Day 1 Handouts: 1) Blooms taxonomy2) Learning goal checklist3) Course-scale goal slide4) Tactics5) Question Goals1Value of explicit learning goals: Carl WiemanAre your students learning the main concepts? Defining learning goals and assessing as you go. 1) better define and guide what you want to teach.2) define for students what they should be learning (and why).3) essential for measuring what students are learning - to guide improvement of instruction 2Plan of attackWk 1: Developing and using topic and lecture learning goals Developing questions to assess learning goalsWk 2: More on assessing learning goals. Examining broader (course-scale) and longer term goals, better assessment through homework and examsHave found no substitute for discussion with peers and iteration. general and small group discussion and revisions.3Explicit learning goals Wide range of possible goals: From memorizing terminology to complex problem solving skills transferring ideas to new contexts thinking like a scientist (including interest and see relevance) (Reflection of what you want students to learn and at what level) Basic definition: What should students be able to do after completing course?(How general attitudes or thinking are changed by course?)Requirement of a learning goal: Must be measurable assessment and goals tightly linked4Learning goals: Outcome and student oriented: Identifies what students will be able to do as a result of learning Defines what students are expected to learnSyllabus/Topic list Vs. Learning GoalsSyllabus/ Topic List Material covered (and time spent) Familiar good place to startexpand into learning goals.5Learning goals: Course-scale learning goals(5 to 10 per course) Topic-scale learning goals (2-5 per topic)Lecture-scale learning goals (2-3 per class period)(learning objectives) From Syllabus/Topic list To Learning GoalsSyllabus/ Topic ListFamiliar good place to start expand this into learning goals Consistency, Alignment6Course-scale learning goals (5-10) CONTENT SKILLSHABITS OF MINDAFFECTIVE & BELIEFSLecture-scale learning goals Be able to design a fluorescent light bulb and to explain and justify the requirements on the various basic components. One Lecture-scale Learning Goal could touch upon several course-level goalsCourse-scale learning goalsRecognize that the behavior of the world around you is not magical and mysterious, but rather can be understood and predicted using certain fundamental principles.Understand the properties and motion of electric charges and use this knowledge to predict and explain various aspects of electricity.7Course-scale learning goals (5-10) CONTENT: SKILLS: HABITS OF MIND: AFFECTIVE: BELIEFS: Be able to analyze, explain, and predict the motion of objects in the world around youCognitive/Process skills: Reasoning, Problem Solving, Evaluating, Critiquing Technical skills: Computer skills (debugging, software specific, Think like a _: Use alternative representations; Compare and contrast; Reflect; Strategize, justify, and plan; Appreciate, Enjoy, Value, (e.g. Recognize that the behavior of the world around you is not magical and mysterious, but rather can be understood and predicted using certain fundamental principles.)About nature of learning and doing _: (e.g. Believe that learning and doing physics is more about reasoning and making sense, not memorizing.)8Blooms Taxonomy of the Cognitive Domain (= content+skills+habits of mind) 1.Factual Knowledge: remember and recall factual information2.Comprehension: demonstrate understanding of ideas, concepts3.Application: apply comprehension to unfamiliar situations4.Analysis: break down concepts into parts5.Synthesis: transform, combine ideas to create something new6.Evaluation: think critically about and defend a position 9Blooms Taxonomy of the Cognitive Domain(= content+skills+habits of mind) 1.Factual Knowledge: remember and recall factual information2.Comprehension: demonstrate understanding of ideas, concepts3.Application: apply comprehension to unfamiliar situations4.Analysis: break down concepts into parts5.Synthesis: transform, combine ideas to create something new6.Evaluation: think critically about and defend a position Define, List, State, Label, Name, DescribeDescribe, Explain, Summarize, Interpret, IllustrateApply, Demonstrate, Use, Compute, Solve, Predict, Construct, ModifyCompare, Contrast, Categorize, Distinguish, Identify, InferDevelop, Create, Propose, Formulate, Design, InventJudge, Appraise, Recommend, Justify, Defend, Criticize, EvaluateHigher level: Require deeper conceptual understanding10Lecture-scale learning goals (2-3 per class period)Example: Be able to design a fluorescent light bulb and to explain and justify the requirements on the various basic components. Check-list for creating lecture-scale learning goals: Is goal expressed in terms of what the student will achieve? Does it identify what students will be able to do after the topic is covered? Is the Blooms level of the goal aligned with your expectations for students learning Is this what students will be able to do if they “understand” the topic at the level you want? If you expect reasoning for “why”, does it convey that? Could you expect a higher level goal? Is it well-defined? Is it clear how you would test achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology a goal? Not every goal can achieve the following, but if you can express it to address these, that is better: Is it relevant and useful to students? (e.g. connected to their everyday life, or does it represent a useful application of the ideas). 