksInitial understanding must be engaged – pre- or mis-conceptions can contradict naïve understandings.Example – what causes the change in seasons?For scientific understanding to replace the naive understanding, students must reveal the latter and have opportunity to see where it falls short.
HPL – Key Finding #2
To develop competence in an area of inquiry, students must:
Have a deep foundation of the factual knowledgeUnderstand facts and ideas in the context of a conceptual frameworkOrganize knowledge in ways that facilitate retrieval and application (transfer of knowledge).
Example - geography
HPL: Key Findings #3A metacognitive (verbalized thinking) approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress to achieve them.
Techniques share a strategy of teaching and modeling the strategy, evaluating their merits in helping attain a goal, and monitoring progress toward that goal.
Goal – independence and self-regulation of skill development.
Example – reciprocal teaching
Designing Classroom Environments in HPL Framework
1.Schools and classrooms must be learner centered – includes a broader understanding of the learner.
Cultural differencesStudent theories of what it means to be intelligent can affect their performance, i.e., “looking good” rather than risk making mistakes. Intelligence is malleable belief leads to willingness to struggle with challenging tasks, comfort with risk.
2. Schools and classrooms must be knowledge centered
Learning with understanding (vs. memorizing) does not use disconnected facts
Provides necessary depth of study, assessing student understanding rather than factual memory.
Encourages hands-on minds-on vs. hands-on minds off approach.
3. Classrooms must be assessment centered
Formative – ongoing – assessments of understanding are designed to make thinking visible to both teachers and studentsAssessments are learner-friendly, providing students with opportunity to revise and improve their thinking, see their progress, help teachers identify problems.
4. Schools and classrooms are community centered
Requires that the development of norms for the classroom and school, as well as connections to the outside world, that support core learning values.
Teachers must be enabled and encouraged to establish a community of learners among themselves.
Schools need to develop ways to link classroom learning to other aspects of students lives.
The Legacy Cycle
Schwartz, D., Lin, X., Brophy S., Bransford, J. (1999). Toward the development of flexibly adaptive instructional designs. In C. Reigeluth (Ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Pp. 183 – 214). Mahwah, NJ: Erlbaum.
Challenge Three: Diamonds, Stars, and Shadows – What are the
properties of light?
Context – Why Optics?
Optics and the curriculum – TAKS, TEKS
Content covered in First and Second Challenge
Look Ahead and Reflect Back
Provides an understanding of the goals, context, and challenges students will face
Provides a benchmark for reflection and self-assessment
Helps students represent a specific problem as an example of a larger set of issues
Generate Ideas
Helps students make their own thinking explicitHelps students see what other students are thinkingEncourages sharing of ideasHelps teacher assess current state of student knowledgeProvides students with baseline to more easily see how much they learn
Multiple PerspectivesProvides a way to introduce students to vocabulary and perspectives of expertsAllows students to compare their ideas to expert’s ideasProvides guidance on what students need to learn aboutProvides realistic standards of performanceIndicates that multiple perspectives exist in the domain
Research and ReviseExploring the Challenge:
Consult resourcesCollaborate with other studentsListen to “just-in-time” lecturesComplete skill-building lessonsLook at legacies left by other studentsConduct simulations and hands-on experiments
Test Your Mettle
Formative assessment
Wide variety of forms: multiple choice tests, essays, opportunities to test their designs, etc.
Feedback suggests which resources to consult to reach target level of understanding
Feedback is motivational
Go Public
Presents students best solutions – electronic posting, multimedia presentation, oral presentation, etc.
Leave a legacy of tips, ideas, strategies, data, etc. for future students
Go Public - Criteria
Makes thinking VISIBLE
Helps students to assess themselves and others
Helps set standards for achievement
Helps students to learn from each other
Motivates students to do well (high stakes)
Following completion of Legacy Cycle:
Return to Look Ahead and Reflect Back and see how much has been learned (benchmark) – shows the payoff for perseverance
Focuses on the process and content learned – can make CD that contains their solutions and legacies, provides a review
Helps students decide what legacies will be most useful to others
Teachers should also leave legacies