1. Why? Why teach X

2. Why? How? Why teach XHow to teach X

3. Why? How? What? Why teach XHow to teach XWhat to teach

4. The Questions Why are you in college? Or, what do you want to get out of your college education? How do you learn best? What do you want to learn in this class? What are you curious about?

5. Student Learning Goals Why students are in college. They want to be able to… Ability to communicate effectively

6. Student Learning Goals Why students are in college. They want to be able to… Ability to communicate effectively Ability to solve problems Gain confidence Ability to apply knowledge Ability to use time effectively Increase opportunities Selection of responses from past evolutionary biology courses

7. Student Learning Goals Habits of highly successful people (Covey 2011) Ability to communicate effectively with persons inside and outside your field Ability to solve problems Ability to obtain and process information Ability to work effectively in a team Ability to plan, organize and prioritize

8. Student Learning Goals Why students are in college. They want to be able to… Ability to communicate effectively Ability to solve problems Gain confidence Ability to apply knowledge Ability to use time effectively Increase opportunities Selection of responses from past evolutionary biology courses Habits of highly successful people (Covey 2011) Ability to communicate effectively with persons inside and outside your field Ability to solve problems Ability to obtain and process information Ability to work effectively in a team Ability to plan, organize and prioritize

9. Student Learning Goals Why students are in college. They want to be able to… Ability to communicate effectively Ability to solve problems Gain confidence Ability to apply knowledge Ability to use time effectively Increase opportunities Selection of responses from past evolutionary biology courses Habits of highly successful people (Covey 2011) Ability to communicate effectively with persons inside and outside your field Ability to solve problems Ability to obtain and process information Ability to work effectively in a team Ability to plan, organize and prioritize

10. Goals For Course Big Ideas –Mutation is random and is the source of heritable variation –Most evolution happens as a consequence of selection operating on heritable variation –Shared ancestry explains most of the similarities among divergent organisms –Biodiversity reflects the process of cumulative change in diverging lineages over long periods of time –We can know the history of life on Earth from direct fossil evidence and by inference Core Competencies –Graphically, verbally, and quantitatively represent systems and problems –Identify, create, and design tests of alternative hypotheses –Correctly interpret information (graphs, tables, text, etc) and use the information to construct arguments based on evidence –Collaborate with people of varying knowledge and points of view toward common goals –Communicate with brevity, clarity, and scientific persuasion

11. Why These Content Goals? Central, foundational principles of evolution Cross-cutting concepts that extend beyond the realm of evolution and biology Recurrent themes in all discussions about the diversity and complexity of life on Earth

12. Why These Process Goals? Map onto qualities that explain why people are successful Align with published documents focused on improving education (e.g. Vision and Change) Important for scientific thinking and the scientific process

13. How Are We Going to Learn? Emphasize activities that engage whole brain Use research-based best practices Concentrate on problems at high cognitive levels Develop a cooperative learning culture that values and respects the contributions of everyone Engage in frequent self-reflection

14. Learning Model 1

16. Draw the Nerve from the Medulla to the Larynx Anatomy of the neck and upper body

17. Choose the Drawing Most Similar to Yours A) B)C) D) None of the pictures are similar to mine

18. Learning Model 2

19. - +

20. Learning Model 2 - + Attention Interactive Social interactions Sleep, good diet Replication Reinforcement Novel situations No Context Lack of sleep Lack of exercise Bad diet Distraction Only listening No practice No motivation

21. Best Practices Lecture Active-learning Active learning achieves much greater learning gains Deslauriers et al. 2011. Science

22. Overview of a Learning Cycle

23. Short reading Low stakes quiz Something that will be used in class

24. What Are We Going to Learn? Fundamental principles of evolution through the use of case studies Science process skills (data manipulation, visualization, and analysis) How to work productively with your peers towards common goals

25. What Is Active Learning: An Example Construct a concept map –A concept map is a tool for organizing, connecting and representing knowledge A word Linking phrase

26. Your Challenge Construct a concept map for 8-10 words (concepts) in evolutionary biology After about 10 minutes, each individual works together with 2 to 3 other students to construct a consensus network Each group draws their network on a white board Students compare and contrast networks

27. Mutation Natural selection Variation Generation Adaptation Speciation Population Extinction Individuals Traits happens to can change acts on causes that can contribute to increases is necessary for consist of many happens in a happens within a can result in is the opposite of happens within a

28. Senses Hippocampus Synapses Whole brain Learning Short-termConsolidation - + Attention Multisensory Replication Reinforcement Novel situations Social interaction Sleep Exercise Good Diet No Context Lack of sleep Lack of exercise Bad diet Distraction One sense Sight Sound Hearing Taste Feel List some things that positively and negatively influence each process Learning Model 2

29. Senses Hippocampus Synapses Whole brain Learning How We Learn Short-termConsolidation Changes to 1) Number 2) Connectivity What It Is 1) Use 2) Application - + Attention Multisensory Replication Reinforcement Novel situations Social interaction Sleep Exercise Good Diet No Context Lack of sleep Lack of exercise Bad diet Distraction One sense Sight Sound Hearing Taste Feel