Teaching with Clickers for Deep LearningDerek Bruff
This document discusses using clickers, or student response systems, to engage students in active learning during lectures. It describes a common clicker-based pedagogy where an instructor poses a multiple-choice question, students answer using clickers, and the instructor uses the results to guide further discussion or backtracking. Clickers can be used to pose different types of questions, from factual recall to conceptual understanding to application and analysis. They provide formative assessment to help instructors and students gauge learning. Research shows clickers can improve exam scores and longer-term retention compared to traditional lectures without clickers. The document also introduces the flipped classroom approach which inverts traditional lectures by having students learn new material before class.
Four principles for developing students as problem solvers in the STEM disciplines, a workshop presented at the King Fahd University of Petroleum and Minerals in Saudi Arabia, October 26, 2015
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
1) The document discusses best practices for using clickers, or classroom response systems, to create effective questions that promote active learning across disciplines.
2) It provides examples of different types of clicker questions, such as factual recall questions, vote-share-vote conceptual questions, polling questions, and thought questions, along with examples.
3) The document also discusses best practices like having clicker questions in most classes, engaging students by focusing on wrong answers, and ensuring exams reflect clicker content, as well as pitfalls to avoid like not explaining the purpose of clickers.
The document describes Vanderbilt University's Teaching-as-Research (TAR) Fellows program, which encourages graduate students to take a scientific approach to teaching. The program provides funding and mentorship for students to design teaching experiments. An example project tests whether hands-on analogies improve student understanding of radioactive decay concepts. Survey results found students could appropriately apply their new knowledge. The program has expanded learning and career opportunities for participants. It aims to make scientific teaching a widespread practice at research universities.
This document discusses challenges with feedback and assessment in higher education. It notes that students often do not find feedback useful as it feels disconnected from future work and there is inconsistency between markers. The document explores how to improve feedback through more dialogue and formative assessment. Case studies show that formative tasks work best when they are low-risk, engage students in reflection, and are linked to summative assessments. The key is to make assessment a learning process rather than just evaluation.
This document discusses simple classroom-based research techniques that teachers can use to evaluate what works in their lessons. It begins by defining several terms for classroom-based research such as participatory research, action learning, and teacher research. The document then explains that classroom-based research involves reflective teaching as well as systematically planning an intervention, observing its impact, reflecting on the results, and revising the approach. It provides examples of researching a classroom issue using this cyclical process and emphasizes the importance of collaboration and sharing results. In the latter half, it discusses using item analysis of student assessments to help evaluate teaching effectiveness.
Squeezing assessment and stretching learningTansy Jessop
1. The document discusses challenges related to assessment and feedback that are highlighted by TESTA (Thinking about Enhancing Student Testing and Assessment). It summarizes three main problems: things going awry without understanding why, curriculum design challenges, and challenges with academic reading and writing.
2. Evidence and strategies are presented for addressing issues like an over-reliance on summative assessment, disconnected feedback, and student confusion about goals and standards. Case studies of successful formative assessment practices are described.
3. Moving from a transmission model of education to a more social constructivist model is advocated, along with the idea of "learning-oriented summative" assessment. References are provided for further reading.
Teaching with Clickers for Deep LearningDerek Bruff
This document discusses using clickers, or student response systems, to engage students in active learning during lectures. It describes a common clicker-based pedagogy where an instructor poses a multiple-choice question, students answer using clickers, and the instructor uses the results to guide further discussion or backtracking. Clickers can be used to pose different types of questions, from factual recall to conceptual understanding to application and analysis. They provide formative assessment to help instructors and students gauge learning. Research shows clickers can improve exam scores and longer-term retention compared to traditional lectures without clickers. The document also introduces the flipped classroom approach which inverts traditional lectures by having students learn new material before class.
Four principles for developing students as problem solvers in the STEM disciplines, a workshop presented at the King Fahd University of Petroleum and Minerals in Saudi Arabia, October 26, 2015
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
1) The document discusses best practices for using clickers, or classroom response systems, to create effective questions that promote active learning across disciplines.
2) It provides examples of different types of clicker questions, such as factual recall questions, vote-share-vote conceptual questions, polling questions, and thought questions, along with examples.
