Dr. Edward Prather
When Students Are Not Learning, Are
You Really Teaching?
Edward E. Prather
How Proper Implementation of Interactive
Learning Strategies can Elevate Student
Learning and Provide Feedback on Their
Success
Thanks for your support:
Grants and financial support
–
NSF Grant No. DUE-0715517, a CCLI Phase III Grant
“Collaboration of Astronomy Teaching Scholars (CATS)”
–
NASA JPL Exoplanet Exploration Public Engagement Program
–
NASA Spitzer Education and Public Outreach Program (CalTech)
NSF: Collaboration of Astronomy Teaching Scholars (CATS)
Jessie Antonellis, Univ. of Arizona
Leilani Arthurs, UC-Boulder
Sanlyn Buxner, Univ. of Arizona
David Consiglio, Bryn Mawr College
Sebastien Cormier, Univ. of Arizona
Steve Desch, Guilford Tech. CC
Doug Duncan, UC-Boulder
Tom English, Guilford Tech. CC
John Feldmeier, Youngstown St. Univ.
Rica French, MiraCosta College
Adrienne Gauthier, Univ. of Arizona
Pamela Gay, SIU-Edwardsville
Vicente Gonzaga, CalPoly Pomona
Dennis Hands, High Point. Univ.
Seth Hornstein, UC-Boulder
David Hudgins, Rockhurst Univ.
Elizabeth Johnson, Univ. of Arizona
John Keller, Cal Poly SLO
Courtney King, Univ. of Arizona
Julia Kregenow, Ithaca College
Michelle Krok, SF State Univ.
Jacqueline Laird, Univ. of Arizona
Michael LoPresto, Henry Ford CC
Daniel Loranz, Truckee Meadows CC
Julie Lutz, Univ. of Washington
Benjamin Mendelsohn, West Valley College
Danny Martino, Santiago Canyon College
Matthew Price, Ithaca College
Lee Powell, Texas Lutheran Univ
Jordan Raddick, Johns Hopkins Univ.
Travis Rector, Univ. of Alaska
Paul Robinson, Westchester CC
Alex Rudolph, CalPoly Pomona
Wayne Schlingman, Univ. of Arizona
Chris Seidell, Univ. of Nebraska-Lincoln
Hannah Sugarman, Univ. of Arizona
Colin Wallace, UC-Boulder
James Wysong Jr., Hillsborough CC
Todd Young, Wayne St. College
Another talk about teaching and learning…..
“I’ve seen it performed many times, but I can’t
remember ever sleeping through it so peacefully.”
Just the
tip of the
iceberg
http://astronomy101.jpl.nasa.gov/
Class Response System – Medium Tech
A
C
B
D
From How People Learn
“Humans are viewed as goal-directed agents who actively
seek information. They come to formal education with a
range of prior knowledge, skills, beliefs, and concepts
that significantly influence what they notice about the
environment and how they organize and interpret it. This,
in turn, affects their abilities to remember, reason, solve
problems, and acquire new knowledge. … If students’
initial ideas and beliefs are ignored, the understandings
that they develop can be very different from what the
teacher intends.”
How People Learn: Brain, Mind, Experience, and School (Expanded Edition),
National Research Council, National Academy Press, 2000.
Students enter the classroom with preconceptions about how the
world works. If their initial understanding is not fully engaged,
they may fail to grasp new concepts in meaningful ways that last
beyond the purposes of an exam.
To fully develop competence, students must:
(1) have a deep foundation of factual knowledge, (2) understand
interrelationships among facts and concepts and (3) organize
knowledge in ways that facilitate retrieval and application
A “metacognitive” approach to instruction can help students learn
to take control of their own learning and monitor progress
.
How People Learn
How People Learn: Brain, Mind, Experience, and School (Expanded Edition),
National Research Council, National Academy Press, 2000.
Learning is productive / constructive - learning requires mental
effort.
Knowledge is associative / linked to prior mental models and
cognitive structures.
