Usingmuddiestpointforma1vefeedbacktoencouragereflec1veteachingand

improvestudentlearning

ClaireYanSchoolofEngineering,UBCOkanagan

StephenKrauseIraA.FultonSchoolofEngineering,Arizona

StateUniversity

Fes?valofLearning,BurnabyBC,June6-9,2016

Agenda

•  Forma?veandsumma?vefeedback•  Featuresofeffec?vefeedback•  Muddiestpointsurvey– Background–  Implementa?onviaBlackboardsurveytool–  Impactoninstructor’steaching–  Impactonstudentlearning

•  Summary

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3

How can I quickly grab

students’ attention in class?

How do I quickly identify student problems?

Forma1veFeedback Summa1veFeedback

Time Duringacourse,ongoing Attheendofacourse

Purpose •  Helpstudentsiden?fystrengthandweaknessduringthecourseoflearning

•  Helptheinstructormonitorstudentlearningprogress

•  Providestudentsfinalevalua?onoftheirlearningincomparisontoastandard

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Effec1veForma1veFeedback

•  Content–  Specifictotheprocessesthatstudentsareengagingin

–  Sufficienttodirectstudents’subsequentlearning

•  Timing– Howsoon?(theearlierthebeZer)– Howo\en?(themorefrequentthebeZer)

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Ambrose,S.A.,etal,Howlearningworks:SevenResearch-BasedPrinciplesforSmartTeaching,Jossey-Bass,2010

MuddiestPoint(MP)Survey

•  Ameansofforma?vefeedbackdevelopedbyDr.FrederickMosteller,1989

•  Focusingonstudentconfusiononatopic

•  Twoques?onsinaMPsurvey– Muddiestpoint“Whattopicremainstheleastcleartoyou?”“Describeinasentencewhatwasconfusingorneedsmoreexplana?on.”

– Mostinteres1ngpoint“Inasentenceexplainwhatyoufoundthemostinteres?ngabouttoday'sclass.”

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BlackboardsurveytoolforMPdatacollec1on

•  MPsurveyforeachclass,opensfromtheendofclassun?lafewhoursbeforethenextclass

•  Studentresponsesareanonymous–honestresponses

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SampleStudentResponsestoMPSurveyfromamaterialscienceclass

(experienceduser)

•  MuddiestPoints–  “HowdoIdeterminewhichelementsformIonicorCovalentbonds?”

–  “Ineedclarifica?ononthecharacteris?csassociatedwithcertaintypesofbond”

•  MostInteres1ngPoints–  “Howtomakeagarbagebagandabulletproofvestoutofthesamematerial.”

–  “Covalentbondhasseveralkindsofbondingsuchas0-D,1-D,3-D.”

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DON’TSUMMARIZEUSESTUDENTS’OWNLANGUAGE

MPSurveyforReflec1veTeaching

•  AddressMPques?onsatthebeginningofeachclass–  Drawstudents’aZen?on–  Resolveconfusionandcorrectmisconcep?ons–  Smoothtransi?onfrompreviousclasstocurrentclass

•  Designtargetedclassac?vi?esandtutorial/assignmentproblems

•  Createenrichedlearningresources–  YoutubechannelhZps://www.youtube.com/user/MaterialsConcepts/feed

–  Createideasfornewbooks

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Successful(experienceduser)

Successful(experienceduser)

Successful(first1meuserA)

Successful(first1meuser)

Unsuccessful(first1meuserB)

Classsize ~80 N/A ~80 23 Twoclasses(27,29)

Overallresponserate

60-90%80-90%(attheendofsemester)

~70% ~52% ~58%(3x5notecard)~79%(assignedreading)

Verypoor

Incen1ve Upto5%grade(extracredit)

CreditforaZendance

Upto2.5%grade(extracredit)

•  Noneforclassnotecard;

