ASM events
This conference is managed by the American Society for Microbiology
Table of contents
No headers

Recommended Books,  Movies, websites, other:

How Learning Works

Market place of ideas

Declining by degrees (movie)

Research-based principles for smart teaching

A private universe: Minds of their Own (movie)

** Idea- show to students to introduce misconception (esp in IDLS)

Introduction to Rubrics (Stevens and Levi 2005)

Biggs survey: Helps students find out if they are surface learners, strategic learners or deep learners.

Clicker resources: cwsei.ubc.ca/resources/clickers

Concept map (on-line) site: cmap.ihmc.us

Cooperative Learning Site: edtech.kennesaw.edu/intech/cooperativelarning.htm

and foundationcoalition.org

Just in time teachign site: webphysics.iupui.edu/jitt

DAY 1

How Students Learn (Carol)

Need to put students in an uncomfortable place about their model- make them uncomfortable so they have to reconstruct it for themselves. Ice cube/Iceberg example cartoon from her ppt.

Surface learners: memorizers, no association to everyday experiences. Facts and concepts not related to theories, externally motivated.

Deep learners: Make relationship to prior knowledge, relates thery to everyday practice, organize content, internally motivated.

Strategic Learners: Well organized surface learner, acquire performance techniques, play the academic game, motivated for grades, make their own study guides.

Writing Significant Learning Goals (Carol)

Difference between goal and objective: Goal is statment about general purpose of education- broad and long-range. Objective is brief, clear statement that describe desired learning outcome. Outcomes are statment that describe significant and essential learnign that learners have acheived.

Writing Learning Objectives: (Carol, Janet and Jenny)

1. Pick a level and type of taxonomy (blooms and fink most common, see doc file attached- carol, prefer blooms).

2. Select action word that identifies the performance to be demonstrated (see "Biology in Bloom" Winter, 2008)

3. Determine a statment that reflects what learning will be demonstrated

4. Include criteria for what is acceptable performance

Writing Exam Questions (summative assessment):

Research shows best to exam early and often moving from low stakes to high stakes.

Best to compose exam questions right after class to ensure they are appropriate for what was taught.

Always use the learning goals and objectives as a guide

Give detailed instructions

Figure instructore time X 4 to answer questions.

Excellent resource for writing differnet types of exam questions including MC: (2Teaching at Its Best: A Research-Based Resource for College Instructors, Anker Publishing) PDF on wiki.

DAY 2

Aligning Assessment with Learning Goals

See Montillation and use of traxoline ridiculous question as example of the way students read our questions that are clearly only testing on memorization of facts that don't mean anything to the student.

Concept Inventories for Assessment (formative or summative, diagnositc tool, and idetifying misconceptions)

Conceptual assessments  (pre-post)
Genetics Concept Assessment
Biology Concept Inventory
Concept Inventory of Natural Selection
Host Pathogen Concept Inventory
Diagnostic Question Clusters (Energy and Matter)
Introductory Molecular and Cell Biology Assessment
Look on the Wiki for a link to a pdf summary of known biology concept assessments!

Attitude Assessments (pre-post)
     Views about Science Survey (VASS): http://www.flaguide.org/tools/attitu...t_sciences.php
     Colorado Learning Attitudes about Science Survey (CLASS)
http://www.colorado.edu/sei/class/CLASS-Bio.html

Designing Effective Writing Assignments:

Look at this more for IDLS class, consult with writing center to make sure clear, keep students on task, don't assign day 1 and expect it to be turned on last week of class without keeping them on task with it.

Assignments are provided and explained in writing
Writing assignments are linked to significant course objectives
Specify the purpose for writing, the audience, the mode or form of the writing, and length
Assessment criteria are specified
Due dates are specified
Longer writing projects are organized in stages

Source:  http://www.umuc.edu/ewc/faculty/index.shtml

Rubrics

A LOT of helpful info and examples in Carol's PPT and handouts. Look more at this when assigning writing assignments esp for IDLS.

Day 3

Formative Assessment

Technology-Enhanced Assessment (Jenny)

concept mapping tools on-line (cmap)

Clickers: individual, don't show answer, talk, re-vote

Group assessment on wiki (GEA)

STEAM- NSF peer evaluation form on line.

Team Learning Assessment (Janet)

Cooperative Learning Exercises:

Jigsaw, Think-Pair-Share, Three-Step Interview, Round robin brainstorming, three-minute review, numbered heads together, team pair solo, circle the sage, partners, fins someone one who.


Low-Technology Assessments (Carol)

Have students in groups of 5-6 write questions that they will then swap with another group and the other group must answer the questions. To write questions, must use 3 different questioning formats (from the King A., Inquiry as a Tool in Critical Thinking. In Changing College Classrooms, 1994). Ideal topics: Natural Selection and Evolution, Land Plant evolution and Membranes and Membrane Transport

IDeas for 114

Jigsaw, 3 different colored papers; glycolysis, krebs and etc questions. Then get together, teach each other and then answer questions together about entire process.

Red and yellow cards for students to hold up to tell me to slow down or stop.

Stop in middle of lecture, write one minute paper on what I just said but have to read and give them feedback.

Must grade these assessments and give back right away- next class.

Use IFAT the day after on an online warm up quiz- same questions.

Need to grade IFAT individual

 



 

Tag page
You must login to post a comment.