How would you define a classroom that is “intellectually stimulating”

1. Creating intellectually stimulating environments in large classes1/21/12Diane O’DowdUCI, dkodowd@uci.eduhttp://www.researchandteaching.bio.uci.edu

2. How would you define a classroom that is “intellectually stimulating” A place where students have the opportunity to discuss new ideas, ask questions, challenge assumptions, think deeply about topic A place where instructors have the opportunity to readily evaluate student understanding and logic during learning

3. Move away from: • Lecture: an educational talk to an audience Move toward: • Dialogue: a discussion between two or more people or groups, esp. one directed toward exploration of a particular subject or resolution of a problem

4. Strategies that promote dialogue in large classes • Multiple choice clicker questions • Free response problems • Physical demonstrations

5. “Structural complexity: Thinking outside the box” • Basic Concept Addressed: • Relationship between biological structures that make up all organisms • Illustrate how a short exercise can contribute to creation of intellectually stimulating environment

6. Lecture 1: Unifying themes in Biology A. Biological systems can be organized in terms of structural complexity CQ 1-2Which list is correctly ranked from highest to lowest • A. Organ>Cell>Atom>Tissue>Molecule • B. Tissue>Organ>Cell>Molecule>Atom • C. Organ>Tissue>Cell>Molecule>Atom • D. Cell>Tissue>Molecule>Organ>Atom

7. C. Organ>Tissue>Cell >Molecule>Atom

8. organ tissue tissue cell cell cell molecule molecule molecule molecule atom atom atom atom atom atom Biological systems: hierarchy based on structural complexity • Simplest unit at the foundation, most complex at the top

9. Names: Class Card #1 • Put the following in order, highest to lowest level in terms of structural complexity. • Muscle • Hydrogen ion • Neuron • Phospholipid • Nucleus • Human sperm • Mitochondrion • Heart

10. Close=11% Groups rarely ever put 2 items on the same line This realization happens during the class discussion

11. 2008 Modification • Add Ostrich Egg to list • highlight the difference between size and complexity • Unexpected outcome: many group put ostrich egg above heart! • Increased opportunity for exploring how assumptions affect logic

12. 2009 Modification • Switched from fixed to fluid groups • Easier to implement • Unexpected outcome: increased student satisfaction with group work • Reason: opportunity to learn names of more classmates

13. Implementation suggestions • Wrap up includes overt discussion of learning goals that go beyond content • how assumptionsaffect construction of arguments • importance of asking questions during learning • value of dialogue during problem solving • Do early in class to increase student buy-in • Keep it fresh

14. For your colleagues who routinely lecture what is their biggest concern about using active learning strategies? • Content will have to be sacrificed • Time required to develop new materials • Student resistance • Time required for admin/technology issues E. Other

15. Challenge #1: Minimize time pressure associated with developing new material • Develop and implement in bite size pieces • Allows one to try multiple approaches to find ones that work for you and your students • Provides scientific teaching opportunities

16. Challenge #2: minimize content loss when adding active learning elements Preclass reading assignments!

17. Why don’t reading assignments help students master knowledge level material before lecture? • Don’t have time to do reading • Text book is too difficult to read • Don’t know what to focus on

18. Developed three LBL modules • Pre-class • One page worksheet to guide learning of text book info • Assignment submitted electronically; no feedback • Short preclass online quiz; provided explanations for answers • Lecture • Active learning strategies to guide application of new knowledge in solving higher order problems • No change in student time/concept

19. Implementation-incremental • Selected 5 topics • 2007/8 material presented in 3-5 slides in 3 lectures • 2009 material presented in 1 page worksheet/lecture • Rest of overall course structure was similar • Participation

20. Does this improve learning? • Compared exam performance of students • traditional vs LBL format • 5 multiple choice final exam question pairs, comprehension (2) application (3) • 1 question pair identical • 4 pairs isomorphic

21. Increase in performance on exam questions on topics presented in LBL vs lecture format

22. Overall comparison of 2007/8 versus 2009 classes • Similar demographics • Similar performance on UC Boulder Concept Assessment • Similar distribution of non-LBL exam points earned Increase in performance related to LBL versus traditional format

23. Unexpected outcome: LBL classes place higher value on reading text as a learning strategy • Course evaluation: How helpful were textbooks and/or readings to your overall learning experience? • Survey of juniors: students taught w/LBLs place higher value on reading as learning strategy • 13% LBL students vs 5% non-LBL students

24. What works for me might not work for you What works this year might not work next year To be effective the science education environment must be as dynamic and evaluative as the science research environment

25. Question: Do visualization strategies help students gain a more integrative understanding of core concepts • Garage Demos • Physical models of dynamic biological processes • Use common household items

26. LBL replaced 10 minutes of Cellular Respiration lecture • Added demonstration to illustrate movement of electrons during oxidative phosphorylation • Video

27. How helpful were the demonstrations for understanding lecture material

28. Experiment • Removed Demo 7 and 9 from Section A • Replaced with slide description of process • Removed Demo 6 and 8 from Section B • Replaced with slide description of process • No difference in exam performance on topics 6-10 between Sections A and B

29. I still do Demonstrations! • I find them fun to create and interesting to do • Positive effect on student attitude and stimulates discussion • Former students most often comment on lasting impact of garage demos

30. Gateway Drug Hypothesis Faculty who try small, easy to implement active learning exercises are more likely to engage in higher stakes, riskier behavior Developing/testing new strategies in their own class CURRIULUM Reform