The cognitive response is context dependent – what and how
you learn depends on the educational setting.
Most people require some social interactions in order to learn
deeply and effectively.
Key results from research into
cognition and instruction
Joe Reddish, 2001. AAPT, San Diego
Active Learning:
when students take active responsibility for
participating in and monitoring of their
own learning by engaging in critical
reasoning about the ideas presented in the
class.
A Commonly Held Inaccurate Model of a
Student’s Conceptual Framework
Bill Watterson,
Calvin and Hobbs
A Commonly Held Inaccurate Model of
Teaching and Learning
Bill Watterson,
Calvin and Hobbs
“Lecture has often been described as the
process of taking the information
contained in the teachers notes and
transferring them into the students notes
without the information passing through
the brains of either”
Does your class intellectually challenge students or re-enforce
the memorization of facts and declarative knowledge?
declarative knowledge
comprehension
application
analysis
synthesis
evaluation
The Role of Assessment in the Development of the College Introductory Astronomy Course A "How-to" Guide for
Instructors. Astronomy Education Review, 1(1), 1-24, 2002. G. Brissenden, T.F. Slater, and R. Matheiu.
Bloom’s
Taxonomy of
Educational
Objectives
Most ideas about
teaching are not new,
but not everyone
knows the old ideas.
Euclid (300 B.C.)
We’ve been teaching the same way for a long time…
2000 years ago
Today
We’ve been teaching the same way for a long time…
2000 years ago
Today
Techniques for all size classes
Techniques for all size classes
Techniques for all size classes
“Eventually, Billy came to dread his father’s
lectures over all other forms of punishment”
If a Picture is worth a
thousand words, then
what is a real-world,
first-hand, experience
worth?
Audience participation is
strongly
encouraged
Demos are sometimes
life-threatening
The Montillation of Traxoline
It is very important that you learn about
traxoline. Traxoline is a new form of
zionter. It is montilled in Ceristanna. The
Ceristannians gristerlate large amounts of
fevon and then brachter it to quasel
traxoline. Traxoline may well be one of
our most lukized snezlaus in the future
because of our zionter lescelidge.
(attributed to the insight of Judy Lanier)
The Montillation of Traxoline
It is very important that you learn about traxoline. Traxoline is a new
form of zionter. It is montilled in Ceristanna. The Ceristannians
gristerlate large amounts of fevon and then brachter it to quasel
traxoline. Traxoline may well be one of our most lukized snezlaus in
the future because of our zionter lescelidge.
Directions: Answer the following questions in complete sentences.
Be sure to use your best handwriting.
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
What Can I do Besides Lecture to Engage
Students in their Learning?
Ask students questions (not all questions are equal). Use demonstrations
(interactive lecture demos)
Just In Time Teaching
In-class quizzes (graded/ungraded)
In-class writing (with/without discussion)
- muddiest point
- summary of today's main points
- 5-minute free writing
Think-Pair-Share (Peer Instruction-
ConcepTests
)
Small Group Interactions (closed/open; in/out of class)
Student Debates (individual/group)
Whole Class Discussions
Jigsawing
What Can I do Besides Lecture to Engage
Students in their Learning?
Ask students questions (not all questions are equal). Use demonstrations
(interactive lecture demos)
Just In Time Teaching
In-class quizzes (graded/ungraded)
In-class writing (with/without discussion)
- muddiest point
- summary of today's main points
- 5-minute free writing
Think-Pair-Share (Peer Instruction-
ConcepTests
)
Small Group Interactions (closed/open; in/out of class)
Student Debates (individual/group)
Whole Class Discussions
Jigsawing
Issues with Questioning in the Classroom
1.
Insufficient "Wait-Time"
2.
The Rapid-Reward
3.
The Programmed Answer
4.
Fixation at a Low-Level of Questioning
5.
Non-Specific Feedback Questions
6.