3) The document also discusses best practices like having clicker questions in most classes, engaging students by focusing on wrong answers, and ensuring exams reflect clicker content, as well as pitfalls to avoid like not explaining the purpose of clickers.
The document describes Vanderbilt University's Teaching-as-Research (TAR) Fellows program, which encourages graduate students to take a scientific approach to teaching. The program provides funding and mentorship for students to design teaching experiments. An example project tests whether hands-on analogies improve student understanding of radioactive decay concepts. Survey results found students could appropriately apply their new knowledge. The program has expanded learning and career opportunities for participants. It aims to make scientific teaching a widespread practice at research universities.
This document discusses challenges with feedback and assessment in higher education. It notes that students often do not find feedback useful as it feels disconnected from future work and there is inconsistency between markers. The document explores how to improve feedback through more dialogue and formative assessment. Case studies show that formative tasks work best when they are low-risk, engage students in reflection, and are linked to summative assessments. The key is to make assessment a learning process rather than just evaluation.
This document discusses simple classroom-based research techniques that teachers can use to evaluate what works in their lessons. It begins by defining several terms for classroom-based research such as participatory research, action learning, and teacher research. The document then explains that classroom-based research involves reflective teaching as well as systematically planning an intervention, observing its impact, reflecting on the results, and revising the approach. It provides examples of researching a classroom issue using this cyclical process and emphasizes the importance of collaboration and sharing results. In the latter half, it discusses using item analysis of student assessments to help evaluate teaching effectiveness.
Squeezing assessment and stretching learningTansy Jessop
1. The document discusses challenges related to assessment and feedback that are highlighted by TESTA (Thinking about Enhancing Student Testing and Assessment). It summarizes three main problems: things going awry without understanding why, curriculum design challenges, and challenges with academic reading and writing.
2. Evidence and strategies are presented for addressing issues like an over-reliance on summative assessment, disconnected feedback, and student confusion about goals and standards. Case studies of successful formative assessment practices are described.
3. Moving from a transmission model of education to a more social constructivist model is advocated, along with the idea of "learning-oriented summative" assessment. References are provided for further reading.
This document discusses curriculum in higher education. It poses questions about why curriculum is invisible in HE, what curriculum means, and frameworks for understanding it. Participants are asked to define curriculum on an online platform. Their responses are grouped into paradigms of curriculum as product, process, and praxis. The document then discusses various ways of understanding curriculum as planned, delivered, received, and hidden. It presents models of curriculum consisting of knowing, acting, and being. Participants are asked to identify what makes the Solent learning experience unique and to discuss the main elements of learning and how they link to theories.
Experiential learning involves direct experience and active experimentation. It provides students with a richer understanding of concepts in real-world contexts compared to traditional academic learning alone. However, lessons from experience can also include biases if not properly reflected on. Experiential learning theory integrates direct experiences, observations of experiences, formation of abstract concepts, and testing implications of concepts. It involves a learning cycle of experiencing, reflecting, thinking, and acting. Different teaching methods emphasize different stages of this cycle. Architectural design education can benefit from experiential learning approaches.
Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Pres...Darci the STEM Mom
This presentation provides teachers with tips on how to set up a curriculum plan for implementing student research. Year-long planning, unit-planning, and tips for deadlines is included. Tips on using technology (Web 2.0 tools) to support the coordinating of group projects and grading.
Adding the "TEM" to our Science Teaching: STEM mom gives tips for inquiry and...Darci the STEM Mom
Darci, the STEM Mom presented this powerpoint as part of a 3 hour workshop at the 2013 Minnesota Science Teachers State Conference. She challenges science teachers with six hands-on inquiry activities that engage students with not only science principles but also engineering, technology, and mathematics. STEM Mom also addresses the meaning of STEM, use and purpose of Lab Notebooks, how to create an environment friendly for inquiry, and how to modify lessons to be a higher level of inquiry. For each of the six challenges, STEM Mom provides a teacher lesson plan, tips for presenting the challenge at various levels, and two versions of student handouts.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
Fostering a culture change in assessment and feedback through TESTATansy Jessop
This document summarizes a presentation about fostering culture change in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The presentation addresses four main problems: 1) uncertainty about why assessment methods are used, 2) curriculum design privileging content over complex learning, 3) challenges with educational change initiatives, and 4) disconnect between feedback and future work. It outlines TESTA principles and themes identified from its use, including high summative/low formative assessment ratios, disconnected feedback, and lack of clarity about goals and standards. Case studies demonstrate successful formative assessment practices and principles. The presentation emphasizes engaging students in assessment through co-creating criteria, calibration exercises, and exemplars to internalize goals and standards
This document summarizes a seminar on fostering a culture shift in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The seminar addressed four key themes: 1) variations in assessment patterns between programs, 2) an over-reliance on high-stakes summative assessment and underuse of formative assessment, 3) disconnected feedback that does not support learning, and 4) a lack of clarity about learning goals and standards. The seminar discussed case studies of integrating more effective formative assessment and strategies like developing shared understanding of goals and criteria to address these issues.
