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Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Using Technology for Content Delivery, Formative Assessment, and Reflection
Michael S. KirkpatrickJMU Computer Science
Bridgewater CollegeAnnual Pedagogy Project 2015
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Workshop Objectives
At the completion of this session, participants will demonstrate progress toward the following objectives:•Summarize relevant literature for active learning•Explain how to use videos for effective content delivery•Describe how to incorporate formative assessment into a flipped classroom•Identify practical strategies to encourage students’ day-to-day class preparation and metacognition
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Agenda
• Introductions and welcome•Active learning preassessment•Camtasia lessons learned•Formative assessment and PI•Metacognition and reflection•Discussion and exploration
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
“Adopting instructional practices that engage students in the
learning process is the defining feature of active learning.”
-Michael Prince
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Benefits Illustrated
R.R. Hake, "Interactive-engagement vs traditional methods: A six-thousand-student survey ofmechanics test data for introductory physics courses," Am. J. Phys. 66, 64- 74 (1998).http://www.physics.indiana.edu/~sdi/ajpv3i.pdf
Measure of performance gain•Mechanics Diagnostic (MD) or Force Concept Inventory (FCI)•62 courses (14 trad.) at multiple institutions•6542 students (2084)
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Collaborative and Cooperative Learning
M. Prince, “Does active learning work? A review of the research.” J. Eng. Education 93(3), 223- 241, 2004.http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Problem-Based Learning
M. Prince, “Does active learning work? A review of the research.” J. Eng. Education 93(3), 223- 241, 2004.http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Active Learning in STEM
Meta-analysis of 225 studies•158 studies: average 0.47 SDs better on CIs/exams•67 studies: average failure rate dropped from 33.8% to 21.8% with active learning
S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences 111(23), 8410- 8415, 2014.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060654/pdf/pnas.201319030.pdf
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
From Content Delivery to Formative Assessment
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Lessons Learned
Be mindful of accessibility•Never use red and green contrasts•Create subtitles or transcripts as needed
Write a script first•Doing so will save you time later•Makes for easy transcript creation
Align videos with learning objectives•Use a discussion forum for students to ask questions•Incorporate an ungraded Moodle quiz for practice
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Formative Assessment and
Peer Instruction
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
“Feedback is value-neutral help on worthy tasks. It describes what the
learner did and did not do in relation to her goals. It is actionable information, and it empowers the student to make
intelligent adjustments when she applies it to her next attempt to perform.”
-Grant Wiggins
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Peer Instruction
Peer Instruction•Created by Eric Mazur (Harvard)•Augment class with ConcepTests
• Expose common misconceptions• Think-vote-pair-revote pattern
•E. Mazur, Peer Instruction: A User’s Manual, 1996.http://mazur.harvard.edu/research/detailspage.php?rowid=8
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Physics Question 1
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Closing the Gender Gap
PI can eliminate gender gap in physics•T: traditional lectures•IE: interactive lectures•IE+: interactive assignments, lectures, tutorials
Cooperative learning closes the gender gap•Pretest scores were 10% points higher for men•Gap persisted with lecture alone•Posttest results for cooperative classes were almost equal
E. Mazur, “The scientific approach to teaching: Research as a basis for course design,” keynote/plenarytalk at the International Computing Education Research Conference (ICER), 2011.http://mazur.harvard.edu/search-talks.php?function=display&rowid=1712
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Closing the Gender Gap
Traditional lectures leave women behind•Women tend to have smaller performance gains
Cooperative learning improves gains for women•...but men improve as well
E. Mazur, “The scientific approach to teaching: Research as a basis for course design,” keynote/plenarytalk at the International Computing Education Research Conference (ICER), 2011.http://mazur.harvard.edu/search-talks.php?function=display&rowid=1712
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Physics Question 2
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Demos and Engagement
Performance and understanding increase with engagement•Those who only observe sometimes learn it wrong•Those who discuss show clearer reasoning and provide partially correct answers
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Physics Question 3
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Confusion and Understanding
“Please tell us briefly what points of reading you found most difficult or confusing.”•“Nothing was difficult or confusing.”•“I found the explanation inadequate. I don’t understand the reasoning that led to the conclusion.”
