why? why teach x. why? how? why teach xhow to teach x
TRANSCRIPT
Why?
Why teach X
Why? How?
Why teach X How to teach X
Why? How? What?
Why teach X How to teach X What to teach
The Questions
• Why are you in college? Or, what do you want to get out of your college education?
• How do you learn best?
• What do you want to learn in this class?
• What are you curious about?
Student Learning Goals
Why students are in college. They want to be able to…
Ability to communicate effectively
Student Learning Goals
Why students are in college. They want to be able to…
Ability to communicate effectively
Ability to solve problems Gain confidence Ability to apply knowledge Ability to use time effectively Increase opportunities
Selection of responses from past evolutionary biology courses
Student Learning Goals
Habits of highly successful people (Covey 2011)
Ability to communicate effectively with persons inside and outside your field
Ability to solve problems Ability to obtain and process
information Ability to work effectively in a
team Ability to plan, organize and
prioritize
Student Learning Goals
Why students are in college. They want to be able to…
Ability to communicate effectively
Ability to solve problems Gain confidence Ability to apply knowledge Ability to use time effectively Increase opportunities
Selection of responses from past evolutionary biology courses
Habits of highly successful people (Covey 2011)
Ability to communicate effectively with persons inside and outside your field
Ability to solve problems Ability to obtain and process
information Ability to work effectively in a
team Ability to plan, organize and
prioritize
Student Learning Goals
Why students are in college. They want to be able to…
Ability to communicate effectively
Ability to solve problems Gain confidence Ability to apply knowledge Ability to use time effectively Increase opportunities
Selection of responses from past evolutionary biology courses
Habits of highly successful people (Covey 2011)
Ability to communicate effectively with persons inside and outside your field
Ability to solve problems Ability to obtain and process
information Ability to work effectively in a
team Ability to plan, organize and
prioritize
Goals For Course• Big Ideas
– Mutation is random and is the source of heritable variation
– Most evolution happens as a consequence of selection operating on heritable variation
– Shared ancestry explains most of the similarities among divergent organisms
– Biodiversity reflects the process of cumulative change in diverging lineages over long periods of time
– We can know the history of life on Earth from direct fossil evidence and by inference
• Core Competencies– Graphically, verbally, and
quantitatively represent systems and problems
– Identify, create, and design tests of alternative hypotheses
– Correctly interpret information (graphs, tables, text, etc) and use the information to construct arguments based on evidence
– Collaborate with people of varying knowledge and points of view toward common goals
– Communicate with brevity, clarity, and scientific persuasion
Why These Content Goals?
• Central, foundational principles of evolution
• Cross-cutting concepts that extend beyond the realm of evolution and biology
• Recurrent themes in all discussions about the diversity and complexity of life on Earth
Why These Process Goals?
• Map onto qualities that explain why people are successful
• Align with published documents focused on improving education (e.g. Vision and Change)
• Important for scientific thinking and the scientific process
How Are We Going to Learn?
• Emphasize activities that engage whole brain• Use research-based best practices• Concentrate on problems at high cognitive
levels• Develop a cooperative learning culture that
values and respects the contributions of everyone
• Engage in frequent self-reflection
Learning Model 1
Learning Model 1
Draw the Nerve from the Medulla to the Larynx
Anatomy of the neck and upper body
Choose the Drawing Most Similar to Yours
A) B) C)
D) None of the pictures are similar to mine
Learning Model 2
Learning Model 2
- + - +
Learning Model 2
- + - +AttentionInteractive
Social interactionsSleep, good dietReplicationReinforcementNovel situations
No ContextLack of sleep
Lack of exerciseBad diet
DistractionOnly listening
No practiceNo motivation
Best Practices
Lecture
Active-learning
Active learning achieves much greater learning gains
Deslauriers et al. 2011. Science
Overview of a Learning Cycle
Overview of a Learning CycleShort reading
Low stakes quiz
Something that will be used in class
What Are We Going to Learn?
• Fundamental principles of evolution through the use of case studies
• Science process skills (data manipulation, visualization, and analysis)
• How to work productively with your peers towards common goals
What Is Active Learning: An Example
• Construct a concept map– A concept map is a tool for organizing, connecting
and representing knowledge
A word
Linking phrase
Your Challenge
• Construct a concept map for 8-10 words (concepts) in evolutionary biology
• After about 10 minutes, each individual works together with 2 to 3 other students to construct a consensus network
• Each group draws their network on a white board
• Students compare and contrast networks
Mutation
Natural selection
Variation
Generation
Adaptation
Speciation
Population
Extinction
IndividualsTraits
happens to
can change
acts on
causes
that can contribute to
increases
is necessary for consist of many
happens in a
happens within a
can result in
can result in
is the opposite of
happens within a
Senses Hippocampus Synapses Whole brain Learning
Short-term Consolidation
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
- +- +
QuickTime™ and a decompressor
are needed to see this picture.
- +AttentionMultisensory
ReplicationReinforcementNovel situations
Social interactionSleepExerciseGood Diet
No ContextLack of sleep
Lack of exerciseBad diet
DistractionOne sense
SightSound
HearingTaste
Feel
List some things that positively and negatively influence each process
Learning Model 2
Senses Hippocampus Synapses Whole brain Learning
How We Learn
Short-term Consolidation
Changes to1) Number2) Connectivity
What It Is1) Use2) Application
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
- +- +
QuickTime™ and a decompressor
are needed to see this picture.
- +AttentionMultisensory
ReplicationReinforcementNovel situations
Social interactionSleepExerciseGood Diet
No ContextLack of sleep
Lack of exerciseBad diet
DistractionOne sense
SightSound
HearingTaste
Feel