11Low level goalexplicitly encourages students to memorize the steps from DNA to proteinDescribe how the process of extracting information from genetic material is regulated at each step of conversion of DNA to RNA to protein.ProblemsOriginal L.G.Introduction to Molecular and Cell BiologyNew L.G.AdvantagesPropose two different ways that an abnormal protein could be made in a cell, resulting in disease symptoms.Higher level goalencourages student to think about how proteins work, how they are produced, and how they can be altered by mutations in DNA.12What level is this and do you have suggestions for improving ? You should know how to apply Ohms Law, and be able to calculate V, I, and R for various circuit configurations. 13Levels of learning goalsWith partner write two specific learning goals:1 learning goal at Blooms Level (1 or 2) and decide what level it is. 1 learning goal at Blooms Level (3-6) and decide what level it is. Topic = Provincial Government/DemocracyGoals: To be able to use Blooms taxonomy to help craft and to identify learning goals at various cognitive levels. To be able to debate the limitations of relying solely on the verb to define the level. 14Next Activity: Work on your learning goals with your table groupShare with each other some of the learning goals (LG) that you have for a class that you teach.Pick one that you feel could be improved. Use your white boards to work on revising the LG. Compare the current wording of the LG to the guidelines we have provided (identify the “level” of this LG, and whether it is too broad or too narrow).Discuss how the LG could be rewritten to better state your true goal.15Testing achievement of learning goals:Formative assessment (Know what students think now (before exam), and fix it!)By what methods could you ask a question on one of your lecture-scale learning goals, collect answers, and evaluate it? 161.Content Goal: Does the question test an essential aspect of the material? 2.Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject? 3.Metacognitive Goal: Are students examining their own thinking? Each question sends a message to the students:3 areas to consider when developing a question17The Montillation of Traxolinewhen assessment goes astrayIt is very important that you learn about traxoline. Traxoline is a newform of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large quantities of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future, because of our zionter lescelidge.- - - - Assessment of UnderstandingAnswer these questions in complete sentences. Be sure to use yourbest handwriting.1. What is traxoline?2. Where is traxoline montilled?3. How is traxoline quaselled?4. Why is it important to know about traxoline? attributed to Judy Lanier181.Content Goal: Does the question test an essential aspect of the material? Is it aligned with your learning goal? 2.Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject?What are the cognitive processes involved? Are they comparing and contrasting phenomena, ranking, classifying, or performing a mathematical manipulation? 3.Metacognitive Goal: Are students examining their own thinking? Each question sends a message to the students:3 areas to consider when developing a questionHidden/implicitDefines students focus what they think your goals are. 191) Write a question to test learning of one of your goals.What are goals of your question?(content, cognitive, metacognitive). Follow-up discussion of process and of question design.Small (table) group activity:Strategies for avoiding memorization :“Troubleshooting” something changes, what could cause this?“redesign”“compare and contrast” scenarios20How would implement your question in class?