using technology for content delivery, formative assessment, and reflection bridgewater college...

Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick

Using Technology for Content Delivery, Formative Assessment, and Reflection

Michael S. KirkpatrickJMU Computer Science

Bridgewater CollegeAnnual Pedagogy Project 2015


Workshop Objectives

At the completion of this session, participants will demonstrate progress toward the following objectives:•Summarize relevant literature for active learning•Explain how to use videos for effective content delivery•Describe how to incorporate formative assessment into a flipped classroom•Identify practical strategies to encourage students’ day-to-day class preparation and metacognition


Agenda

• Introductions and welcome•Active learning preassessment•Camtasia lessons learned•Formative assessment and PI•Metacognition and reflection•Discussion and exploration


“Adopting instructional practices that engage students in the

learning process is the defining feature of active learning.”

-Michael Prince


Benefits Illustrated

R.R. Hake, "Interactive-engagement vs traditional methods: A six-thousand-student survey ofmechanics test data for introductory physics courses," Am. J. Phys. 66, 64- 74 (1998).http://www.physics.indiana.edu/~sdi/ajpv3i.pdf

Measure of performance gain•Mechanics Diagnostic (MD) or Force Concept Inventory (FCI)•62 courses (14 trad.) at multiple institutions•6542 students (2084)


Collaborative and Cooperative Learning

M. Prince, “Does active learning work? A review of the research.” J. Eng. Education 93(3), 223- 241, 2004.http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf


Problem-Based Learning

M. Prince, “Does active learning work? A review of the research.” J. Eng. Education 93(3), 223- 241, 2004.http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf


Active Learning in STEM

Meta-analysis of 225 studies•158 studies: average 0.47 SDs better on CIs/exams•67 studies: average failure rate dropped from 33.8% to 21.8% with active learning

S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences 111(23), 8410- 8415, 2014.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060654/pdf/pnas.201319030.pdf


From Content Delivery to Formative Assessment


Lessons Learned

Be mindful of accessibility•Never use red and green contrasts•Create subtitles or transcripts as needed

Write a script first•Doing so will save you time later•Makes for easy transcript creation

Align videos with learning objectives•Use a discussion forum for students to ask questions•Incorporate an ungraded Moodle quiz for practice


Formative Assessment and

Peer Instruction


“Feedback is value-neutral help on worthy tasks. It describes what the

learner did and did not do in relation to her goals. It is actionable information, and it empowers the student to make

intelligent adjustments when she applies it to her next attempt to perform.”

-Grant Wiggins


Peer Instruction

Peer Instruction•Created by Eric Mazur (Harvard)•Augment class with ConcepTests

• Expose common misconceptions• Think-vote-pair-revote pattern

•E. Mazur, Peer Instruction: A User’s Manual, 1996.http://mazur.harvard.edu/research/detailspage.php?rowid=8


Physics Question 1


Closing the Gender Gap

PI can eliminate gender gap in physics•T: traditional lectures•IE: interactive lectures•IE+: interactive assignments, lectures, tutorials

Cooperative learning closes the gender gap•Pretest scores were 10% points higher for men•Gap persisted with lecture alone•Posttest results for cooperative classes were almost equal

E. Mazur, “The scientific approach to teaching: Research as a basis for course design,” keynote/plenarytalk at the International Computing Education Research Conference (ICER), 2011.http://mazur.harvard.edu/search-talks.php?function=display&rowid=1712


Closing the Gender Gap

Traditional lectures leave women behind•Women tend to have smaller performance gains

Cooperative learning improves gains for women•...but men improve as well

E. Mazur, “The scientific approach to teaching: Research as a basis for course design,” keynote/plenarytalk at the International Computing Education Research Conference (ICER), 2011.http://mazur.harvard.edu/search-talks.php?function=display&rowid=1712


Physics Question 2


Demos and Engagement

Performance and understanding increase with engagement•Those who only observe sometimes learn it wrong•Those who discuss show clearer reasoning and provide partially correct answers


Physics Question 3


Confusion and Understanding

“Please tell us briefly what points of reading you found most difficult or confusing.”•“Nothing was difficult or confusing.”•“I found the explanation inadequate. I don’t understand the reasoning that led to the conclusion.”


