Taking the mystery out
of learning for your students
Mary Pat Wendeorth
National Research Council 1999
Three major findings:
1. Address student’s preconceptions
2. Build BOTH a deep foundation of factual knowledge AND strong conceptual framework. 3. Enhance student’s ability to monitor their learning (metacognition)
•Bloom’s Taxonomy
•General Models •Summary sheets
•Learning paragraphs
Does the MCAT hinder efforts to introduce critical thinking into Introductory Biology courses? •Team of 3 faculty (Alison Crowe, Clarissa Dirks, MP Wenderoth)
•Design a rubric based on Bloom’s Taxonomy
•Rank 700 exam questions
MCAT
GRE Biology 1st year Medical School
Undergraduate Introductory Biology courses
High school AP Biology courses
Evaluation- critique
Synthesis - create Analysis- compare and contrast
Application-- solve
Comprehension-- define Knowledge-- facts
Bloom, B.S., Krathwohl, D.R., and Masia, B.B. (1956)
Using Bloom’s to assess questions in Biology
Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biol. Educ. 1, 63-67. Ebert-May, D., Batzli, J., & Lim, H. (2003). Disciplinary research strategies for assessment of learning. BioScience 53,1221-1228. Bissell, A.N., and Lemons, P.P. (2006). A new method for assessing critical thinking in the classroom. BioScience 56, 66-72.
Scored 50 questions
Need a more Biology specific tool!
Physiology: Cardiac Output (MP Wenderoth)
Cell Biology: Nuclear transport (Alison Crowe)
Immunology: Virology (Clarissa Dirks)
Knowledge
Physiology: cardiac output
Which two variables determine cardiac output for an animal? Comprehension
Define cardiac output and why it is significant. Application
Lance Armstrong has a normal resting cardiac output of 6 L /min yet his resting heart rate is only 40 beats/min. What is his stroke volume? Analysis
Compared to a normal resting male of the same height and weight, Lance Armstrong’s stroke volume is greatly increased. Provide a physiological explanation for a large stroke volume. Synthesis Create a summary sheet that is a pictorial depiction/ flow diagram of how changes in cardiac output influence mean arterial blood pressure. Evaluation
If an enlarged heart was observed on a CT scan of patient, how would
you determine if this enlarged heart was pathological or not?
•Calculations •Concept maps
•Diagnoses
•Graphing •Hardy-Weinberg analysis •Molecular techniques (reading gels, microarrays) •Phylogenetic trees •Punnett Squares/ Pedigree Analysis
Bloom’s level
Knowledge Comprehension
GRAPHING
Identify the parts of graphs and recognize different types of graphs (e.g., identify the X axis, identify a histogram) Describe the data represented in a simple graph Draw a graph based on a given set of data; predict outcomes based on data presented in graph Read and interpret a complex graph having multiple variables or treatments and explain biological implications of data Create a graphical representation of a given biological process or concept Assess the relative effectiveness of different graphical representations of the same data or biological concept
Application
Analysis
Synthesis
Evaluation
Crowe, Dirks & Wenderoth 2008. CBE- Life Science Education 7:368.
Interesting side-effect of developing these rubrics! We each started changing the way we taught.
“But I studied so hard!”
10 min of class Homework: Bloom’s mnemonic
Purpose: All questions are not created equal! Help students monitor their learning.
Discuss mnemonic
“Bloom the question”
C
AN
K-C C AP
Avg= 70
Grade
Distribution
Bloom’s Distribution
Continued to •“Bloom” class questions
•“Bloom” old exam questions
Exam 2
(two weeks later)
No change in Bloom’s distribution
1. Students enter scores for each exam question on-line (Web –Q)
2. I calculate student’s Bloom score
3. Students access their Bloom scores via on-line grade reporting tool (Dave Hurley)
Bloom’s-based Learning Activities for Students “BLASt”
Only one week after BLASt introduced
No change in Bloom’s distribution
•Introduce Bloom’s on first day •“Bloom” in-class questions
•“Bloom” old exams
•Individual student’s “Bloom” score reported •BLASt made available from day one
New Assessment: Changes in student studying processes (Biggs, SPQ) Changes in student metacognition
(Schraw & Dennison, MAI)
“I think Bloom gives students an increased insight into the different types of learning and application of knowledge that students do for a class, it makes explicit something that is maybe only understood at a subconscious level. I think it gives students more tools and increases the control they have when they are studying.” “I remember initially thinking, “Why are we wasting valuable class time on Bloom's taxonomy?” I felt that Bloom's taxonomy was a burden, but I now use Bloom's taxonomy unconsciously to attack many problems. It is a method used to help organize my thoughts before I act.”