This document discusses assessment strategies for measuring student learning. It defines formative assessment as assessment for learning that occurs during the learning process and provides immediate feedback, while summative assessment is assessment of learning that occurs after instruction to evaluate student work. Examples of formative strategies include brainstorming, diagnostic questions, and minute papers. Examples of summative strategies include exams, essays, presentations and portfolios. The document also provides details on specific strategies like case studies, statement correction, and oral exams outlining their benefits and disadvantages.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
This presentation is about using reflective reading journals as a component of a flipped classroom approach to teaching. It was presented to physicists but uses music as the example of what is being taught. The handouts which were used during the presentation can be found at http://atlanticphysics.wix.com/physicsday2013#!presentations/czdz
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
This document summarizes the implementation of online quizzes in a mathematics course for elementary education majors. The professor wanted to improve student performance on quizzes and exams covering real number axioms. Various online quiz features were tested, including question banks, question types, multiple attempts, and time limits. Student performance and feedback were used to refine the quizzes over time, such as adjusting time limits and improving feedback for incorrect answers. The goal was to determine how online quiz design influences student learning of real number axioms.
STEM Mom facilitates discussion among teachers at Princeton University during their annual YSAP (Young Science Achievers Program) event. [April 20, 2013]
This event is for teachers who already implement student research and who are highly successful in encouraging students to DO science, integrated with TEM! This is the powerpoint used during our full-day workshop.
The document discusses various tips and lessons for teachers in their role as instructors and evaluators. It covers setting clear classroom procedures, using different teaching techniques to engage different learning styles, strategies for maintaining control of the classroom, giving and grading homework, writing effective test questions, and other administrative duties like keeping accurate grade books. The overall message is that both the mundane operational aspects and thoughtful pedagogical techniques are important for teaching effectively.
Force Concept Inventory Mature Students NolanSam Nolan
The document summarizes research using the Force Concept Inventory (FCI) to assess conceptual understanding of mechanics in mature learners at a foundation level. Key findings include:
- Students showed significant gains in conceptual understanding from pre- to post-testing with the FCI after interactive mechanics instruction. However, understanding remained below levels expected at university entry.
- The most misunderstood concepts pre-instruction were Newton's third law and inertia in rolling situations. Smaller than average gains were seen for questions involving these topics.
- Results were consistent with other studies, suggesting the FCI reliably captures typical misconceptions. However, some question its ability to comprehensively assess conceptual grasp of mechanics.
Bridging Research into Classroom PracticeDave Doucette
1) The document discusses the current state of science literacy in North America and recommendations from a report by the National Academies to improve it. It emphasizes the importance of hands-on, student-centered learning over traditional teacher-centered approaches.
2) It then describes an example physics laboratory activity using toy cars and bowling pins that integrates learning concepts and processes. Students work through guided questions to link previous knowledge and predict outcomes as they observe and analyze the motion.
3) The goal is for students to discuss their observations and reflections in groups to develop a deeper understanding of concepts like distance, displacement, velocity and forces through an engaging sequence of activities rather than just teacher explanations.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]Gary Abud Jr
This is a half-day workshop on implementing student-centered practices in the secondary science classroom. The topics include inquiry-based instructional design, visible thinking routines, and talk moves for productive classroom discussion.