(logistics)21Ideas for implementation:Ask question in exam or homework.Ask students to write answer to a question on a sheet of paper and turn it in.Ask students to write answer on own, then discuss with others, then write a revised answer.Ask students to discuss question in groups, write a group answer.Ask a multiple choice question and ask students to vote using their hands, colored cards, or clickers.Students can answer on their own or discuss in groups.Give credit for answering questions but dont grade.Clickers, Colored CardsOne Minute Papers (individual or group)Pretest - Posttest22End day 1. Homework 1. Read article by Beatty et al. on “Designing effective questions for classroom ”2. Develop 3 or 4 course level goals for a course you have taught or expect to teach soon.23Day 2 HANDOUTSExercise sheet with course/class activities and with example on the backFCI content surveyCLASS survey Examples from Chemistry & Biology24Important questions from first session.1. Goals that cant be measured?Course level goals often too broad to measure directly. Clarified and defined by detailed goals that are measurable. (If still not measurable, declare attained. )2. Goals too specific, limit contexts of application?Goal quite specific for given context, but then added goalis “Be able to apply to range of contexts.” (With range ofinterest defined.)3. If goals are specific, wont they just memorize material?Probably not as much as if goals not specifically state involve things beyond memorization.b. Not as easy as might think if use higher level thinkingverbs/questions/activities. (think Montillation of Traxoline)alignment- lecture, homework, exams25Day 2 Standard experiences from in-class formative assessment-“Oh my god! I never imagined they were thinking that/did not know that/would start asking so many questionsabout, ”I. More on question development. Question design tactics - Beatty et alDifferent representationsII. Course level learning goals.III. Some standard course level assessment tools. Creating assessment tools.261.Content Goal: Does the question test an essential aspect of the material? Is it aligned with your learning goal? 2.Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject? What are the cognitive processes involved? Are they comparing and contrasting phenomena, ranking, classifying, or performing a mathematical manipulation? 3.Metacognitive Goal: Are students examining their own thinking? Question Development: One question can address multiple types of goals27Question Design Tactics (from Beatty Article)Tactics for directing attention and raising awareness: Remove nonessentials Compare and contrast Extend the context Reuse familiar question situations Oops-go-backTactics for stimulating cognitiveprocesses:Interpret representationsCompare and contrastExtend the contextIdentify a set or subsetRank variantsReveal a better wayStrategize onlyInclude extraneous informationOmit necessary informationTactics for formative use of response data:Answer choices reveal likely difficultiesUse “none of the above”Tactics for promoting articulation discussion:Qualitative questionsAnalysis and reasoning questionsMultiple defensible answersRequire unstated assumptionsTrap unjustified assumptionsDeliberate ambiguityTrolling for misconceptions28Tactics for Questions (Beatty, 2005) 1.Remove inessential details to focus students attention where you want it. 2.Have students compare two things. Their attention will naturally be drawn to the differences between them. 3.Ask a familiar question about an unfamiliar situation to draw students attention to the ways the new situation differs from a familiar one. 4. Ask a series of two questions. The first is a trap intended to make students commit a common error. Before reviewing the first question, ask a second which makes them aware of the error they have just committed. This technique can help them discover the mistake they made. 295.Require students to use different representations. Ask them to explain in words the meaning of a mathematical formula. Ask them to use information from a graph in a mathematical formula. Ask them to graph data in a table. 6.Present students with a set of processes or objects and ask them to determine subsets within the items presented. 7.Direct the strategy to force students to use more than one method. If students commonly solve a type of problem one way, require that they use a different method. 8. Include extraneous information or omit necessary information so that students think more carefully about what they need to solve the problem. If they are always provided with only the information needed, an important part of the problem solving has been done for them. “Not enough information is given” can be the correct answer for some questions. 30Ex: Revising a Chemistry Question to use representations If you start with 6 S atoms and 6 O2 molecules, how many SO3 molecules can you form given the following reaction? 