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Why not let them teach each other? Biology Department, UNC-Chapel Hill

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Presentation on theme: "Why not let them teach each other? Biology Department, UNC-Chapel Hill"— Presentation transcript:

1 Why not let them teach each other? Biology Department, UNC-Chapel Hill
PeerWise Why not let them teach each other? Gidi Shemer Biology Department, UNC-Chapel Hill

2 Anatomy and Physiology ??

3 Class-response system
Active learning Class discussions Group activities Class-response system Interactive assignments PeerWise

4 Overview - PeerWise: student and instructor
- How I use PeerWise in my class - Student perception - Future research - PeerWise in upper-level courses

5 Students create multiple choice questions and share them with peers
PeerWise- What is it? Students create multiple choice questions and share them with peers Students view, answer, and give feedback to their peers Asking questions and peer assessment- keys to success in research… and learning

6 Your peerwise assignments for this section are:
Dear students, Your peerwise assignments for this section are: 1. To create at least one multiple choice question about the muscular system. Recall questions are OK, but you are encouraged to write a question that assesses a deep understanding and/or application of the material 2. To answer at least 3 of your peers’ questions and to provide them with a detailed feedback …write a question that assesses a deep understanding…

7 Creating a question

8 Reviewing questions

9 Reviewing questions

10 Reviewing questions Providing an answer

11 Reviewing questions Providing feedback

12 Instructor view

13 Survey (2 semesters, 351 students in total)
Student feedback Survey (2 semesters, 351 students in total) Have the PeerWise activities increased your ability to find and use resources for answering questions? Have the PeerWise activities increased your ability to organize and express new ideas and concepts? Have the PeerWise activities increased your ability to put together ideas and/or concepts from different sources?

14 Student feedback Thinking about designing your own question, what was the most difficult part for you? “It was most difficult to come up with original questions that used a combination of information and were not straight out of the lectures” "I think the most frustrating thing is when you think you know a subject and when you have to write a question [and] you don't know it at all. You have to go back and you have to look at other research. I could not necessarily write a good question until I understood like every single aspect of the PowerPoints on the point I would present." Trying to develop a challenging question and answers that were not obviously wrong.. Peerwise was the best supplemental tool I have encountered in any science class so far! seriously. “Thinking of a question that Professor Shemer would ask.”

15 Student feedback Sense of community and support with other students in and out of class... "Yes because of Peerwise, we rely on each other for answers and not just for answers, but we need explanations as well, so we rely on each other's knowledge and we have to talk about things to be able to understand them." “The most difficult part was knowing if other students questions and answers were precise and correct. Peerwise helped me learn when I made my questions mostly.“ “I had trouble accepting other students' questions. VERY good way to learn - have to really comprehend in order to make a question.”

16 PeerWise activity is correlated with academic performance
Deny et al, 2008

17 Should you give your input?
Issues to consider Should you give your input? How many? When? Grading?

18 Small, upper-level classes
A great tool for journal clubs

19 So, why am I happy with PeerWise?
- The instructor = - Students become more engaged - Students develop critical thinking - Students have a question bank with > 500 practice questions - You have a have a question bank with > 500 exam questions

20 Center for Faculty Excellence
Acknowledgments Center for Faculty Excellence Andrea Reubens Bob Henshaw Biology Joey Patterson

21 SWoRD Peer Grading Program
(Scaffolded Writing and Reviewing in the Discipline) Kelly A. Hogan Department of Biology UNC- Chapel Hill

22 Basic Flow of SWoRD Repeat if desired
Students submit draft Students review draft Each student reviews (3-6 other students) Students “backevaluate” each of their reviewers How helpful was the review? Deadline 1 Repeat if desired Deadline 2 Deadline 3

23 Overall Student score Task Grade Writing Grade ReviewGrade
The % of reviews and back-evaluations the student completed The grade given by the reviewers (with adjustments to weight some reviewers more than others if needed) The grade combining: 1) how accurately a student reviews papers relative to others and 2) how helpful their review was to the student “SWoRD’s copyrighted algorithms have been validated over a decade of exhaustive study”

24 Why use peer grading? Students:
Practice the skill of writing. Learn how to evaluate writing by providing feedback to their peers, which can improve the students’ ability to evaluate their own writing (Wooley et al. 2008). Receive feedback (from peers), which allows them to revise drafts more successfully (Cho and Schunn 2007). Improve their writing just as much as those who received feedback from a single instructor (for a review, Topping and Ehly 1998), and in some cases, students improved more from peer feedback (Cho and Schunn 2007).

