Mastering in first year Biology courses
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Transcript of Mastering in first year Biology courses
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Mastering in first year Biology courses
Claire Masson Mandy Harper
Gail ForbesAllen
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Dr. David Pritchard M.I.T.
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For Students, One-on-One tutoring
• 24/7 availability• Hints (Socratic Method)• Personalized feedback
Mastery Learning
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Optional Hints
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Declarative Hint
Many Hints are Socratic; emulating the Expert / Novice
experience
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For Teachers, Harness Student Data
• Diagnostics at-a-glance
• Student & class-level learning audit
• Time & difficulty calibrated content
Two-Way Learning
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“Law of Conservation of Energy”• Most difficult• Most time-consuming• Lowest average score
What did my students misunderstand?
Diagnostics @ Assignment Level
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Diagnostics @ Class Level50% of the Class made a physics error and received coaching tip;
another 50% made a trig error and received a different piece of advice
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Diagnostics at Student Level
See Time Stamp
Review wrong answer attempts with coaching advice
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Diagnostics at Class Level
Compare My Class to System Avg: time and difficulty
Click on Title to see more info
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Starting life at uni Congratulations!
Today is your day.
You’re off to great places!
You’re off and away!
You have brains in your head.
You have feet in your shoes.
You can steer yourself
Any direction you choose.
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Out there things can happenAnd frequently doTo people as brainyAnd footsy as you.And when things start to happen,don’t worry. Don’t stew. Just go right along.You’ll start happening too.
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Catching them is one thing, supporting students in their learning to succeed at university is something else
• they enter an environment with minimal constraints
• represent a more diverse group than ever before• variables in the personal, social and academic
domains
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What is required for transition to uni?
• first year students need – to demonstrate the characteristics of self-directed
learners– self-motivation – individual effort– academic preparedness (prior knowledge)
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and frustratingThe sad ^ reality for many students.....
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I’m sorry to say sobut, sadly, it’s truethat Bang-ups and Hang-ups
can happen to you
You can get so confused...and grind on for miles across weirdish wild space,headed....toward a most useless place.The Waiting Place. . .
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First year student engagement in higher education is changing....Or why do they end up in The Waiting Place
• Increased levels of employment while studying.
• Large classes (reduced funding encouraging massification).
• Less formal contact time with access to course materials online
• Deficient prior knowledge• Students have different strategies
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Ideal learning behaviour.....
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External Events
Sensory Memory Register Working Memory Long Term
Memory
Perception
Attention
Retrieve
Learning
Selection Organisation Integration
Information processing model
Richard Hamilton, FoEd, UoA
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How ?. . . Enhancing Meaningful Learning
Selection strategies – activate relevant priorknowledge by identifying most importantinformation
– Review objectives, summaries– Read assigned reading– Be alert to lecturers signals e.g., coming back to idea
or relating to other ideas
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Organisational strategies – create meaningfulunits of information
– Create outlines– Create concept maps– Identifying similarities/ differences
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Integration strategies – make the information meaningful and memorable by creating links with prior knowledge / or modify existing knowledge.– Question new information– Think about and answer questions– Think about implications– Generate own examples
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Students struggle to develop these skills as they need to actively engage with the lecture material / curriculum
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Seven Principles of Good Practice in Undergraduate Education:
1. Encourages contact between students and faculty 2. Develops reciprocity and cooperation among students3. Uses active learning techniques4. Gives prompt feedback 5. Emphasises time on task6. Communicates high expectations7. Respects diverse talents and ways of learning.
(Chickering & Gamson, 1987, p.2)
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Seven Principles of Good Practice in Undergraduate Education:
1. Encourages contact between students and faculty 2. Develops reciprocity and cooperation among students3. Uses active learning techniques4. Gives prompt feedback 5. Emphasises time on task6. Communicates high expectations7. Respects diverse talents and ways of learning.
(Chickering & Gamson, 1987, p.2)
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Focus of course redesign:• Communicate standards and expectations• Use early and continuous assessment and timely
feedback to: • monitor student progress• identify early those at risk and provide support.
• Encourage students to self-manage and self-assess
• Reward those who are succeeding• RESOURCE = Mastering Biology
– Activities, resources and grade book function
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Feedback
• Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative
• From “The Power of Feedback (John Hattie and Helen Timperley)
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What kind of feedback?
• Most effective feedback gives information enabling student to confirm / add to / restructure information– More effective when it provides information on
correct responses
• Less effective feedback – praise, rewards and punishment– Contains little learning related information
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Feedback in the learning environment?
• Lecturing (expert) which involves imparting information and translating for understanding– (The student can answer Where am I going?)
• Students become active learners, develop time management and error detection skills– (How am I going? And Where to next?)
Mastering Bio / A & P activities can provide support
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BIOSCI 101 experience• Redesign of course to include Mastering as
“homework” for preview and review• Initially optional• Design adjusted to give credit for completion (4% )• Access issues• Preliminary results include pass rate improvement• Currently designing efficacy study – lots of
questions• Other courses to undergo redesign in 2011 to
include Mastering
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Students who completed MB assignments by due dates (i.e., developed regular review and practice behaviours and gained high Mastering Bio scores of 3-4 / 4), also tended to pass the course with high grades.
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The survey of the 2010 cohort
• 91.2% would recommend MasteringBiology to other students
• 83.5% preferred doing their assignments in MasteringBiology than in other online systems or written homework.
• 91% said their understanding of the material in the course increased due to MasteringBiology.
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Student comments• “it is a good way to learn while being lazy, kudos to
you!”
• “Mastering Bio!!! This helped me learn, because it not only helped me learn by reading information, it also aided me visually and that enabled me to understand the subject further.”
• “because it was probably what got me through the course, by motivating me to complete doable tasks by a certain date, it taught me to keep on top with class work.”
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For how long did you personally use MasteringBiology?
Less than two weeks
Two weeks to one month
One to two months
Two to three months
Entire course
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When did you start to use MasteringBiology?
Before the start of the course
In the first week of the course
In the second week of the course
In the third week of the course
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Which is your preferred way of doing your biology assignments?
MasteringBiology
Another online system
Written homework
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You’ll be on your way up!You’ll be seeing great sights!You’ll join the high flierswho soar to great heights.
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Comments from Bruce Albertseditor-in-chief of Science (Jan 2009)
An outstanding education system imparts values that support good citizenship,
while empowering adults to be life-long learners and problem solvers who
make wise decisions..... Such an education system must continually evolve to
remain relevant to the interests and needs of each new generation. To achieve
these goals we will need much more emphasis on both science education and
the “science of education. ‘......
Only by collecting and analyzing data on student learning can we hope to sort
out the many variables that determine effectiveness.