The Digital Divide and Teaching: How Do Our Students Really Use Technology?Derek Bruff
This document discusses how students use technology compared to instructors. It begins by asking students and instructors to reflect on how they commonly use technology in similar or different ways. It then discusses the concepts of "digital natives" and "digital immigrants" to describe students who grew up with technology versus those who adopted it later. However, it notes this distinction is more complex than a simple age-based divide. Student focus groups reveal they commonly use social media and the internet for keeping in touch with others, getting news and entertainment. The document concludes by highlighting key principles for integrating technology in teaching, such as having a clear goal, explaining the purpose of technological tools, allowing time for students to learn new technologies, and not underestim
How Do You Web? Undergraduate Focus Groups for Informing PedagogyDerek Bruff
The document discusses focus groups conducted with Vanderbilt undergraduate students to understand how they use technology and social media outside of class. Key findings include that students frequently use Facebook, Twitter, and video sites for keeping up with friends and news. They find course management systems like OAK useful but prefer other methods for communication. Students suggest faculty could use separate Twitter or blog accounts to supplement learning but avoid merging social and academic accounts. The document advises faculty interested in technology integration to consider students' technology preferences and boundaries.
This document discusses curriculum in higher education. It poses questions about why curriculum is invisible in HE, what curriculum means, and frameworks for understanding it. Participants are asked to define curriculum on an online platform. Their responses are grouped into paradigms of curriculum as product, process, and praxis. The document then discusses various ways of understanding curriculum as planned, delivered, received, and hidden. It presents models of curriculum consisting of knowing, acting, and being. Participants are asked to identify what makes the Solent learning experience unique and to discuss the main elements of learning and how they link to theories.
Experiential learning involves direct experience and active experimentation. It provides students with a richer understanding of concepts in real-world contexts compared to traditional academic learning alone. However, lessons from experience can also include biases if not properly reflected on. Experiential learning theory integrates direct experiences, observations of experiences, formation of abstract concepts, and testing implications of concepts. It involves a learning cycle of experiencing, reflecting, thinking, and acting. Different teaching methods emphasize different stages of this cycle. Architectural design education can benefit from experiential learning approaches.
Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Pres...Darci the STEM Mom
This presentation provides teachers with tips on how to set up a curriculum plan for implementing student research. Year-long planning, unit-planning, and tips for deadlines is included. Tips on using technology (Web 2.0 tools) to support the coordinating of group projects and grading.
Adding the "TEM" to our Science Teaching: STEM mom gives tips for inquiry and...Darci the STEM Mom
Darci, the STEM Mom presented this powerpoint as part of a 3 hour workshop at the 2013 Minnesota Science Teachers State Conference. She challenges science teachers with six hands-on inquiry activities that engage students with not only science principles but also engineering, technology, and mathematics. STEM Mom also addresses the meaning of STEM, use and purpose of Lab Notebooks, how to create an environment friendly for inquiry, and how to modify lessons to be a higher level of inquiry. For each of the six challenges, STEM Mom provides a teacher lesson plan, tips for presenting the challenge at various levels, and two versions of student handouts.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
Fostering a culture change in assessment and feedback through TESTATansy Jessop
This document summarizes a presentation about fostering culture change in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The presentation addresses four main problems: 1) uncertainty about why assessment methods are used, 2) curriculum design privileging content over complex learning, 3) challenges with educational change initiatives, and 4) disconnect between feedback and future work. It outlines TESTA principles and themes identified from its use, including high summative/low formative assessment ratios, disconnected feedback, and lack of clarity about goals and standards. Case studies demonstrate successful formative assessment practices and principles. The presentation emphasizes engaging students in assessment through co-creating criteria, calibration exercises, and exemplars to internalize goals and standards
This document summarizes a seminar on fostering a culture shift in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The seminar addressed four key themes: 1) variations in assessment patterns between programs, 2) an over-reliance on high-stakes summative assessment and underuse of formative assessment, 3) disconnected feedback that does not support learning, and 4) a lack of clarity about learning goals and standards. The seminar discussed case studies of integrating more effective formative assessment and strategies like developing shared understanding of goals and criteria to address these issues.
