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All-Skate / IUPUI

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Derek Bruff

on 4 November 2016

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Transcript of All-Skate / IUPUI

All Skate
Active Learning in STEM Education
Times for Telling
Schwartz & Bransford (1998)
Derek Bruff / Vanderbilt University
derekbruff.org /@derekbruff
"skates," marythom, Flickr (CC)
Your sister calls to say she’s having twins. Which of the following is more likely? (Assume she’s not having identical twins.)

A. Twin boys
B. Twin girls
C. One boy and one girl
D. All are equally likely.
"Prams," Rich Brooks, Flickr (CC)
Peer Instruction
"Colourful army," maistora, Flickr
In your coin flip simulation, which of the following did you get?

A. Twin boys
B. Twin girls
C. One boy and one girl
Twin #1
Twin #2
Boy
Girl
Girl
Girl
Boy
Boy
Twin girls
One of each
One of each
Twin boys
50%
50%
50%
50%
50%
50%
(25%)
(50%)
(25%)
(25%)
(25%)
Leveraging Diversity
Photos by Kat Keller, Flickr (CC BY)
228 studies comparing active learning to traditional lecturing

Failure Rates:
Lecturing: 34%
Active Learning: 22%

Exam Scores:
Active Learning: 6 points higher

Active Learning: "learning through activities and/or discussion in class... emphasizes higher-order thinking and often involves group work”

Traditional Lecture: "continuous exposition by the teacher"
Freeman et al. (2014)
http://is.gd/q7Kg4g
Readings / Videos
Hands-On Activities
A:
Readings / Videos
Hands-On Activities
B:
Schneider, Wallace, Blikstein, & Pea (2013)
Order Matters
"#201," Yasmeen, Flickr (CC BY-NC-ND)
Page (2008)
Where do you keep your ketchup?
http://sciencecases.lib.buffalo.edu/cs/
Challenge Cycles
Guided Practice
Robert Talbert, Mathematics: http://is.gd/l1mt7y
Classroom Design
References
Ambrose, S., et al. (2010).
How learning works: Seven research-based principles for smart teaching
. Jossey-Bass.
Bruff. (2009).
Teaching with classroom response systems: Creating active learning environments
. San Francisco: Jossey-Bass.
Calder, L. (2006). Uncoverage: Toward a signature pedagogy for the history survey.
Journal of American History
, 92(4), 1358-1370.
Cordray, D., Harris, T., & Klein, S. (2009). A research synthesis of the effectiveness, replicability, and generality of the VaNTH challenge-based instructional modules in bioengineering.
Journal of Engineering Education
, 98, 335-348.
Fagen, Crouch, & Mazur. (2002). Peer instruction: results from a range of classrooms.
The Physics Teacher
, 40(4), 206-209.
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics.
Proceedings of the National Academy of Science
, 111(23), 8410-8415.
Seymore, E., & Hewitt, N. (2000).
Talking about leaving: Why undergraduates leave the sciences
. Westview Press.
Page, S. (2008).
The difference: How the power of diversity creates better groups, firms, schools, and societies.
Princeton University Press.
Parrott, H. M., & Cherry, E. (2011). Using structured reading groups to facilitate deep learning.
Teaching Sociology
. 39(4), 354-370.
Schneider B., Wallace J., Pea, R. & Blikstein P. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience.
IEEE Transactions on Learning Technologies
.
Schwartz, D. L., & Bransford, J. D. (1998). A time for telling.
Cognition and Instruction
, 16(4), 475–522.
"One of the problems with lectures—and especially in the extreme form of 'continuous exposition by the teacher'—is that we don't know what’s going on in students' heads during the exposition. So, yes, there's an opportunity for students to... dismiss, take issue, agree, and make connections, but we don't know if that's what's going on."

Mark Sample, http://bit.ly/1XwXLm0
What are 5-6 technologies you have used or seen used in teaching contexts?
My Favorite Educational Technology
"Wheels on Chairs," Derek Bruff, Flickr (CC)
Mental Models
What are 5-6 technologies you have used or seen used in teaching contexts?
Practice & Feedback
Ambrose et al. (2010)
"Little Shredder," clappstar, Flickr (CC)
Interrupted Case Studies
Concept Maps
Representation Grids
The Flipped Classroom
What's challenging about using class time for practice and feedback?
Why do students leave the sciences?








Seymour & Hewitt (2000)
How does race influence the university experience?






Rosevelt Noble
http://bit.ly/1TYqvkG
In most cases, it's not ability that keeps students from persisting in STEM majors.

It's other factors: instructional approaches, curriculum, lack of role models, and classroom climate.
For black students at Vanderbilt, the classroom is often
last
on their list of “safe” places where they can be themselves.
Small steps...
In-Class Polling
Collaborative Learning
"Nine by Nine," Derek Bruff, Flickr (CC)
Classroom Contracts
Difficult Dialogues, http://bit.ly/1qsKjSQ
Structured Reading Groups
Discussion leader
Passage master
Devil's advocate
Creative connector
Reporter
Parrott & Cherry (2011)
Further exploration...
Michele DiPietro, Kennesaw State
Don’t students need some kind of foundation before they can work with a topic?
Normalizes help-seeking
Formative Assessment
"Macbook X-Ray," Pipeapple, Flickr (CC)
"Am I a professor?
Then what will I
say
today?
But if I am a teacher,
what will they
do
today?"

Bruce Kochis, via Lendol Calder
In-Class Blogging
More on Blogs: https://cft.vanderbilt.edu/teaching-with-blogs/
Polling + Digital Ink
More: http://derekbruff.org/?p=1835
Builds social connections
What's one idea you have for incorporating active learning in your classroom?
Full transcript