•  MPforassignedreadingispartofhomework

none

MPfeedback

AlmostineveryclasswithsingleslideofafewMPswithdiagramsonboard

Almostineveryclass

•  80%lectures•  5-10minatthe

beginningofclass

•  Handback3x5notecardinthenextclasswithinstructor’scomments

•  FurtherdiscussiononMPinclass

N/A

10Waters,C.K.etal,RevealingStudentMisconcepDonsandInstructorBlindSpotswithMuddiestPointFormaDveFeedback,123rdASEEannualconferenceandexposiDon,June26-29,2016

ChangeofFacultyBeliefsMeasuredbyATI

•  ApproachestoTeachingInventory(ATI):aninstrument(22ques?ons)developedbyTrigwellandProssertounderstandhowfacultyapproachteaching:teacherfocusedstrategies->studentfocusedstrategies

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Trigwell,K.,andProsser,M.(2004).Developmentanduseoftheapproachestoteachinginventory.EducaDonalPsychologyReview,16(4),409-424Waters,C.K.etal,RevealingStudentMisconcepDonsandInstructorBlindSpotswithMuddiestPointFormaDveFeedback,123rdASEEannualconferenceandexposiDon,June26-29,2016

37.5

21.7

-20

-10

0

10

20

30

40

Sucessful1st?meuser(A)

Unsucessful1st?meuser(B)

%ofchangeinATIscoresbetweenpre-andpost-MPac1vi1es

Scorein"TeacherFocused"Column

Scorein"StudentFocused"Column

ChangeofFacultyBeliefsMeasuredbyRTOP

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34

90

5

10

15

20

25

30

35

40

Sucessful1st?meuser(A) Unsucessful1st?meuser(B)

%ofchangeinRTOPscoresbetweenpre-andpost-MPac1vi1es

Waters,C.K.etal,RevealingStudentMisconcepDonsandInstructorBlindSpotswithMuddiestPointFormaDveFeedback,123rdASEEannualconferenceandexposiDon,June26-29,2016

•  AhighRTOPscoreindicatesamorestudent-centeredteachingstrategy.

•  AlowRTOPscore

indicatesamoreteacher-centeredstrategy.

ImpactonStudentLearning

Datafromanexperienceduser•  Studentpersistence(#studentsatfinalexamover#students

ini?allyregisteredinthecourse)

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•  MPpromotesreflec?velearning

•  Scaffoldingwith?melyfeedbackandenrichedlearningresourcesboostsstudents’interestandconfidenceinlearning

Krause,S.J.etal,TheImpactofTwo-WayFormaDveFeedbackandWeb-EnabledResourcesonStudentResourceUseandPerformanceinMaterialsCourses,122ndASEEannualconferenceandexposiDon,June14-17,2015

BeforeusingMP

A\erusingMP

ImpactonStudentLearning

Datafromanexperienceduser•  Finalexamscores

14Krause,S.J.etal,TheImpactofTwo-WayFormaDveFeedbackandWeb-EnabledResourcesonStudentResourceUseandPerformanceinMaterialsCourses,122ndASEEannualconferenceandexposiDon,June14-17,2015

Summary

•  MPmakeslearning“visible”tobothinstructorsandstudents

•  MP,ifusedeffec?vely,may–  Forfaculty

•  Promotereflec?veteaching•  Helpplan/createenrichedlearningresourcesandengagementac?vi?es

•  Helpfosterstudent-centeredteachingphilosophyandprac?ce–  Forstudents

•  Encouragereflec?velearning•  Promoteresponsibilityforandconfidenceinlearning

•  Toencouragestudentpar?cipa?on–  Useincen?ves–  Facultyprovidesconsistentand?melyfeedbacktohelpstudentsseethevalueofMP

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Acknowledgement•  BethanySmith,MASc,ArizonaStateUniversity•  Yong-SeokPark,PhD,ArizonaStateUniversity•  DanielleStevens,MASc,ArizonaStateUniversity

Contact:ClaireYan(yu.yan@ubc.ca)

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