This document discusses assessment strategies for measuring student learning. It defines formative assessment as assessment for learning that occurs during the learning process and provides immediate feedback, while summative assessment is assessment of learning that occurs after instruction to evaluate student work. Examples of formative strategies include brainstorming, diagnostic questions, and minute papers. Examples of summative strategies include exams, essays, presentations and portfolios. The document also provides details on specific strategies like case studies, statement correction, and oral exams outlining their benefits and disadvantages.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
This presentation is about using reflective reading journals as a component of a flipped classroom approach to teaching. It was presented to physicists but uses music as the example of what is being taught. The handouts which were used during the presentation can be found at http://atlanticphysics.wix.com/physicsday2013#!presentations/czdz
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
This document summarizes the implementation of online quizzes in a mathematics course for elementary education majors. The professor wanted to improve student performance on quizzes and exams covering real number axioms. Various online quiz features were tested, including question banks, question types, multiple attempts, and time limits. Student performance and feedback were used to refine the quizzes over time, such as adjusting time limits and improving feedback for incorrect answers. The goal was to determine how online quiz design influences student learning of real number axioms.
STEM Mom facilitates discussion among teachers at Princeton University during their annual YSAP (Young Science Achievers Program) event. [April 20, 2013]
This event is for teachers who already implement student research and who are highly successful in encouraging students to DO science, integrated with TEM! This is the powerpoint used during our full-day workshop.
The document discusses various tips and lessons for teachers in their role as instructors and evaluators. It covers setting clear classroom procedures, using different teaching techniques to engage different learning styles, strategies for maintaining control of the classroom, giving and grading homework, writing effective test questions, and other administrative duties like keeping accurate grade books. The overall message is that both the mundane operational aspects and thoughtful pedagogical techniques are important for teaching effectively.
Force Concept Inventory Mature Students NolanSam Nolan
The document summarizes research using the Force Concept Inventory (FCI) to assess conceptual understanding of mechanics in mature learners at a foundation level. Key findings include:
- Students showed significant gains in conceptual understanding from pre- to post-testing with the FCI after interactive mechanics instruction. However, understanding remained below levels expected at university entry.
- The most misunderstood concepts pre-instruction were Newton's third law and inertia in rolling situations. Smaller than average gains were seen for questions involving these topics.
- Results were consistent with other studies, suggesting the FCI reliably captures typical misconceptions. However, some question its ability to comprehensively assess conceptual grasp of mechanics.
Bridging Research into Classroom PracticeDave Doucette
1) The document discusses the current state of science literacy in North America and recommendations from a report by the National Academies to improve it. It emphasizes the importance of hands-on, student-centered learning over traditional teacher-centered approaches.
2) It then describes an example physics laboratory activity using toy cars and bowling pins that integrates learning concepts and processes. Students work through guided questions to link previous knowledge and predict outcomes as they observe and analyze the motion.
3) The goal is for students to discuss their observations and reflections in groups to develop a deeper understanding of concepts like distance, displacement, velocity and forces through an engaging sequence of activities rather than just teacher explanations.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]Gary Abud Jr
This is a half-day workshop on implementing student-centered practices in the secondary science classroom. The topics include inquiry-based instructional design, visible thinking routines, and talk moves for productive classroom discussion.
The Digital Divide and Teaching: How Do Our Students Really Use Technology?Derek Bruff
This document discusses how students use technology compared to instructors. It begins by asking students and instructors to reflect on how they commonly use technology in similar or different ways. It then discusses the concepts of "digital natives" and "digital immigrants" to describe students who grew up with technology versus those who adopted it later. However, it notes this distinction is more complex than a simple age-based divide. Student focus groups reveal they commonly use social media and the internet for keeping in touch with others, getting news and entertainment. The document concludes by highlighting key principles for integrating technology in teaching, such as having a clear goal, explaining the purpose of technological tools, allowing time for students to learn new technologies, and not underestim
How Do You Web? Undergraduate Focus Groups for Informing PedagogyDerek Bruff
The document discusses focus groups conducted with Vanderbilt undergraduate students to understand how they use technology and social media outside of class. Key findings include that students frequently use Facebook, Twitter, and video sites for keeping up with friends and news. They find course management systems like OAK useful but prefer other methods for communication. Students suggest faculty could use separate Twitter or blog accounts to supplement learning but avoid merging social and academic accounts. The document advises faculty interested in technology integration to consider students' technology preferences and boundaries.
The document discusses how presenters often rely too heavily on presentation tools like PowerPoint instead of their own skills and abilities. While tools can help presenters be heard, people have also created tools to hide behind. The most fundamental presentation tools are a person's mind, body and voice. When presenting, presenters should focus on how badly they want their ideas to come alive rather than the tools they use.