2.57
K C Ap An S E
Zheng et al. (2008). Science 319, 414-415
2.32
2.43
2.35
1.93
Modell 2000. Advan Physiol Educ 23:101-107
A set of common principles that apply to a variety of physiological systems. •Mass and Heat flow (= gradient/resistance) •Conservation of Mass (mass balance)
•Control systems
•Elastic Properties of tissues
Purpose: Provide a conceptual framework
•Mass and Heat flow (Flux= gradient/resistance)
•Introduce GMs on first day •Assign General Model (GM) paper to read •Homework– every day examples •Mass and Heat flow
•Mass Balance
•Control systems •Use GMs in class each day •Require identification of GM on exams
(no prompts)
Kate Henson FIPSE grant- BYU
GM correct
* *
GM incorrect
*
*
5 pts 7 pts 4 pts 6 pts
Point for GM removed prior to analysis
Respiratory Pre-test
Intro to GMs •Given prior to unit on Respiratory system •In class- 5 minute – 2 question quiz •No prompts
GM used in all animal phys classes Five weeks of Animal Physiology Five weeks of Plant Physiology
Exam 1
Exam 2
Final
Results 87% identified appropriate gradient 62% identified correct GM = Flux 28% identified the source of resistance
Total number of GM exam points by total number of correct GM identified
180
160
140
120
total exam GM pts
100
80
60
40
20
0 0 2 4 6 8 10 12 14 16 18 20 total # GM correct over 3 exams
R2=0.36
P<0.001
•Students who used the GM correctly, expressed a more sophisticated understanding of concepts on exams and earned more points •Students incorporated the general models into their mental models and applied them to a novel situation (respiratory pre-test) •Incorporating GMs into physiology instruction improves student performance on exams.
One page pictorial summary of a physiological system. •Annotated graphs •Flow diagrams •Rough sketches •Due each Monday Purpose: Help students •build a conceptual framework •make and see connections
Low-risk writing assignment Connect class to their life
Purpose: •Give students opportunity to write •Help students reflect on their learning
4 X 4 Writing Initiative- UW •Linda Martin-Morris •Alison Crowe •Martha Groome •MP Wenderoth
Topics: •Write one or two paragraphs about connections you have made between material learned in class (Biol 350 or other science courses) and your life outside class. You could also write about what you are learning about learning physiology—
•What similarities are you finding between the GI and Respiratory systems?
•How has reflecting on your learning each week influenced your learning in Biol 350?
•Due every Friday
•Respond to question posted on Web-Q
Final Question: How has reflecting on your learning each week influenced your learning in Biol 350? Results: •85% noted a positive influence on learning
•Got them to stop for a moment in their busy worlds.
What I learned:
•
• • •
Connections students were making to everyday life
Issues students had learning class material Students lack time and motivation to reflect on their learning Students appreciate the opportunity to stop and think about their learning.
Student comment: ―Some weeks no matter how much I thought I was paying attention in class it would be Thursday night and I‘d be thinking ‗Huh? What did I learn this week? Oh yeah….‘ which got me to examine what was going on in class and the learning process before the weekend completely wiped everything away.‖
•Bloom’s Taxonomy- monitor their learning
•General Models- provide a conceptual framework •Summary sheets- provide a conceptual framework
•Learning paragraphs-monitor their learning
Study Process Questionnaire (SPQ)
◦ Monitor changes in deep vs. surface study habits
Metacognitive Awareness Index (MAI)
◦ Monitor changes in metacognition
Bloom’s
◦ “Bloomerator” (Dave Hurley) ◦ Bloom workshops for students
(Alison Crowe)
Meta-analysis of articles on active learning in STEM disciplines (Scott Freeman)
―To achieve these ambitious goals, we will need much more emphasis on both science education and the ―science of education‖.
Science Jan 2, 2009
Science 323:122, 2009
UW Biology Education Research Group
Pursuing the science of education and Bringing evidence-based teaching to the classroom
Thank you
Harold Modell- mentor Scott Freeman Clarissa Dirks Alison Crowe Kate Henson Jerry Baldasty - Teaching Academy John Bell Bill Bradshaw- BYU (FIPSE grant) The students