2S + 3 O2 2 SO3A. 2B. 3C. 4D. 5E. 631This diagram represents a mixture of S atoms and O2 molecules in a closed container. S atomO2 moleculeWhich diagram shows the results after the mixture reacts as completely as possible according to the equation2S + 3 O2 2 SO3A.B.C.D.E.more informative representation, more mistakes 3220 VCalculate currents and voltagesat points A and B, when:(1) B is connected to C(2) B not connected to C 2 2 A2 BWhat happens to thebrightness of the 3 identical bulbs whenswitch is closed?C3333Concept maps.EvolutionConcepts: Survival of the fittestGenetic codeMutationsSpeciationDiversityReproductionIsolationDifferentiationAdvantageDisadvantageEnvironmental conditionsProtectionDraw a map inserting terms that link these conceptsMutationsDifferentiationlead toAdvantageDisadvantageCan beCan beEnvironmental conditionsDetermine ifDetermine if345.Require students to use different representations. Ask them to explain in words the meaning of a mathematical formula. Ask them to use information from a graph in a mathematical formula. Ask them to graph data in a table. 6.Present students with a set of processes or objects and ask them to determine subsets within the items presented. 7.Direct the strategy to force students to use more than one method. If students commonly solve a type of problem one way, require that they use a different method. 8. Include extraneous information or omit necessary information so that students think more carefully about what they need to solve the problem. If they are always provided with only the information needed, an important part of the problem solving has been done for them. “Not enough information is given” can be the correct answer for some questions. 35Work in pairs to write new question(s) using one or moreof tactics.Think about 3 areas: content, cognitive, metacognitive.Share question. what tactics used? what is question testing? what messages are being sent about what you value students to learn & about the discipline? 36Course level learning goals37Some examples of goalsShare some of your course-scale learning goals What did you think about as you wrote these goals?Does assessing these goals seem problematic?CONTENTSKILLSHABITS OF MINDAFFECTIVEBELIEFS38How do you structure a course to develop and target these goals?Some ideas!39Developing course-scale learning goals: An example from Modern PhysicsGoal: Apply knowledge of behavior of atoms and light to novel applications.Lecture: Structure of atoms, interaction with light, discharge lamps students learn basic physics.Homework: apply knowledge of atoms and light to photomultiplier tubes and digital cameras.Exam Question: “Explain what would have to happen (in your example atom) for the electron in the atom to become free (unbound from the atom). Draw a diagram of a discharge lamp set-up, showing the voltage supplied by the battery and the location of the gas molecules where this would be a possible outcome. Explain your reasoning.”40Course-scale goal: Course activities: Connected lecture or topic scale learning goals: In class: HW: Exam: Other: 41Course-scale goal: Apply knowledge of behavior of atoms and light to novel applications.Course activities: Connected lecture or topic scale learning goals: e.g. Be able to propose various strategies for redesigning the semi-conductor used in a digital camera detector to control the color of light it would detect and explain why these changes would lead to a change in behavior. In class: Structure of atoms, interaction with light, discharge lamps students learn basic physics. (Use clicker questions, student discussion)HW: Apply knowledge of atoms and light to photomultiplier tubes and digital cameras. (Make students explain reasoning, draw connections between ideas and actual behavior and outcomes (e.g. the digital pictures), use multiple representations)Exam: “Explain what would have to happen (in your example atom) for the electron in the atom to become free (unbound from the atom). Draw a diagram of a discharge lamp set-up, showing the voltage supplied by the battery and the location of the gas molecules where this would be a possible outcome. Explain your reasoning.”42Work in pairs to examine how in your course you would address course-scale goal and how this is connected to lecture-scale goals. Share examples with the whole group43Examples for assessing course level goals44Measuring learning gains: Pre-post content surveysForce Concept Inventory (FCI)Force Concept Inventory (FCI) Multiple choice conceptual content survey Given pre-postUsefulness of Pre-post survey: 1) Pre-test: know students initial ideasestablish baseline understanding2) Pre-post: measure learning gain for individual students, or class averagemeasure effect of year-to-year modifications in courseNormalized gain45Creating pre-post content surveysBasics: 1) Decide which specific learning goals to test (cant test them all in a 30 min survey)2) Formats: open-ended or multiple-choice or combo3) * Multiple questions per concept/idea - can they use idea in different contexts* Distracters that represent common student misconceptions or problem solving difficultiesValidation (student and faculty interviews): Are questions interpreted consistently by students/faculty? Is wording clear? Are questions accurately capturing true misconceptions or true understanding of the concept/idea? Time consuming46Other ways to measure learning gainsRepeat challenging