The document outlines the authoring cycle for developing writing skills in children. It includes stages such as pre-writing through immersion and idea generation, drafting, revision with peer review, editing, and publishing. References are also provided to support the writing process approach and importance of building on students' life experiences and ownership of their work.
This report provides an environmental NGO's perspective on environmental justice policy in South Korea for an OECD review. It summarizes major environmental injustice problems in South Korea from 2005-2016 related to nuclear power plants, radioactive waste disposal sites, and high-voltage transmission lines. The report argues that development projects have disproportionately burdened rural and weaker communities while urban areas receive the benefits. It recommends legal and institutional reforms to incorporate public participation and corrective justice into the development process.
The document discusses the lecture method of teaching, which involves the teacher lecturing to students as the primary means of instruction. Some key points:
- The lecture method is teacher-centered, with the teacher controlling the flow of information and students playing a passive role as listeners.
- It is commonly used for large classes in colleges and schools to quickly cover curricula. However, it is not ideal for realizing the goals of teaching science.
- Effective lectures are planned considering factors like the audience, purpose, time available, and subject matter.
- Lectures can be used to introduce new topics, review material, or present history.
- Advantages include low cost and covering content quickly
LECTURING AS A METHOD OF COMMUNICATION Sarath Thomas
This document discusses lecturing as a method of communication. It defines a lecture as an oral presentation intended to convey information or teach about a subject. Lectures are commonly used by university professors. While lecturing allows for delivering information to large groups efficiently, it has disadvantages like not promoting active learning or individual feedback. The document provides tips for making lecturing more effective, such as using visual aids, engaging students with questions, and incorporating activities beyond straight lecturing. It emphasizes the importance of delivery and manner of speaking to influence student learning.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important. It begins by noting that assessment and feedback are critical to student learning but there are challenges like an over-reliance on summative assessments and disconnected feedback. TESTA aims to address these issues by rebalancing assessments to include more formative work, creating better connections between assessments, and improving feedback practices. The document provides examples of successful formative assessment strategies used in different university programmes. Overall, TESTA seems to improve student perceptions of assessment and feedback as well as enhancing staff and student experiences of the curriculum.
The document outlines Dr. Nadine Wills' teaching philosophy for a Film Studies professor position. It discusses her approach to effective teaching which includes reflecting on her own practice, understanding student diversity, and stimulating student interest and participation. It also covers treating students as professionals, incorporating different learning styles, emphasizing clarity and making real-world connections, and using varied assessment methods to achieve learning outcomes.
This document discusses using clickers, or audience response systems, to enhance classroom assessment and feedback. It provides learning objectives about using clickers to design questions in PowerPoint presentations and where to find help booking clickers. The document then discusses different approaches to using clickers, such as for polling questions or facilitating discussion. It also provides examples of clicker questions and discusses developing higher-order thinking skills in questions. Finally, it instructs attendees to work in pairs to create sample clicker questions.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
Presentation given at the University of Denver Mathematics Department, October 25, 2013. Be sure to check the notes for links about the examples seen in the slides.
This document discusses inclusive assessment in higher education. It begins by outlining the rationale for inclusive assessment, including improving student learning, evaluation scores, and compliance with disability requirements. It then reviews common assessment practices and explores a variety of inclusive assessment methods like performance, group projects, and peer review. The document emphasizes that inclusive assessment should be accessible to all students without compromising rigor. It provides tips for inclusive design, such as aligning assessments to learning outcomes and using formative feedback. Overall, the document advocates for inclusive assessment as a way to benefit both students and faculty.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
Flipping the technology-pedagogy equation: principles to improve assessment a...Tansy Jessop
This document summarizes a presentation about improving assessment and feedback in higher education. It identifies several flaws with current assessment practices, such as a focus on summative over formative assessment and disconnections between content and concepts. It discusses how assessment should drive what students pay attention to and how feedback is the most important factor in learning. Potential solutions discussed include using blogging to make assessment more formative and improve feedback, but challenges remain around workloads and prioritizing formative assessment. Evidence from different studies is presented that blogging can increase engagement, develop critical thinking, and provide more feedback, though formative assessment is still valued less by students.
