Evidence Based Teaching Practices
Each of the methods listed below has data supporting that it increases student learning.
What do students say.
Hear from a student who has experienced an active learning classroom at UW.
A step by step protocol for implementing Evidence-based practice in your classroom
1. Identify the conceptual framework for deep understanding in your discipline.
2. Identify the content the students need to master.
3. Determine the type of practice that will help students build an understanding of the content and concepts.
4. Structure your class to provide this type of practice.
---- "Ask, Don't Tell"-----
5. Ask questions to guide student's construction of understanding.
6. Give frequent feedback
7. Post-class: reflect on what you learned and how it will alter future classes.
1.High Structure (fully-flipped) format- This is a high quality recording of a full 50 minute class taken during Autumn 2013 quarter.
High structure format- this page will explain all the components of a high structure class
2. Effective use of Clickers in the Classroom.
3. Student response to an active learning classroom
4. Dr. Freeman's seminar on use of high structure in the classroom.
1. In-class paper and pencil activities for Ecology and Evolution
experimental design module
natural selection thinking module
tree thinking module
climate change module
Hardy Weinberg module
2. In-class paper and pencil activities for Cell and Molecular Biology
Transcription and Translation
In Search of Understanding: The Case for Constructivist Classroomsby J Grennon Brooks and M.G. Brooks
This book is free on-line from the National Academies. Chapters 2 and 3 are most relevant
Backward Design of your classroom
Understanding by Design Wiggins and McTighe
Cognitive Science of Learning
deWinstanley, P. A., & Bjork, R. A. (2002). Successful lecturing: Presenting. information in ways that engage effective processing. In D. F. Halpern & M. D. Hakel (Eds.), Applying the Science of Learning to University Teaching and Beyond(pp. 19-31). San Francisco, CA: Jossey-Bass. (pdf below)
Implementation in classroom
Freeman, S., D. Haak, and M.P. Wenderoth. 2011. Increased Course Structure Reduces Fail Rates in Introductory Biology. CBE Life Science Education 10 (2):175-186 ( pdf below)
Journal clubs- a great resource for getting a list of papers to discuss at your journal club
Faculty Development Programs
National Academies Scientific Teaching Alliance (NASTA) Summer Institute programs
This institute has been in existence since 2004 and promotes and teaches Scientific Teaching which means that we approach our classroom the same way we approach our science: we have an objective, assess the outcome, and make changes to the process based on the assessment results.
Q4B group at UBC
Active learning techniques
PORTAAL: Practical Observation Rubric to Assess Active Learning Classrooms
S. Eddy, M. Converse and M.P.Wenderoth
paper: CBE Life Sci Educ
Determinants of Practice (DoP)-
C. Turpen and N. Finkelstein, “Not all Interactive Engagement is the same: Variation in physics professors’ implementation of Peer Instruction.” Physical Review Special Topics, Physics Education Research. 2014
TDOP- Teaching Dimensions Observation Protocol
website at University of Wisconsin
Hora, M.T. & Ferrare, J.J. (2013).Instructional systems of practice: A multidimensional analysis of math and science undergraduate course planning and classroom teaching. The Journal of the Learning Sciences, 22 (2), 212-257
more info on RTOP
Teaching specific topics
Steven Kalinowski, Mary Leonard, Tessa Andrews and Andrea Litt. 2013 Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students CBE- LSE 12(3): 483-493 doi: 10.1187/cbe-12-06-0070
Journals that publish evidence-based teaching practices