Best Practices for Formative Assessment

Identify the learning gap•Space between what students know and need to knowBidirectional feedback•Identify student progress and suggest correctionsActively engage students•Students need to assess their own understandingCreate learning progressions•Break larger goal into subgoals


Best Practices for Formative Assessment

Ask clear questions•Avoid ambiguity, use only one verb

Psychological safety•Positive reinforcement, accept imperfection

Sequencing and balance•Consider the order and type of questions, activities

Wait time•Come ot terms with silence

Avoid pimping questions•Do not try to establish intellectual superiority


Metacognition Space Race


Metacognitive Activities

Preassessments•What do I already know about this topic?

Muddiest points•What am I still confused on?

Exam corrections•Why did I miss this question?

Documented problem solving•What were the steps I used to solve this problem?

Learning progress journals•How did my understanding of this concept change?


RSQC2

Recall the most important points•Requires student to analyze relative importance

Summarize the most important points•Provides practice with comprehension

Construct a question you would like answered•Encourages reflection and evaluationConnect this material to other concepts•Establishes scaffolding from previously learned materialComment on your learning progress this week•Uses metacognitive reflection to instill study habits


Tools for Metacognitive Activities

Socrative•Good use: quick in-class polling

Qualtrics•Good use: offline, anonymous surveys

Moodle•Good use: graded and offline assessments

Social media•Good use: blogs as learning journals

Piazza•Good use: collaborative student discussions and answers


Best Practices for Metacognition

Develop metacognitive culture•Give students freedom to be confused•Integrate reflection into credited course work•Model metacognitive behavior

Teach the concept and language of metacognition•Explicit instruction over time expands skill setReflect the specific learning context•Metacognition is NOT generic

Externalize mental events•Increase accurate awareness of strengths and weaknesses


Bloom’s Taxonomy


Discussion and Exploration


Other Technology Tools

Twitter•Good use: announcements, highlight news stories

CATME•Good use: team formation, peer evaluation

Top Hat Monocle•Alternative to Socrative (requires paid subscription)Asynchronous MOOC Videos•edX, Kahn Academy, MIT OpenCourseWare


Resources

Peer Instruction (PI)•E. Mazur, Peer Instruction: A User’s Manual, 1996.•http://mazur.harvard.edu/research/detailspage.php?rowid=8

Formative Assessment•T. A. Angelo and K. P. Cross, Classroom Assessment Techniques: A Handbook for College Teachers, 1993.•http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html•http://cft.vanderbilt.edu/guides-sub-pages/cats/

MetacognitionE. Cook, E. Kennedy, S. Y. McGuire, “Effect of Teaching Metacognitive Learning Strategies on Performance in General Chemistry Courses,” J. Chem. Educ., 2013, 90 (8), pp 961–967.•http://www.lmu.edu/Assets/Centers+$!2b+Institutes/Center+for+Teaching+Excellence/Teach+STEM+Students+How+to+Learn--Metacognition+is+the+Key!+Slides.pdf

http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1555425003.html

http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1555425003.html


Resources

Others•J. D. Bransford, A. L. Brown, and R. R. Cocking, How People Learn: Brain, Mind, Experience, and School, 2000.•M. Weimer, Learner-Centered Teaching: Five Key Changes to Practice, 2002.•G. Wiggins and J. McTighe, Understanding by Design, 2005.•N. Pinchok and W. C. Brandt, “Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators,” 2009. http://www.learningpt.org/pdfs/FormativeAssessment.pdf•N. Chick, Metacognition. http://cft.vanderbilt.edu/guides-sub-pages/metacognition/•T. Tofade, J. Elsner, S. T. Haines, “Best Practice Strategies for Effective Use of Questions as a Teaching Tool,” Am J Pharm Educ. 2013 Sep 12; 77(7): 155.

using technology for content delivery, formative assessment, and reflection bridgewater college...

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