The document discusses a global statistics project piloted with 19 students that aimed to give statistical concepts a global context. The project was carried out over multiple semesters and involved students researching statistics about different countries and creating brochures. A survey found that students enjoyed analyzing data and working in teams, but struggled with finding data and creating brochures. However, after completing their brochures students felt accomplished. The project revealed that student learning of statistics increased. Suggestions are provided on how to improve the project.
The document discusses a global statistics project given to 19 students. The goals were to give concepts a global twist, increase geographical awareness, research and explain statistical information about a country, have fun learning, and work in teams. Students analyzed ski racing data and created brochures about assigned countries. Surveys found students liked analyzing data but struggled with brochures initially due to lack of examples and instructions. However, after completing brochures, students felt accomplished. Most agreed teamwork and the project increased their statistical learning. The discussion focused on improving the project and applying similar global themes to other math courses.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
This document discusses feedback and its importance in student learning. It outlines four common problems with feedback: the mismatch problem, issues related to the National Student Survey, constraints of quality assurance processes, and disconnection of feedback from future work. Potential solutions discussed include focusing on relationships, emotions, mindsets, dialogue over monologue, and developing feedback cycles across modules to better connect feedback to future learning. The talk advocates taking a more relational approach to feedback through conversation, questioning, and addressing emotional and cognitive barriers to help students actively engage with feedback.
The document discusses creating active learning environments in higher education. It summarizes research showing active learning improves student performance and outcomes compared to traditional lecturing. It explores dimensions of learning space design like transmission vs interaction, flexibility, aesthetics, and technology. It provides examples of innovative learning space designs and discusses how instructors can adapt spaces to promote active learning. It also addresses challenges colleges face in designing learning environments and how to advance spaces given infrastructure constraints.
MOOC-Supported Learning Communities for Future STEM FacultyDerek Bruff
The document discusses a MOOC called "Becoming an Effective Undergraduate Teacher of STEM" aimed at future and current STEM faculty. The MOOC is part of a CIRTL Network initiative to prepare STEM faculty to implement evidence-based teaching practices through online learning communities. The MOOC will cover topics in cognitive science, active learning, assessment, and diversity and is scheduled to launch on September 1, 2014. It will be supported by a learning community to enhance participation through discussion questions, additional resources, and virtual office hours.
A short illustration of ways to arrange and compare multiple small charts in PowerPoint. Built to accompany the "Show and Tell: More Visual Presentations" talk I gave at Vanderbilt on November 1, 2013.
The document contains a series of charts showing the results of a survey of 72 respondents rating the importance of Priority A. The final chart indicates that 66.7% rated it as "Very" important, 25% as "Quite" important, and 8.3% as "Fairly" important, with 0% rating it as "Slightly" or "Not at all" important.
The document discusses using Markov chains to model and analyze the game of Monopoly. It explains the basic rules of Monopoly and then presents increasingly complex Markov chain models of landing on spaces and properties. The models start simply with a few spaces and coin flips and become more detailed representations incorporating jail stays and dice rolls. The document also provides background on Markov chains and their properties, explaining how the transition matrix P and stationary distribution q can be used to analyze Monopoly and other systems.
The document discusses a poem by Leo Marks that was read at the Clinton-Mezvinsky wedding. It provides context about the poem and poet Leo Marks, and explains how the poem can be used for cryptographic purposes by selecting words from the poem and using the letter positions to encrypt a message. It then walks through the steps to encrypt a sample message using this technique.
See What I Mean: Using Visual Thinking in the ClassroomDerek Bruff
This document discusses how visual thinking can help students learn by using visual representations like maps, flowcharts and other creative works to clarify relationships between ideas and create visual representations of their knowledge, as visual input is something our brains are wired to rapidly make sense of and remember.
Asking Good Questions: A Hands-On Clicker WorkshopDerek Bruff
This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
Encryption schemes can provide a false sense of security if not implemented correctly. Proper implementation and testing is needed to ensure encryption truly protects sensitive data as intended. Schemes left untested may seem strong but could be vulnerable to attacks revealing encrypted information.
The document discusses plagiarism and academic integrity. It provides examples of plagiarism, such as copying text from websites without citation or paraphrasing Wikipedia paragraphs without citation. It also discusses how the lines between plagiarism and authenticity can blur, citing a case where a German author included passages from other novels in her work and defended it by saying there is no such thing as originality. The document seeks to educate about properly citing sources to avoid plagiarism and understanding what constitutes common knowledge versus copying or paraphrasing from sources.
