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This work was supported in part by the Los Angeles Collaborative for Teacher Excellence LACTE National Science Foundation # DUE-9453608 2 And Title III Grant Los Angeles Valley College Strengthening Institutions Program for Hispanic Serving Institutions U.S. Department of Education 3 Goals Illustrate some teaching strategies that promote active learning Demonstrate nongraded assessment tools that can be used to monitor learning and teaching 4 What do you think? Use number cards to answer true (1) or false (2) 1._____All students respond equally to lecture. 2._____Lecture is the most efficient way of producing learning. 3._____Lecture is needed to cover the material. 4._____Active learning means no lecture. 5 Benefits of Lecture With your group, discuss and list those aspects of lecture that you consider essential to teaching. (2 minutes) 6 Some Benefits of Lecture Covers the material Controls learning process Organizes content Nonthreatening Comfortable 7 Drawbacks of Lecture In your group, discuss those aspects of lecture that do not work well. (2 minutes) 8 What don’t we like about lecture? Students are passive Difficult to sustain listening effort Minimal retention One learning style Cannot monitor understanding 9 What Research Says About Lecture Lecture method used by 61% of humanities professors 81% of social scientists 89% of science and math professors Lecturing has become synonymous with teaching 10 Attention to Lecture Students not attentive 40% of time Information overload leads to “mental lapses” Even motivated students experience inattention High the first 10-15 minutes, declines, and peaks again in the final 5-10 minutes 11 Retention of Lecture 89% of freshman cannot determine the major lecture ideas (Kiewra, 1987) A slow lecture rate (100 wpm) far exceeds a student’s ability to record at 20 wpm. (Green, 1928) At best, 20% of the information enters student’s notes. (Carrier, 1983) When tested after lecture using notes, students recalled no more than 42% of the lecture. (McLeish, 1968) 12 Learning Check 1. The percentage of college science professors using the lecture method 1) 25% 2) 56% 3) 89% 2. How many minutes into lecture do most students pay attention? 1) 10-15 2) 20-30 3) 30-45 3. Percent of class time students are not attentive 1) 20% 2) 40% 3) 60% 13 Learning Check Solution 1. The percentage of college science professors using the lecture method 3) 89% 2. How many minutes into lecture do most students pay attention? 1) 10-15 3. Percent of class time students are not attentive 2) 40% 14 Education Trends Grade levels Classroom Group-based Transmitter Structure Continuous progress Learning centers Individualized Teacher’s Role Coach/facilitator 15 Education Trends Take notes Memorize Competitive Books Group Student’s Role Think Use, apply Cooperative learning Tools Multiple resources Evaluation/Testing Individualized Johnston, Aretz & Millis (1996) 16 Lecture PLUS A teaching strategy that integrates student-centered activities into lecture to promote Participation Learning Understanding Success 17 minilecture activities assessment 18 Why Small-Group Learning? Engages student Shares teaching and learning Uses more learning styles Develops higher-order thinking skills Helps students learn to reflect Increases success and retention 19 Resistance to Small-Group Learning Public and institutional resistance Fear cannot cover all the material Students do not want to change Lots of work initially 21 Some Tips Begin first day Provide a non-threatening environment Start small Clarify procedures Adapt to fit your class Be prepared to find out what is not learned 22 First Day Small Group Activity Provides information about course content Involves students immediately Shows how your course will be different 23 Clarification Pauses Give mini-lecture (15 min) Students review notes (2-3 min) Instructor moves about the room 24 Collaborative Learning Form groups of 3-4 students Hand out a problem set Give time limit Work on assigned question Students present solutions to class 25 Group Behavior 1. Respect each others answers and contributions to group even if you disagree 2. Encourage every one to contribute by verbalizing new concepts and new terms 3. Attend all meetings of the learning team and be on time 4. Be patient and open minded 26 Group Behavior (cont.) 5. Be prepared for the work to be done at a group meeting 6. Divide work into sections (share work) 7. Take time to teach each other 8. Don’t let one member do all the work 9. Respect cultural differences 10. Understand different learning styles 27 Exact Numbers Number of people in your group ______ Number of people wearing glasses in your group _______ Number of grams in a kilogram _______ Discuss: 1. How did you obtain the above numbers? 