Teacher's Ego-Stroking & Classroom
Climate
Promoting a higher level of engagement and
feedback when doing demos and using media in
the classroom
The teachable moment is extended when students thinking is
made explicit and held accountable BEFORE an outcome is
provided. This is your chance to make connections and build
a desire for the answers your classroom activity will display.
Tobias, S. Revitalizing Undergraduate Science-Why Some Things Work and Most Don’t, Research Corporation, 1992.
Sokoloff, David and Ronald Thornton,” Using Interactive Lecture Demonstrations to Create an Active Learning
Environment,” The Physics Teacher 35, 340-347 (1997).
What Can I do Besides Lecture to Engage
Students in their Learning?
Ask students questions (not all questions are equal). Use demonstrations
(interactive lecture demos)
Just In Time Teaching
In-class quizzes (graded/ungraded)
In-class writing (with/without discussion)
- muddiest point
- summary of today's main points
- 5-minute free writing
Think-Pair-Share (Peer Instruction-
ConcepTests
)
Small Group Interactions (closed/open; in/out of class)
Student Debates (individual/group)
Whole Class Discussions
Jigsawing
Some Examples of Writing Prompts
Illustrate the meaning of "standard candle" using one example
taken from everyday life and one example from astronomy.
What about the enterprise of science makes it different than
business?
If we establish communication with an intelligent,
extraterrestrial civilization, who should speak for Earth and
what should he/she/they say?
What were the most important ideas we learned about today?
What do you need to do to get high grades in this course and
what will you do differently before the next exam?
What Can I do Besides Lecture to Engage
Students in their Learning?
Ask students questions (not all questions are equal). Use demonstrations
(interactive lecture demos)
Surprise quizzes (graded/ungraded)
In-class writing (with/without discussion)
- muddiest point
- summary of today's main points
- 5-minute free writing
Think-Pair-Share (Peer Instruction-
ConcepTests
)
Small Group Interactions (closed/open; in/out of class)
Student Debates (individual/group)
Whole Class Discussions
Learner-centered teaching and learning
strategies:
designed to intellectually and actively engage
students in their learning, e.g.,
–
Interactive Lectures, Demonstrations, and Simulations
–
Think-Pair-Share or PeerInstruction and ClassAction
–
Lecture -Tutorials and Ranking -Tasks
Teaching and Learning Astronomy in the 21st Century, Prather, E.E., Rudolph, A.L., & Brissenden, G. Physics Today,
Oct 2009
Think-Pair-Share or Peer Instruction
How using a combination of conceptually
challenging questions, classroom feedback and
student-to-student discussions can increase
understanding and provide data on students’ learning
for you and them.
Crouch, C. H. & Mazur, E. 2001, “Peer Instruction: Ten Years of Experience and Results,” American Journal of Physics, 69(9),
970, 2001
Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors,
Prather, E. E., and Brissenden, G. The Astronomy Education Review, 7(2), 2008
Clickers as Data Gathering Tools and Students’ Attitudes, Motivations, and Beliefs on Their Use in this Application, Prather, E.
E., Brissenden, G., The Astronomy Education Review, 8 (1), 2009 .
Effective Multiple Choice
Questions
Consider your answer to these questions
about writing multiple-choice questions.
In a multiple-choice question, when is the longest answer the correct
answer?
A. Rarely
B. Sometimes
C. It’s common for it to be the correct answer, and it’s often stuffed
with new information that should have gone in the main part of
the course but we forgot so now we’re putting it in the quiz
because we can’t possibly leave out the tiniest detail
D. Occasionally
Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Consider your answer to these questions
about writing multiple-choice questions.
When is it NOT a good idea to avoid
negative questions?
A. Never
B. Sometimes
C. Always
D. What?
Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Consider your answer to these questions
about writing multiple-choice questions.
How often is the correct choice “A”?
A. Usually
B. Frequently
C. Often
D. Almost never, because if “A” is the right answer, then
the learner doesn’t have to read all the other options
we spent so much time writing and revising, and
where’s the return on investment in that?
Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Consider your answer to these questions
about writing multiple-choice questions.
When is “All of the above” the correct answer?
A. With alarming regularity
B. When we try to cover too much in one question
C. When we use a question to teach instead of
assess
D. All of the above
Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Consider your answer to these questions
about writing multiple-choice questions.
Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
We can confuse learners when we:
A. fail to actually complete the sentence we
started in the question.
A. inconsistent grammar in the options.
B. sometimes we veer off into another idea
entirely.
C. wombats.
Think-Pair-Share or Peer Instruction
How using a combination of conceptually
challenging questions, classroom feedback and
student-to-student discussions can increase
understanding and provide data on students’ learning
for you and them.
Crouch, C. H. & Mazur, E. 2001, “Peer Instruction: Ten Years of Experience and Results,” American Journal of Physics, 69(9),
970, 2001
Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors,
Prather, E. E., and Brissenden, G. The Astronomy Education Review, 7(2), 2008
Clickers as Data Gathering Tools and Students’ Attitudes, Motivations, and Beliefs on Their Use in this Application, Prather, E.
E., Brissenden, G., The Astronomy Education Review, 8 (1), 2009 .
Class Response System – Medium Tech
A
C
B
D
Use the four spectra for objects A-D, shown below, to answer the
next question. Note that one of the spectra is from an object at rest
(not moving relative to Earth) and the remaining spectra come from
objects that are all moving away from the observer. [Assume that the
left end of the spectrum corresponds with short wavelengths and the
right end corresponds with long wavelengths.]
Of the objects that are moving,
which is moving with the fastest
speed?
A.
Object A
B.
Object B
C.
Object C
D.
Object D
E.
They are moving the same
speed, the speed of light.
Object D
Object B
Object A
Object C
An important line in the spectrum of a typical cloud of hydrogen gas
occurs at 486 nm for a cloud that is not moving relative to an
observer. Imagine that you observe four different clouds of gas (A-D)
from Earth and discover that this line is at the wavelength shown in
the table below for each of the four clouds.
Based on the information in the table above, which of the following is
the most accurate ranking of the distance to the clouds (A-E), from
closest to farthest from Earth.
A.
B, C, A, D
B.
D, A, C, B
C.
A=B=C=D
D.
Cannot be determined from the information provided.
STAR
Wavelength of Absorption line
A
449 nm
B
460 nm
C
458 nm
D
447 nm
Given that a seed grows into a
massive tree, where does most of the
mass of the tree come from?
A.
From water
B.
2. From dirt and soil
C.
3. From the air
D.
4. Its already in the seed.
Which of the descriptions given below best
describes the sign a person will have if born on
that day?
A. Taurus is high in the southern sky at sunset.
B. Aquarius is on the eastern horizon at sunrise.
C. Scorpius is on the western horizon at noon.
D. Leo is high in the southern sky at midnight.
d = 1
d = 1
d = 1
m = 5
m = 3
m = 5
m = 5
B
C
A
m = 3
m = 5
A. The force exerted by A on its partner asteroid is greater.
B. The force exerted by B on its partner asteroid is greater.
C. The same force is exerted by asteroid “A” and asteroid “B”.
Which is greater, the gravitational force exerted by asteroid
“A” on its “partner” asteroid or the gravitational force exerted
by asteroid “B” on its “partner” asteroid.
A. Asteroid A would experience the greater acceleration.
B. Asteroid B would experience the greater acceleration.
C. The asteroids will experience the same acceleration.
Which would experience a greater acceleration, as a
result of the gravitational force exerted on it, asteroid “A”
or asteroid “B”?
d = 1
d = 1
m = 5
m = 3
m = 5
m = 5
B
A
Create a suitable questions to use for
think-pair-share?
Work with a small group
Make sure your question is multiple choice
Coordinate how your group will model “think –
pair – share” using your question
On the topic of:
Research on the effectiveness of instruction
•
Which instructional methods, strategies, activities and
interventions work best in the classroom (in our case the
Astro 101 classroom)?