Show and Tell: Visual Thinking in the ClassroomDerek Bruff
A preview of "Show and Tell: Visual Thinking in the Classroom," a workshop at the Vanderbilt University Center for Teaching's January 2011 conference for grad students, GradSTEP 2011
This document discusses using technology like clickers, blogs, and social media to enhance agile teaching methods. It provides examples of how clickers can be used for formative assessment and peer instruction. Next generation clickers that use cell phones and applications like Poll Everywhere are presented. The document also discusses opening up the backchannel during class through tools like Twitter, Google Moderator, and blogs. Just-in-time teaching with blogs that provide pre-class engagement is explained.
Vanderbilt Center for Teaching - Celebration of Teaching 2010Derek Bruff
This document provides information about resources and events from Vanderbilt University's Center for Teaching. It highlights positive feedback from participants in teaching certificate programs and workshops. It also profiles award winning teachers and lists graduate teaching fellows and affiliates. Overall, it promotes the Center for Teaching's work in developing excellence in education through various programs and services.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
15. • The flipped classroom… not a new idea.
• A relatively new term.
– Baker, J. W. (2000). The “Classroom Flip”:
Using Web Course Management Tools to
Become the Guide by the Side.” Selected
Papers from the 11th International Conference
on College Teaching and Learning. 9-17.
– Lage, M. J., Platt, G. J., & Treglia, M. (2000).
Inverting the classroom: A gateway to creating
an inclusive learning environment. Journal of
Economic Education, 31(1), 30-43.
16. How often do you use a flipped
approach in your teaching?
A. Never
B. Occasionally
C. Frequently
D. Always
E. I still don’t know what that means.
17. • The flipped classroom… not a new idea.
• A relatively new term.
– Baker, J. W. (2000). The “Classroom Flip”:
Using Web Course Management Tools to
Become the Guide by the Side.” Selected
Papers from the 11th International Conference
on College Teaching and Learning. 9-17.
– Lage, M. J., Platt, G. J., & Treglia, M. (2000).
Inverting the classroom: A gateway to creating
an inclusive learning environment. Journal of
Economic Education, 31(1), 30-43.
33. Misconception Questions
Considering that a tiny acorn can grow into a
mighty oak tree, which of the following
contributes the majority of the mass of the
tree?
A. Soil
B. Air
C. Water
D. Sunlight
34. Instructor Poses
Question (<1 Min)
Students Answer
Independently
(1-3 Min)
Instructor Views
Results (<1 Min)
If Most Answer
Correctly,
Briefly Discuss
Question (1-3 Min)
If Most Answer
Incorrectly,
Backtrack (5+ Min)
If Students Are Split,
Have Students Discuss
in Pairs and Revote
(1-5 Min)
Instructor Leads
Classwide Discussion
(2-15 Min)
Peer
Instruction
35. Application Questions
Consider the view of the
northeastern horizon
shown at a certain date
and time. Which of the
following best describes
the positions of these
constellations 24 hours
later?
1. Slightly lower in the sky, closer to the NE horizon.
2. Exactly the same place
3. Slightly higher in the sky, farther up from the NE
horizon
4. Somewhere just above the SW horizon
5. Not visible at all above the horizon
Patrick Len,
Astronomy,
Cuesta College
“The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens. Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed.”
Images: Kat Keller, Flickr, CC-BY - https://www.flickr.com/photos/93033713@N00/451089820/
Image: “Young Skateboarder,” Tony Alter, Flickr (CC-BY), https://www.flickr.com/photos/78428166@N00/5816929170/
Take what was homework and bring that into the classroom through group work. Or, more structures approaches…
Image: “Oak Tree,” MunstiSue, Flickr (CC)
Note that this structure can be useful even without the technology—think/pair/share.
Stacy’s go-to challege—relative has cut himself on the arm, needs an appropriate bandage.
Or Anita’s—portwine stain birthmark, laser treatment thereof.
Maybe mention Jigsaw. Or Casey’s scaffolded problem set approach.
Image: “Macbook X-Ray,” Jason de Villa, Flickr (CC)
Image: Untitled, 7 w d, Flickr (CC-BY), https://www.flickr.com/photos/deletemem/15636345451/