2. Why do you think these numbers are called exact numbers? 28 Measured Numbers With a measuring device, determine the length and width of this slide. Length _____ Discuss Width ______ Area _____ 1. How did you obtain the numbers for length and width? 2. What units did you use? 3. What do you call numbers obtained by using a measuring device? 29 Learning Check A. Exact numbers are obtained by 1. measuring 2. counting 3. definition B. Measured numbers are obtained by 1. measuring 2. counting 3. definition C. Exact numbers have 1. infinite number of significant figures 2. limited number of significant figures 3. no significant figures 30 Learning Check Solution A. Exact numbers are obtained by 2. counting 3. definition B. Measured numbers are obtained by 1. measuring C. Exact numbers have 1. infinite number of significant figures 31 How am I Teaching? Large gap between teaching and learning The exam is too late for changes Nongraded assessments monitor what students really learn Faculty aid learning by giving feedback 32 Classroom Assessments Tell us what we actually taught Provide us with information to improve our teaching Actively involve students and teacher Occur at various times during the instruction 33 Protons and Neutrons in an Atom Atomic Number Number of protons 30 Zn Mass Number Number of protons + neutrons 34 Learning Check An atom of zinc has a mass number of 65. A. How many protons are in the zinc atom? 1) 30 2) 35 3) 65 B. How many neutrons are in the zinc atom? 1) 30 2) 35 3) 65 C. Another atom of zinc has 37 neutrons. What is the mass number of this atom? 1) 37 2) 65 3) 67 35 Learning Check Solution An atom of zinc has a mass number of 65. A. How many protons are in the zinc atom? 1) 30 B. How many neutrons are in the zinc atom? 2) 35 C. Another atom of zinc has 37 neutrons. What is the mass number of this atom? 3) 67 36 Learning Check Organic Chemistry Answer (1) SN1 or (2) SN2, neither or both(1,2) 1) ___Increased nucleophile concentration increases rate of reaction 2) ___Tertiary substrates react faster than primary 3) ___Polar, protic solvents speed up the reaction 4) ___Reaction takes place in more than one step 5) ___Increasing T increases rate of reaction 37 Learning Check Organic Chemistry Answer (1) SN1 or (2) SN2, neither or both(1,2) 1) ___Increased nucleophile concentration increases rate of reaction 2) ___Tertiary substrates react faster than primary 3) ___Polar, protic solvents speed up the reaction 4) ___Reaction takes place in more than one step 5) ___Increasing T increases rate of reaction 38 Shared Paragraph Write a short paragraph Read by other students Give feedback in groups Turn in (optional) Instructor reports results and reviews 39 The One Minute Paper Write a one-minute paper Turn in Do not grade Summarize results Report back 40 Student Comments “You become more involved with the class and thus more a part of the material that you are learning” “The group methods helped me understand the material for the first time. It made chemistry actually enjoyable”. “Active participation helped me to remember concepts and learn new ones in a more timely and efficient manner”. 41 Index Card Hand out index cards Students write questions Sort cards Determine what points need work Review “muddy” points 42 More Team Activities Lab Work in pairs Turn in one report Give one grade to each pair Homework Projects Work on Chemworks Turn in one paper Give one grade for the group 44 Student Assessment of the Impact of Small Group Learning Strategy % Not helpful Chemworks 14 Learning Checks 15 Minilectures 18 Textbook 23 Group Activities 25 Peer Presenations 34 VOH/email 60 Office hours 51 119 responses % Very helpful 86 85 82 77 75 66 40 49 45 Assignment With your group, describe how you might use one of the active learning strategies discussed today in your classroom. 46 “One must learn by doing the thing; though you think you know it, you have no certainty until you try. “ Sophocles “Learning is not for school, but for life” [email protected] 47