Course

Design for 21st Century Learners

Susan Elrod, Project Kaleidoscope @ AAC&U February 14, 2012 Morehouse College

Plan for the Day

21st Century Learners in STEM EducaMon

I. Context and Vision II. Elements and Process of Curriculum Design III. Curriculum Planning IV. ReecMon and Next Steps

Plus: AP Bio Revisions (2012) NAS Science Framework (2011) MCAT Revision (2015)

What is Learning?
Think of a Mme when you really learned something. What is one word that describes this 0me?

Learning Principles
1. Construc0vism: Individuals build their knowledge by processing the informa:on they receive, building pa<erns of associa:on to exis:ng knowledge. 2. Context : What people construct depends on the context; relevance improves transfer. 3. Reec0on: Metacogni:on improves learning. 4. Distribu0on func0on: Individuals show a signicant varia:on in their style of learning. 5. Social learning : For most individuals, learning is most eec:vely carried out via social interac:on.
Redish, E. F. (2003) Teaching Physics with the Physics Suite, Wiley: Hoboken, NJ Bransford, J. (2000) How People Learn, NaMonal Academies: Washington, DC.

THE CYCLE OF LEARNING AND ADULT DEVELOPMENT

EPISODES OF LEARNING

4-5 years of college

MATURE THINKERS WHO ARE CRITICALLY AUTONOMOUS

INTERVENTIONS OF TEACHING

Transfer of Knowledge
Time on task

Context

Previous learning can interfere with ability to transfer knowledge appropriately to new contexts. How is prior knowledge assessed?

AAC&U EssenMal Learning Outcomes

Knowledge)of) Human)Cultures) Physical)&) Natural)World

Intellectual)and) Prac-cal)Skills)

Integra(ve *Learning*

Personal)and)Social) Responsibility)

Interdisciplinary & FoundaMonal & ScienMc & Applied CapabiliMes Specialized Knowledge QuanMtaMve To Solve Real-World in Science and Math Literacy/Reasoning Problems

Civic & Ethical Responsibility

Supported by Pedagogies of Engagement/ High Impact Prac0ces (HIPs) and authen0c assessment of student learning and achievement
hdp://www.aacu.org

Pedagogies of Engagement/ High Impact PracMces (HIPs)*

CollaboraMve/Peer Learning Problem/Case-based Learning Peer Led-Team Lead (PLTL) Learning Studio Learning Environments (Inquiry-driven; Just-In-Time Capstone Projects* Learning CommuniMes/First Year Experiences* Undergraduate Research* Service/Community-based Learning*

Teaching)

PKAL Pedagogies of Engagement: hdp://serc.carleton.edu/sp/pkal/index.html AAC&U High Impact PracTces: hdp://www.aacu.org/leap/hip.cfm

The largest gain in learning producMvity in STEM will come from convincing the large majority of STEM faculty that currently teaches by lecturing to use any form of acMve or collaboraMve instrucMon.
-- James Fairweather (2009) Report to the Na:onal Academies Board on Science Educa:on

A Finer Grain Picture: Physics

TradiTonal InstrucTon ~25-30%

Engaged InstrucTon ~55%

Learning gains in interacTve-engaging physics courses (Hake, 1998)

30%

Hoellwarth and Moelter, American Journal of Physics (2011)

Traditional*

Research0based*

!Topical!content!

!Concept!and!outcomes!based

!Students!work!individually!and! !Students!work!cooperatively! competitively! !Frequent!feedback!that!is!both! !Summative!assessments formative!and!summative

!Learning!is!passive!(lecture)!

!!Learning!is!active!(guided)

!Students!are!depend!on!text! and!instructor!for!content !Verication/cookbook!labs

!Students!use!multiple!sources,! constructs!knowledge !InquiryFbased!labs

W. Wood, Annu. Rev. Cell Dev. Biol. 2009. 25:5.15.20

An Example Class Structure

Miller et al. (2008) Science 322:1329

Six QuesMons to Ask

Instructor PerspecTve
What should students know?

Student PerspecTve
What do students know/not know?

How will we know?

How will they know?

How shall we teach?

How will they learn?

Based on Wiggins and McTighes backward design principles (2005).

Scholarly Approach to Teaching

Vision for Learning

Plan for Teaching

Evidence for Learning

ReecTon on Results

What is your vision for learning?

Think of a dicult concept in your course that you want students to learn, one that they almost never get. What is that concept?

Learning ObjecMves
Statements about what students are expected to achieve as a result of instrucMon. AcMve verbs start each statement. Explain how dierent components of a cell contribute to cellular and organismal func:on.

Blooms Taxonomy

Bloom (1956); Updated Anderson and Krathwohl's Taxonomy (2000)

Fink

Curriculum/Course Planning
Learning
Employ knowledge of the components of eukaryoMc cells to explain how dierent components contribute to cellular and organismal funcMon.

DemonstraTon

Experience

Think: What is the most dicult concept for your students to get?

Assessment
FormaMve SummaMve

Indirect

Direct

Three idenTcal plates of radish seeds are incubated under three dierent condiTons, with results as shown. How will the dry weights of the three plates compare at the end of the experiment?

A) 1 < 2 < 3 B) 1 < 3 < 2 C) 1 = 3 < 2 D) 3 < 1 < 2 E) 1 = 2 = 3

EBERT-MAY, ET AL. 2003, BIOSCIENCE

Assessment Tips
" Tie it to learning outcomes and don t do it just because you can (parMcularly when it comes to technology). " Use pre/post quesMons (e.g., concept inventories) to assess prior knowledge as well as learning gains. " Use formaMve (during the learning) methods to inform instrucMon (both the learner and the teacher)

Clickers, one-minute paper, concept maps, brainstorms, mini- maps of key terms, strip sequence of textbook images, etc.

" Use summaMve (auer the learning) methods to evaluate learning and hold learner accountable; use rubrics to assess complex learning.

AAC&U VALUE rubrics: hdp://www.aacu.org/value/index.cfm

" Use insMtuMonal resources and instruments when possible (e.g., NSSE).

Concept Inventories
DeniTon - mulMple choice instrument designed to evaluate whether a person has an accurate working knowledge of a specic set of concepts. Use - diagnosMc to used to inform the instructor regarding student understanding pre- and post-instrucMon; can calculate a learning gain; with results, adjust instrucMon to help students.
hdp://en.wikipedia.org/wiki/Concept_inventory

ConnecMng Assessment
InsMtuMonal Outcomes ProgrammaMc Outcomes

Course Outcomes