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Using Research-Based Teaching to Enhance Student Success in a Gateway Course Barbara J. Taller Melvin L. Beck Department of Biological Sciences University.

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Presentation on theme: "Using Research-Based Teaching to Enhance Student Success in a Gateway Course Barbara J. Taller Melvin L. Beck Department of Biological Sciences University."— Presentation transcript:

1 Using Research-Based Teaching to Enhance Student Success in a Gateway Course Barbara J. Taller Melvin L. Beck Department of Biological Sciences University of Memphis

2 Outline Issues associated with traditional course design Principles of student-centered course design Enhanced learning and improved student success through active learning Formative and summative assessment

3 Problems Associated with Traditional Lecture-Based Introductory Courses Lack of student engagement High absenteeism and DFW rate Limited class participation Poor information application and retention

4 Course Organization Instructor-centered: designed around the knowledge the instructor wishes to transmit to students focused on the instructor’s teaching process Student-centered: designed around the needs, abilities, prior knowledge, and diversity of students focused on the student’s learning process Wood, W.B Annu. Rev. Cell Dev. Biol. 25:5.1–5.20

5 Instructor- vs Student-Centered Course Design Standard Course Planning Choose textbook Create syllabus Write/revise lectures, prepare PowerPoint presentations Write homework, exam questions Instructor-centered Backward design Formulate broad learning goals Set specific learning objectives Design assessments (formative and summative) Prepare learning activities Student-centered Wood, W.B Annu. Rev. Cell Dev. Biol. 25:5.1–5.20

6 Features of a Student-Centered Classroom 1.Learning goals are explicitly articulated, students receive feedback on their progress towards meeting those goals, assessments are aligned with those goals, and results of assessment are used regularly to improve the course. Define, list, describe, summarize, apply, diagram, predict, compare, distinguish...

7 Features of a Student-Centered Classroom 2. Faculty are aware of common misconceptions in their fields and design opportunities to explicitly engage those during class time. 3. Faculty determine what students already know and explicitly integrate new information into that knowledge.

8 Features of a Student-Centered Classroom 4. Students receive frequent (daily), directed, and timely feedback. “…By teaching less and providing more feedback, we can produce greater learning.” – Grant Wiggins

9 Features of a Student-Centered Classroom 5. Student learning is assessed at multiple levels (knowledge, application, analysis, evaluation, generating hypotheses) using multiple formats (multiple choice, essays, solving open-ended problems, project completion, oral examination).

10 Features of a Student-Centered Classroom 6. Material is presented in several formats (verbal, pictorial, simulation, animation, quantitative) and/or students are asked to do multiple things with the information (listen, write, label, discuss, interpret, graph, hypothesize).

11 Features of a Student-Centered Classroom 7. Students are encouraged to explain material to themselves and others. 8. Students regularly engage in communication and collaboration with peers.

12 Features of a Student-Centered Classroom 9. Faculty create an environment in which students understand that performance is linked to effort rather than inherent ability.

13 Outline Issues associated with traditional course design Principles of student-centered course design Enhanced learning and improved student success through active learning Formative and summative assessment

14 Assessment Environment Interactions Instructional Strategies Content Student-Centered Learning Engagement Source: Partnership for Undergraduate Life Sciences Education (Pulse) Lectures Aren't Just Boring, They're Ineffective, Too, Study Finds – Scott Freeman et al PNAS

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16 Technology-Assisted Learning & Assessment Out-of-class learning (OCL) exercises “Low-stakes” formative quizzes

17 Classroom Response System (Clicker) Formative assessments Discussion warm-up Peer instruction (Collaborative learning) Contingent teaching Monitor attendance

18 Student-Centered Learning Testing effect (Test-enhanced [TEL] learning) – Roediger & Karpicke (2006) – Testing is a critical part of learning process – Testing improves recall more than extra study time – Testing results in a type of memory processing Roediger, H. L. and Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Prespect Psychol Sci 1:

19 Student-Centered Learning Improving learning through assessment depends on five factors - Black & Wiliam (1998) 1.Providing effective feedback to students. 2.Students’ active involvement in their own learning. 3.Adjusting teaching to take account of the results of assessment. 4.Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. 5.Ensuring pupils assess themselves and understand how to improve. Black, P and D. Wiliam. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan 80:

20 Pre – Assessment What do students already know? Formative Assessment What are students learning? Assessments Formative Assessment Drives Instruction Assessments FOR Learning How can we use assessment information to help students learn more? Assessment is at the heart of student learning (Brown and Knight, 1994)

21 Students Instructor Central element of formative assessment & student-centered instruction Help identify strengths & weaknesses Obtain performance improvement information Adjust learning strategies to improve the quality of their work Active involvement in their own learning Obtain information on what, how much, and how well students are learning Identify students who need assistance Adjust teaching to take account of the results of assessment Just-in-time teaching

22 Do formative assessments work?

23 Summative Assessment What have students learned? Assessments Assessments OF Learning How much have students learned as of a particular point in time?

24 Post– Assessment What are the changes in knowledge, skills, & abilities? Assessments

25 Benefits of Student-Centered Course Increase student engagement and understanding More student ownership of learning process Improve study skills Greater enjoyment of course material Improve attendance Increase success rate Increase retention Increase graduate rate

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27 1.To use Grupio App: a.Click on Schedule b.Find session c.Click on (Name of Session) Survey d.Complete Survey 2.To use URL: 3.If no mobile device or prefer to wait, fill out conference evaluation which will arrive in your inbox by Tuesday! Please evaluate the session! Takes less than two minutes to do three question evaluation!


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