•
Do they work in all classrooms at all types of institutions, or
only ones with certain characteristics?
•
How can we easily evaluate the success of our instruction
and measure how much our students learn as a result?
The Bottom Line
Question: can interactive learning strategies
have a positive impact on students’ conceptual
learning of key ideas in Astro 101?
Answer: Yes! But…
Our Recent National Study
When:
Fall 2006 to Fall 2007
What:
A national study of learning in Astro 101 classrooms
Why:
To determine how instructional contexts affects student
learning
How:
The “Light and Spectroscopy Concept Inventory”
(LSCI) was administered pre- and post-instruction
A National Study Assessing the Teaching and Learning of Introductory Astronomy, Part I: The Effect of Interactive
Instruction Prather, E. E., Rudolph, A.L., Brissenden, G., & Schlingman, W.M., American Journal of Physics, 77(4),
April 2009.
The Instrument: the LSCI
The Light and Spectroscopy Concept Inventory
–
26 multiple-choice questions designed to test students’
conceptual understanding of these topics in the context of
astronomy
The topics of light and spectroscopy were chosen
because they are common to all Astro 101 courses,
regardless of their astronomy content
Development of the Light and Spectra Concept Inventory, Bardar, Erin M. (Weeks), Prather, E. E., Bresher,
Kenneth and Slater, T. F. Astronomy Education Review, 5(2), 2007.
Participants
Almost 4000 students
31 institutions
36 instructors
69 different sections
–
Section sizes vary from <10 to 180
This was a truly national study
http://astronomy101.jpl.nasa.gov/
=
%post - %pre
100% - %pre
g =
post% − pre%
100% − pre%
R. Hake, “…A six-thousand-student survey…” AJP 66, 64-74 (1998).
Results from a 6000 student study of Physics Students – Hake AJP 1998
< g >=
< post%>− < pre%>
100%− < pre% >
< g >=
< post%>− < pre%>
100%− < pre% >
Instructor Surveys
To assess the level of interactivity in each
classroom, we asked each instructor to fill out
a survey detailing how they spent their class
time
This survey was used to construct an
“Interactivity Assessment Score” (IAS)
based
on what percentage of total class time is used
for interactive activities
Rutherford’s attitudes are common among
Physicists
All science is either physics or
stamp collecting
The only possible conclusion
that social sciences can draw
is some do, some don't
If your result needs a
statistician then you should
design a better experiment
Medium level > 0.30
Lower IAS (<25%)
Higher IAS (>25%)
Lower IAS (<25%)
avg
= 0.13
Higher IAS (>25%)
avg
= 0.29
Demographic Survey
We also asked 15 demographic questions to
allow us to determine how such factors as
–
Gender
–
Ethnicity
–
English as a native language
–
Parental education
–
Overall GPA
–
Major
–
Number of prior science courses
–
Level of mathematical preparation
interact with instructional context to influence
student conceptual learning
This survey also gives us a snapshot of who is
taking Astro 101 in the US
We conducted a full multivariate
modeling analysis of our data
We confirm that level of interactivity
is the
single most important variable
in explaining the variation in gain,
even after controlling for all other
variables
The results of our investigation reveal that the positive effects
of interactive learning strategies apply equally to men and
women, across ethnicities, for students with all levels of prior
mathematical preparation and physical science course
experience, independent of GPA, and regardless of primary
language. These results powerfully illustrate that all
categories of students can benefit from the effective
implementation of interactive learning strategies.
The take home message Part I
Implementation is the most important factor to success in
student learning.
More work on professional development of faculty is needed
if we are to side wide spread adoption and proper
implementation of research-validated instructional strategies.
The take home message Part II
Help People.
If you can’t help them,
at least try not to hurt them.
The Dalai Lama
Dr. Edward Prather
When Students Are Not Learning, Are
You Really Teaching?
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