1、Student-Centered Learning:,Inquiry, Interactive Lecture, & Authentic Assessment,Marsha Lakes Matyas, Ph.D. Director of Education Programs, American Physiological Society,How do we view “instruction”?,“The previously dominant view of instruction as direct transfer of knowledge from teacher to student
2、 does not fit the current perspective. The present view places the learners constructive mental activity at the heart of all instructional exchanges”,“This does not mean that students are left to discover everything for themselves, nor that what they discover and how they choose to describe and acco
3、unt for it are left solely to them,Structured Discovery,Valid and powerful knowledge,“Instruction must provide experiences and information from which learners can build new knowledge. Instruction helps to focus those processes so that the resulting knowledge is both valid and powerful. Valid in the
4、sense of describing the world welland powerful in the sense of being useful and reliable for those students in many diverse settings.”J. W. Layman, Natl. Center for Cross Disciplinary Teaching and Learning,Dispenser of knowledge vs. facilitator of learning,THINK/PAIR/SHARE Ideally, what percentage o
5、f your total contact time with student each year would you like to spend as _ Dispenser of knowledge _ Facilitator of discovery learningWhat actual percentage of your total contact time with student this year was spent as _ Dispenser of knowledge _ Facilitator of discovery learning,How do we get the
6、re?,Incrementally Small changes Practice is essential Expect resistanceExperimentally A learning process for all Some things work well in your setting Most things need “tweaking”,Teaching and Learning: Three Strategies Toward a Student-Centered Classroom,Inquiry-Based Lessons Interactive Lectures Au
7、thentic Assessment,Inquiry-Based Teaching and Learning,What is it? Why do it? How do you do it?,What is it?,Inquire (verb) To ask about To search into especially by asking questions To make investigation,Inquiry approach places the student in the role of the investigator Asking questions Structuring
8、 investigations Confronting ambiguous findings Constructing relationships and creating metaphors,Learners,Are engaged by scientifically oriented questions. Give priority to evidence which allows them to develop and evaluate explanations that address scientifically oriented questions Formulate explan
9、ations from evidence Evaluate their explanations in light of alternative explanations, especially those reflecting scientific understanding; and Communicate and justify their proposed explanation.,National Research Council (NRC). (2000). Inquiry and the National Science Education Standards. Washingt
10、on, DC: National Academy Press.,Inquiry and Scientific Research: Some Parallels,Parallelscontinued,Why do it?,Impact on content knowledge Impact on skills that are applicable in diverse situations Addresses multiple learning styles Science content and complexity increasesknowledge overload National
11、Science Education Standards Scientific literacy for all citizens,How do you do it?,Inquiry immersion versus inquiry infusionFaculty AND students must learn how Progressive! NOT all at once!,How do you do it?,Consider ways to facilitate learning rather than dispensing knowledge Expand & hone your que
12、stioning skills Inquiry is NOT a “free for all” Educator sets the focus and parameters Students generate questions within this framework Students design investigations given basic methods and materials,Traditional Approach,Introduce content verbally and via readings Use “cookbook” labs to illustrate
13、 and “verify” what was presented Complete chapter problems and/or structured activity to practice using new content Evaluate - primarily content acquisition,Learning Cycle,Engage student interest. Explore content and learn lab skills through relevant and concrete experiences Explain questions genera
14、ted by introducing content Elaborate by applying concepts and lab skills to new inquiry situations Evaluate content, process, and communication skills,Hints on change,Use cookbook labs as a starting point.not an end point. Do the “cookbook” lab first to generate interest and questions. Discuss the l
15、ab before verbally introducing content, noting all questions raised Use the methods learned in the cookbook lab in a student-centered inquiry that extends the concept exploration.,How do your labs “rate?”,Inquiry Rating Scale,Sutman, 1998,Rate Your Recent Labs,Write down the title or description of
16、the last 3 labs your students did (can be from one or more than one course). Now rate each one using Sutmans inquiry rating scale on the previous slide.,BEN provides resources for.,Guided Inquiry Open Inquiry Inquiry online Inquiry as part of a learning cycle unit Transforming “Cookbook” labs into g
17、uided/open inquiries,Interactive Lectures,How can a didactic lecture be “student-centered?”,Interactive Lecture,Breaks the lecture at least once per class Students participate in an activity that lets them work directly with material. Allows students to: Apply what they have learned earlier; or Gain
18、 a context for upcoming lecture material.,Starting Point-Teaching Entry Level Geoscience. Science Education Resource Center - Carlton College, http:/serc.carleton.edu/introgeo/interactive/whatis.html,Possible Activities,Interpretation of graphs Making calculations and estimations Predictions of demo
19、nstrations Brainstorming Tying ideas together Applying what has just been learned in class or reading to solve a problem Collecting student responses,Starting Point-Teaching Entry Level Geoscience. Science Education Resource Center - Carlton College, http:/serc.carleton.edu/introgeo/interactive/what