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Best Practices for Formative Assessment
Identify the learning gap•Space between what students know and need to knowBidirectional feedback•Identify student progress and suggest correctionsActively engage students•Students need to assess their own understandingCreate learning progressions•Break larger goal into subgoals
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Best Practices for Formative Assessment
Ask clear questions•Avoid ambiguity, use only one verb
Psychological safety•Positive reinforcement, accept imperfection
Sequencing and balance•Consider the order and type of questions, activities
Wait time•Come ot terms with silence
Avoid pimping questions•Do not try to establish intellectual superiority
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Metacognition Space Race
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Metacognitive Activities
Preassessments•What do I already know about this topic?
Muddiest points•What am I still confused on?
Exam corrections•Why did I miss this question?
Documented problem solving•What were the steps I used to solve this problem?
Learning progress journals•How did my understanding of this concept change?
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
RSQC2
Recall the most important points•Requires student to analyze relative importance
Summarize the most important points•Provides practice with comprehension
Construct a question you would like answered•Encourages reflection and evaluationConnect this material to other concepts•Establishes scaffolding from previously learned materialComment on your learning progress this week•Uses metacognitive reflection to instill study habits
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Tools for Metacognitive Activities
Socrative•Good use: quick in-class polling
Qualtrics•Good use: offline, anonymous surveys
Moodle•Good use: graded and offline assessments
Social media•Good use: blogs as learning journals
Piazza•Good use: collaborative student discussions and answers
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Best Practices for Metacognition
Develop metacognitive culture•Give students freedom to be confused•Integrate reflection into credited course work•Model metacognitive behavior
Teach the concept and language of metacognition•Explicit instruction over time expands skill setReflect the specific learning context•Metacognition is NOT generic
Externalize mental events•Increase accurate awareness of strengths and weaknesses
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Bloom’s Taxonomy
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Discussion and Exploration
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Other Technology Tools
Twitter•Good use: announcements, highlight news stories
CATME•Good use: team formation, peer evaluation
Top Hat Monocle•Alternative to Socrative (requires paid subscription)Asynchronous MOOC Videos•edX, Kahn Academy, MIT OpenCourseWare
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Resources
Peer Instruction (PI)•E. Mazur, Peer Instruction: A User’s Manual, 1996.•http://mazur.harvard.edu/research/detailspage.php?rowid=8
Formative Assessment•T. A. Angelo and K. P. Cross, Classroom Assessment Techniques: A Handbook for College Teachers, 1993.•http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html•http://cft.vanderbilt.edu/guides-sub-pages/cats/
MetacognitionE. Cook, E. Kennedy, S. Y. McGuire, “Effect of Teaching Metacognitive Learning Strategies on Performance in General Chemistry Courses,” J. Chem. Educ., 2013, 90 (8), pp 961–967.•http://www.lmu.edu/Assets/Centers+$!2b+Institutes/Center+for+Teaching+Excellence/Teach+STEM+Students+How+to+Learn--Metacognition+is+the+Key!+Slides.pdf
Using Technology for Content Delivery, Formative Assessment, and ReflectionBridgewater College Annual Pedagogy Project 2015 • Dr. Michael S. Kirkpatrick
Resources
Others•J. D. Bransford, A. L. Brown, and R. R. Cocking, How People Learn: Brain, Mind, Experience, and School, 2000.•M. Weimer, Learner-Centered Teaching: Five Key Changes to Practice, 2002.•G. Wiggins and J. McTighe, Understanding by Design, 2005.•N. Pinchok and W. C. Brandt, “Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators,” 2009. http://www.learningpt.org/pdfs/FormativeAssessment.pdf•N. Chick, Metacognition. http://cft.vanderbilt.edu/guides-sub-pages/metacognition/•T. Tofade, J. Elsner, S. T. Haines, “Best Practice Strategies for Effective Use of Questions as a Teaching Tool,” Am J Pharm Educ. 2013 Sep 12; 77(7): 155.