questions from semester to semester. Compare student performance Assess how students answers change as you change the way you teach the classproblem set questionsexam questionsfinal exam questions Can all be used to collect this kind of feedback47Measuring learning gainsR. Hake, ”A six-thousand-student survey” AJP 66, 64-74 (98).Force Concept Inventory (FCI)Force Concept Inventory (FCI) Multiple choice conceptual content survey From Pre/post results, calculate learning gainPre-post content surveys: Fraction of unknown basic concepts learnedTraditional Lecture (14 classes)48 classes (various approaches to increase active thinking)Normalized gain48Measuring learning gainsForce Concept Inventory (FCI)Force Concept Inventory (FCI) Multiple choice conceptual content survey From Pre/post results, calculate learning gainPre-post content surveys: Using pre-post surveys: Maintaining integrity of the survey is key. Not administered as an exam (credit for participation but not graded) Establishing incentives for students to put in effort(use as a review for exam)49Parallels from physics to biology50Normalized average learning gains from three semesters of Developmental Biologytaught by the same 2 instructorswith same syllabusTraditional F03 Interactive S04Interactive S0546%62%61%51Figure 3 Normalized learning gainsNumber of studentsF 03 S 04 S 05Learning gains in traditional (blue) vs. two semesters of interactive teaching (red, yellow)52The CLASS Survey(Colorado Learning Attitudes about Science Survey)NoviceIsolated pieces of information No connection to real worldProblem solving by matching to memorized recipesCoherent framework of conceptsDescribes nature ExpertUse systematic concept-based problem-solving strategies Adapted from David Hammer (Cognition and Instruction)Course-scale goal: Course-scale goal: For students to think about science like a scientist!For students to think about science like a scientist!53The CLASS Survey(Colorado Learning Attitudes about Science Survey)Design: - 42 statement, builds on previous work (MPEX1 & VASS2)1.1.Redish, E., Saul, J. M. Steinberg, R. N., (1998). Redish, E., Saul, J. M. Steinberg, R. N., (1998). Amer. Journal of PhysAmer. Journal of Phys. . 2.2.HallounHalloun, I. E., (1996). , I. E., (1996). Proceedings of the ICUPE. Proceedings of the ICUPE. I think about the physics I experience in everyday life.I think about the physics I experience in everyday life.After I study a topic in physics and feel that I understand it, After I study a topic in physics and feel that I understand it, I have difficulty solving problems on the same topic.I have difficulty solving problems on the same topic.Strongly DisagreeStrongly DisagreeStrongly AgreeStrongly Agree1 2 3 4 51 2 3 4 5- Score Overall % Favorable :- Score Overall % Favorable :percentage of statements for which the student agrees with the expertpercentage of statements for which the student agrees with the expert- Score 8 categories with 4-8 statements:- Score 8 categories with 4-8 statements:54Categories# of students: 305LARGEShift WOMENNumber: 190PREPOSTSHIFTSHIFTStdErrPREPOSTSHIFTOverallfavorable57.658.91.20.854.655.61.0(All 36 Qs with expert response)unfavorable20.620.1-0.50.622.922.2-0.7% Favorable: The students (on average) agreed with the experts on 57.6% of the statements % Unfavorable: The students (on average) disagreed with the experts on 20.6% of the statements. The further this direction, the more the students agree with expert beliefs about physics and learning physics.The further this direction, the more the students disagree with experts beliefs.Measuring beliefs: CLASS survey55(Typical) ShiftsW. Adams et al. 2004, replicating Redish, Steinberg, Saul AJP 66 p. 212 (98)Real World ConnectionProblem Solving Sophistication56workshop feedbackend57HANDOUTS FOLLOW: Day 1: 1) Blooms taxonomy2) Learning goal checklist3) Course-scale goal slide4) Tactics5) Question GoalsDay 2:6) Exercise sheet w/ course/class activities & example on the back7) FCI content survey (not in PP file)8) CLASS survey (not in PP file)9) Examples from Chemistry & Biology (not in PP file)58Various types of course-scale learning goals (5-10) CONTENT: SKILLS: HABITS OF MIND: AFFECTIVE: BELIEFS: Be able to analyze, explain, and predict the motion of objects in the world around youCognitive/Process skills: Reasoning, Problem Solving, Evaluating, Critiquing Technical skills: Computer skills (debugging, software specific, Think like a _: Use alternative representations; Compare and contrast; Reflect; Strategize, justify, and plan; Appreciate, Enjoy, Value, (e.g. Recognize that the behavior of the world around you is not magical and mysterious, but rather can be understood and predicted using certain fundamental principles.)About nature of learning and doing _: (e.g. Believe that learning and doing physics is more about reasoning and making sense, not memorizing.)59Guidance for creating