20、is.html,Classroom Response Systems,“Software/hardware system that allows instructors to easily get instant feedback from their students, using remote control devices and a portable receiver” (DIIA Instructional Technologies, U of TX-Austin) E-Instruction, Renaissance Classroom Response System, Qwizd
21、om, Turning Point, H-ITT ,PRS , iClicker Some comparative info can be found at https:/sharepoint.cisat.jmu.edu/tsec/jim/CRS/default.htm FAQs: http:/www.utexas.edu/academic/cit/howto/labinstructions/cpsfaqs.html,A Quick Archive Search (vs. Google),Think-pair-share (several sources) Case studies durin
22、g lecture (Goodman, et al., 2005) “Rapid response test” 10 T/F in 5 min (Rao, 2006) Role playing by students (van Loon, 1993) “Pause” midway through lecture (Trautwein, 2000) Classroom Assessment Techniques (CATs) (Angelo & Cross, 1993) High Tech & Low Tech Interaction “scoreboard” promoted readines
23、s (Kumar, 2003) Colored letter cards (DiCarlo & Collins, 2001) Lecture sketchbook (Smoes, 1993) Five Bits of Information Learned Today (VanDeGraff, 1992) Blunder Lecture (Nayak, et al., 2005) Broken Lecture (Nayak, 2006),Impact?,OLoughlin used 4 methods regularly: Memory matrices Learning exercises
24、(e.g., make an ordered list of the pathway of blood through CV system) Sample exam questions “Muddiest point” surveyResult: Consistently higher exam scores Higher instructor evaluations Positive student comments,OLoughlin, V.D., 2002,Pros and Cons,Pros Increased ability to spot student misconception
25、s More focused lectures Increased enjoyment for the instructor due to more interaction with students Increased student understanding of the content Cons Believing that the actively-learned material was always the most important Students not participating with group reports Not incorporating outside
26、readings into in-class problems Active learning tasks not always matched to current abilities of students,His decisionpros outweighed the cons! Carroll, R., 1993,Share with the Group Whats Your Experience?,“Clickers” Other Strategies,Clickers Other Methods,Authentic Assessment,What does assessment l
27、ook like in a “student-centered” classroom?,Assessment is,“an ongoing process aimed at understanding and improving student learning” (AAHE, Angelo, 1995) Make expectations public and explicit Set appropriate criteria & standards for learning Gather, analyze, and interpret evidence to determine how w
28、ell performance matches expectations & standards Use resulting info to document, explain, and improve performance,Angelo, 1995,Assessment & Intended Purpose,“Assessments must be consistent with the decisions they are designed to inform” (NRC, 1996) Examinations, papers, reports, & projects Product-b
29、ased, but no information on how they were constructed Periodic sampling of intermediate materials “Do you understand what Im saying?” “Can you tell me how you know?” “Do you understand how to do this?”,Angelo, 1995,Assessment & Intended Purpose,Peer-based Editing/Feedback/Grading Learner as teacher,
30、 e.g., “poster session” Performance-based assessment “Solve this problem/Describe how you would solve this problem” Large-scale survey work Pre & post tests Interviews, observations, & focus groups Rich information but time consuming,Angelo, 1995,Tap into different learning styles, levels of knowled
31、ge & skill. If you use only one typemay want to diversify your strategies.,Final notes,Student-centered instruction (e.g., inquiry-based lessons & interactive lectures) provide a much richer set of assessment evidence that taps into: Multiple learning styles Process skills as well as content knowled
32、ge Multiple levels of knowledge & skills,Final notes,Good source of information and examples on authentic assessment: College Pathways to the Science Education Standards by Siebert & McIntosh, 2001 Classroom Assessment and the National Science Education Standards by Atkin, Black, & Coffey, 2001.,Ref
33、erences and Resources,Angelo, T. A. (1995). Reassessing and defining assessment. AAHE Bulletin (Nov.), 7-9. Carroll, R. (1993, February). Use of active learning in the physiology lecture. HAPS News, 4 (3), p. 14. DiCarlo, S. E. & H. I. Collins. (2001). Colored letters: A tool to increase class parti
34、cipation in a large classroom. Advances in Physiology Education, 25 (2): 71. Goodman, B.E., K. L. Koster, & P. L. Redinius. (2005). Comparing biology majors from large lecture classes with TA facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories. Advances
35、 in Physiology Education, 29, 112-117. Kumar, S. (2003). An innovative method to enhance interaction during lecture sessions. Advances in Physiology Education, 27(1): 20-25. Layman, J. W. (1996). Inquiry and Learning: Realizing Science Standards in the Classroom. New York: The College Board. OLoughl
36、in, V.D. (2002, Summer). Implementing interactive learning activities in anatomy lectures. HAPS Educator, 6 (4), p. 15-17. National Research Council (NRC). (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press. Nayak, S. B. (2006). The broken lecture: A
37、n innovative method of teaching. Advances in Physiology Education, 30: 48. Nayak, S. B., S. N. Somayaji, & K. Ramnarayan. (2005). Blunder lecture An innovative method of teaching. Advances in Physiology Education, 29: 130-131. Rao K. G., M. (2006). The rapid-response: A break during lecture. Advance
38、s in Physiology Education, 30, p. 95. Smoes, R. I. (1993, May). The lecture sketchbook. HAPS News, 4 (3), p. 11. Sutman, Frank X. (February 1998). Paper presented at the annual meeting of the American Association. For the Advancement of Science, Philadelphia, PA. Trautwein, S. (2000, Summer). Pausing during a lecture has potential benefits. HAPS-EDucator, 5 (1): 12-14. VanDeGraaff, K. M. (1992, March). Managing the large group lecture and “keeping up.” HAPS News, 4=3 (4), p. 13-14. Van Loon, S. O. (1993, May). Role playing in the lecture. HAPS News, 4 (3), p. 11.,
