1. Diane Ebert-May, Kathy Williams, Janet Batzli Michigan State University San Diego State University University of Wisconsin www.first2.org Innovative Teaching to Achieve Active Learning in Ecology HHMI

2. “Consensogram” Directions 1. Take one color-coded post-it for each question, write the question # in the corner. 2. Write a number between 0-100 on each post-it in increments of 10. 3. Do not share responses

3. “Consensogram” Questions Please respond on a scale of 0 -100 in increments of 10: 1. What proportion of your undergraduate courses used an active, inquiry-based learning approach? 2. To what degree should undergraduate courses be based on active, inquiry-based learning? 3. To what degree do the assessments you use (or you experienced as an undergraduate) provide convincing data about student learning? 4. How important is it to use multiple kinds of data to assess your students? 5. How often do you use data to make instructional decisions? 6. In my department, teaching is as important as research and is rewarded accordingly. (100 agree - 0 disagree)

4. How often do you use data to make instructional decisions?

6. Goals for This Workshop As a result of your participation in this workshop, you will... Develop a practical and theoretical understanding about active and inquiry-based learning. Use multiple instructional designs and strategies that promote active learning by all students. Develop and analyze multiple forms of assessment to gather data about students’ understanding. Use data to identify student misconceptions and improve instructional design. Consider discpilinary research strategies for assessment of learning - what are the parallels?

7. Instruction using a Learning Cycle 1. Determine the learning outcome. 2. Plan the instructional design. » Engage - prior knowledge of students » Explore - concepts » Explain - application, integration 3. Assess - student learning

9. Engage: Termite Problem Learning outcomes -you will be able to: Explain the dimensions of inquiry- based, active learning. Apply both (above) to instructional design.

10. Cooperative Groups 2-3 students per group First - read problem/think about task individually [importance of ‘quiet’] Address the problem

11. Problem 1. On a sheet of paper, draw two circles near each other on the center of the page. 2. Release termites onto paper. 3. Keep creatures safe. I will collect them in their original habitat. 4. What do you observe about termite behavior? 5. Develop a testable question. 6. Develop a method to test the question. 7. If time permits, test the question and analyze the data.

12. How did this inquiry “work?” Develop a learning goal for this inquiry. List the performance expectations for your students. What assessments would you use to determine the if your students achieved the learning goals? During break record your answers to these items on the postits around the room.

13. What are central questions about learning? 1. What do we want our students to know and be able to do? 2. What knowledge or misconceptions do our students bring to the course? 3. What evidence will we accept that students know and can do? 4. How does our instruction help learning?

18. True or False? Assessing student learning in science parallels what scientists actually do as researchers.

19. Parallels: assessment Ask questions » What is happening? » Is there systematic effect (does x cause y)? » Why or how is it happening? Select instructional or research design Determine appropriate data collection methods Analyze results Results inform next steps Peer review

20. Assess what Type of Learning? Bloom (1956) 6 major categories in the Cognitive Domain of Educational Objectives Condensed to 3 - realistic to work with

21. Cognitive Levels Knowledge - remember Understanding and Application - grasp meaning, use, interpret Synthesis Critical Analysis - original thinking, open-ended answers, whole to parts, parts to whole, evaluation

22. Analyze Assessment Questions Individually, Use the modified Bloom’s taxonomy to classify the cognitive level of the assessment questions in the handout.

23. What is assessment? Data collection with a purpose.... students’ learning students’ skills students’ attitudes course/curriculum changes

24. What type of data do we gather? Depends on the evidence we will accept that students have learned what we want them to learn. Data must be aligned with the course goals. Measures of knowledge, attitudes, and skills. » tests, extended responses, concept maps, » research papers, teamwork, communication

26. Plan a Unit of Instruction Goal: Students will be able to demonstrate their understanding of photosynthesis and cellular respiration. Assessment - multiple forms Instructional design - how to achieve goals

27. Common Misconceptions: Photosynthesis & Respiration Photosynthesis as Energy: Photosynthesis provides energy for uptake of nutrients through roots which builds biomass. No biomass built through photosynthesis alone. Plant Altruism: CO 2 is converted to O 2 in plant leaves so that all organisms can ‘breathe’. All Green: Plants have chloroplasts instead of mitochondria so they can not respire. Thin Air: CO 2 and O 2 are gases therefore, do not have mass and therefore, can not add or take away mass from an organism.

28. Radish Problem Experimental Setup: Weighed out 3 batches of radish seeds each weighing 1.5 g. Experimental treatments: » 1. Seeds not moistened (dry) placed in LIGHT » 2. Seeds placed on moistened paper towels in LIGHT » 3. Seeds placed on moistened paper towels in DARK

29. Problem (cont) After 1 week, all plant material was dried in an oven overnight (no water left) and plant biomass was measured in grams. Predict the biomass of the plant material in the various treatments (use think-pair-share). » Light, No Water » Light, Water » Dark, Water

30. Results: Weight of Radish Seedlings 1.46 g1.63 g 1.20 g Write an explanation about the results. (Remember all treatments started as 1.5g).

31. How and when do you identify student learning difficulties? Don’t have to grade; formative assessment Pre-test or engagement activity like “Radish problem” Before instruction

32. Develop a question that reveals the ‘thin air’ misconception with your partner Share your question with another pair Critique the question and select one question to share with the class Find a Partner

33. Elements to consider What are the goals of your assessment? What specific learning difficulties or misconceptions are you trying to measure? Can you predict how students will answer the question? How will you determine the learning difficulty based on the information you get from students answers? How will you analyze and use the data?

34. Once you have evidence of a problem, how do you evaluate the learner’s progress in correcting and extending their understanding?

35. Multiple Choice … … Concept Maps … … Essay … … Interview high Ease of Assessment low low Potential for Assessment of Learning high Theoretical Framework Ausubel 1968; meaningful learning Novak 1998; visual representations King and Kitchner 1994; reflective judgement National Research Council 1999; theoretical frameworks for assessment Assessment Gradient Text

36. What are Concept Maps?

37. Activity: Make a concept map with 10 concepts related to photosynthesis that you think are important to students understanding.

38. Concepts PhotosynthesisGlucose RespirationEnergy Carbon cycleWater DecomposersOxygen Primary producers Consumers Carbon dioxide