lecture-scale learning goals: Is goal expressed in terms of what the student will achieve? Does it identify what students will be able to do after the topic is covered? Is the Blooms level of the goal aligned with your expectations for students learning Is this what students will be able to do if they “understand” the topic at the level you want? If you expect reasoning for “why”, does it convey that? Could you expect a higher level goal? Is it well-defined? Is it clear how you would test achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology a goal? Not every goal can achieve the following, but if you can express it to address this, that is better: Is it relevant and useful to students? (e.g. connected to their everyday life OR does it represent a useful application of the ideas). 60Blooms Taxonomy of the Cognitive Domain (Levels of Learning)1.Factual Knowledge: remember and recall factual information2.Comprehension: demonstrate understanding of ideas, concepts3.Application: apply comprehension to unfamiliar situations4.Analysis: break down concepts into parts5.Synthesis: transform, combine ideas to create something new6.Evaluation: think critically about and defend a position Define, List, State, Label, Name, DescribeDescribe, Explain, Summarize, Interpret, IllustrateApply, Demonstrate, Use, Compute, Solve, Predict, Construct, ModifyCompare, Contrast, Categorize, Distinguish, Identify, InferDevelop, Create, Propose, Formulate, Design, InventJudge, Appraise, Recommend, Justify, Defend, Criticize, EvaluateHigher level: Require deeper conceptual understanding611.Content Goal: Does the question test an essential aspect of the material? Is it aligned with your learning goal? 2.Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject? What are the cognitive processes involved? Are they comparing and contrasting phenomena, ranking, classifying, or performing a mathematical manipulation? 3.Metacognitive Goal: Are students examining their own thinking? Question Development: One question can address multiple types of goals62Question Design Tactics (from Beatty Article)Tactics for directing attention and raising awareness: Remove nonessentials Compare and contrast Extend the context Reuse familiar question situations Oops-go-backTactics for stimulating cognitiveprocesses:Interpret representationsCompare and contrastExtend the contextIdentify a set or subsetRank variantsReveal a better wayStrategize onlyInclude extraneous informationOmit necessary informationTactics for formative use of response data:Answer choices reveal likely difficultiesUse “none of the above”Tactics for promoting articulation discussion:Qualitative questionsAnalysis and reasoning questionsMultiple defensible answersRequire unstated assumptionsTrap unjustified assumptionsDeliberate ambiguityTrolling for misconceptions63Course-scale goal: Course activities: Connected lecture or topic scale learning goals: In class: HW: Exam: Other: 64Course-scale goal: Apply knowledge of behavior of atoms and light to novel applications.Course activities: Connected lecture or topic scale learning goals: e.g. Be able to propose various strategies for redesigning the semi-conductor used in a digital camera detector to control the color of light it would detect and explain why these changes would lead to a change in behavior. In class: Structure of atoms, interaction with light, discharge lamps students learn basic physics. (Use clicker questions, student discussion)HW: Apply knowledge of atoms and light to photomultiplier tubes and digital cameras. (Make students explain reasoning, draw connections between ideas and actual behavior and outcomes (e.g. the digital pictures), use multiple representations)Exam: “Explain what would have to happen (in your example atom) for the electron in the atom to become free (unbound from the atom). Draw a diagram of a discharge lamp set-up, showing the voltage supplied by the battery and the location of the gas molecules where this would be a possible outcome. Explain your reasoning.”Other:65below are slides may want to use for biology66Original L.G.ProblemsExplain how cells are generated from other cells in the processes of mitosis and meiosis.Uses terminology students may not know. Encourages memorization.New L.G.AdvantagesDiagram how the process of generating an egg cell differs from the process of duplicating other cells in the body, and explain why these differences are required.Stays away from terminology. Encourages comparison. Requires application of knowledge.Introduction to Molecular and Cell Biology67What level are these and do you have suggestions for improving them? You should know how to apply Ohms Law, and be able to calculate V, I, and R for various elements in a variety of circuit configurations. Students will be able to define the terms passive diffusion, facilitated diffusion, and active transport based on cellular energy requirements. 68