25 Why I was drawn to SWoRD A new kind of assessment with no extra resources (free*, no TAs needed for grading) Writing assignments = higher level thinking (e.g. synthesis, evaluation) Opportunities for students to practice writing in our large department is rare. Opportunity to shift final grade weight off exams (Exams = 90% of grade in past three semesters.) Chance to address science literacy goals. * SWoRD has just added fees recently

26 How I am using SWoRD in my pilot semester:
GOALS: To address scientific literacy by asking students to draw conclusions from popular media/ data sets and to practice the skill of evaluation. OBJECTIVES WITH THE TWO ASSIGNMENTS: State the potential dangers in believing "assumptions" without valid scientific data. Determine if there is a bias in news media articles through the evaluation of sources within the article. Form an opinion on a biological issue and support it with reasoning. Identify the limitations of a scientific study and their impact on how we interpret results.

27 Assignment 1 1. List three people/groups that support the use of the ACTN3 gene test in society. Do you find these sources/quotes to be really persuasive in support for the use of the gene test, why or why not? Explain how credible you think each of these sources are (i.e. who would you believe more on this topic—a plumber or a geneticist?) 2. List three people/groups that DO NOT support the use of the ACTN3 gene test in society. Do you find these sources/quotes to be really persuasive against the use of the gene test, why or why not? Explain how credible you think each of these sources are. 3. On the first New York Times article, do you think the author, Juliet Macur, has an opinion or is she presenting a neutral story? Why? (For example, does she present less credible people on one side of the story compared to the other? Does she miss an important viewpoint? Or does she balance her supporting claims on each side equally?) Defend your claim with supporting evidence. 4. Consider the studies that have been done on the ACTN3 gene and write persuasively as to why you would or would not have a future child tested. (Tip: use facts/quotes/examples to write persuasively.) 5. The studies on ACTN3 discussed here have limitations. What are the limitations/flaws in design specifically? What kind of consequences might these limitations have on drawing conclusions about the predictive value of the ACTN3 gene test?

28 Instructor can provides examples or an entire model paper to students:
“Note that the author doesn’t just state generalities, he cites specific names and credentials of people. In this case, he does this to show that these are NOT credible people. If used in a different way, quoting people and giving their credentials can help support information.” Instructor can provides examples or an entire model paper to students: Alternate text from a biased media news source. “Numbers and graphs themselves don’t make the article credible. You must look at the graphs and the values to evaluate for yourself.”

29 Provide the grading rubric to students before writing their essays
Go back to the article and find the three examples the student gave for people/groups who support the ACTN3 test. Are the student’s examples consistent with people/groups who support the use of the ACTN3 test and does the student justify why they provide support? Choose the best answer from the choices below. Yes, the examples provided are consistent with people who support the gene test. AND, the student clearly justifies his or her thoughts on this. Somewhat. All or most examples provided are consistent with people who support the gene test and the student makes some justifications. The example(s) given by the student might or might not be consistent but the student does not clearly justify why he or she thinks so. The student has not gone beyond listing examples. Did the student discuss whether author Juliet Macur had an opinion or presented a neutral story? Student provided a well-written and thorough explanation of Macur's stance. The answer was wellbacked with evidence from the article. Student effectively discusses Macur's opinion but provides a somewhat weak amount of supporting evidence from the article OR student provides some evidence that does not really support their claim. Student effectively discusses Macur's opinion but does not provide good supporting evidence from the article OR student provides evidence that does not support their claim. Student discusses the opinion but provides no real discussion of supporting evidence for their statement. Student fails to comment on Macur's opinion

30 7 evaluation questions with points assigned
(0-7 points for each question) Writing grade = 75%

31 Qualifish76

32 This student’s grade:

33 Does the system discriminate high achievers vs
Does the system discriminate high achievers vs. low achievers (based on exam performance?) 86% 79% Total SWoRD grade 64% n = 15 For each group High achievers Low achievers Low Achievers (outliers removed)

34 PROS CONS Interface is very simple for student
Grace periods with or without penalties No major technical problems with uploading or server crashing etc. Writing assignment graded without instructors; assignment would not have been possible otherwise A re-do of the assignment (with different reviewers) led to fairly similar scores for students who re-did. Students wrote some very thoughtful evaluations and took assignment seriously. Interface is awkward for instructor Students had a lot of trouble understanding the process and partial grades. Students missed deadlines and couldn’t jump in late Some students will have less reviews if their peers don’t complete review Students are wary about their grade determined by peers


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