Evidence Based Teaching Practices Each of the methods listed below has data supporting that it increases student learning.
What do students say. Getting startedA step by step protocol for implementing Evidence-based practice in your classroom1. 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. What does it look likeVideos of flipped class and clickers1.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. Teaching modules experimental design module
natural selection thinking module
tree thinking module
climate change module
Hardy Weinberg module
PCR
Transcription and Translation Literature Key papers to read- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
- Freeman, Scott, David Haak, and Mary Pat Wenderoth. "Increased course structure improves performance in introductory biology." CBE-Life Sciences Education 10, no. 2 (2011): 175-186.
- Haak, David C., Janneke HilleRisLambers, Emile Pitre, and Scott Freeman. "Increased structure and active learning reduce the achievement gap in introductory biology." Science 332, no. 6034 (2011): 1213-1216.
- Freeman, Scott, Eileen O'Connor, John W. Parks, Matthew Cunningham, David Hurley, David Haak, Clarissa Dirks, and Mary Pat Wenderoth. "Prescribed active learning increases performance in introductory biology."CBE-Life Sciences Education 6, no. 2 (2007): 132-139.
- Eddy, Sarah L., Mercedes Converse, and Mary Pat Wenderoth. "PORTAAL: a classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes." CBE-Life Sciences Education 14, no. 2 (2015): ar23.
- Eddy, Sarah L., and Kelly A. Hogan. "Getting under the hood: how and for whom does increasing course structure work?." CBE-Life Sciences Education 13, no. 3 (2014): 453-468.
Constructivism
This book is free on-line from the National Academies. Chapters 2 and 3 are most relevant
Backward Design of your classroom 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) National ResourcesJournal 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.
Assessment
BioMAPS
Active learning techniques
Classroom Observation ToolsPORTAAL: Practical Observation Rubric to Assess Active Learning Classrooms S. Eddy, M. Converse and M.P.Wenderoth paper: CBE Life Sci Educ June 1, 2015 14:ar23; doi:10.1187/cbe.14-06-0095
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
COPUS
- Michelle K. Smith,
- Francis H. M. Jones,
- Sarah L. Gilbert,
- and Carl E. Wieman (2013)
The Classroom Observation Protocol for
Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices CBE Life Sci Educ December 2, 2013 12:618-627; doi:10.1187/cbe.13-08-0154
Teaching specific topics
Natural Selection 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
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