Florencio  R.  Pinela  Harvard  University:  Visi0ng    Scholar  Professor  at  ESPOL  Educa0on:  Florida  Ins0tute  of  Technology  &  ESPOL    

Youngjin  Seo  Harvard  University:  Postdoctoral  Fellow  Educa0on:  Seoul  Na0onal  University    

Started  by  Judith  A.  Ramaley,  STEM    is  designed  to  

revoluAonize  the  teaching  of  subject  areas  such  as  

MathemaAcs  and  Science  by  incorporaAng  Technology  

and  Engineering  into  regular  curriculum.  

Goals  for  U.S.  STEM  Educa0on  •  GOAL  1:  Expand  the  number  of  students  who  ul0mately  pursue  advanced  degrees  and  careers  in  STEM  fields  and  broaden  the  par0cipa0on  of  women  and  minori0es  in  those  fields.  

•  GOAL  2:  Expand  the  STEM-­‐capable  workforce  and  broaden  the  par0cipa0on  of  women  and  minori0es  in  that  workforce.  

•  GOAL  3:  Increase  STEM  literacy  for  all  students,  including  those  who  do  not  pursue  STEM-­‐related  careers  or  addi0onal  study  in  the  STEM  disciplines.  

Na0onal  Research  Council  (2011),  Successful  K-­‐12  STEM  Educa0on.      

v  The  instructor’s  primary  role  shiEs          from  delivering  informa0on  to  managing  a  complete  set  of  instruc0ons  and  process.    

v  The  students’  role  shiEs  from  being  passive  recipients  of  informa0on  to  one  of  accep0ng  responsibility  for  the  ini0al  exposure  to  the  course  content  so  that  they  will  be  prepared  for  the  in-­‐class  teamwork.  

  Michaelsen,  L.,  Sweet,  M.  &  Parmalee,  D.  (2008),  The  essen0al  elements  of  Team-­‐Based  Learning.  

“Students  should  be  prepared    .….

q   To  pass  the  Test  q   To  Know  q   To  Create  

         Eric  Mazur’s  AP50  introduc0on,    h^p://bit.ly/AP50firstclass  (Chrome  only)    

Teachers have developed and used various approaches of teaching that fit the criteria for student-centered learning. Many of these developers have created original names for their approaches. There is a broad spectrum of named approaches, which include • Active Learning (Bonwell & Eison, 1991) • Collaborative Learning (Bruffee, 1984) • Inquiry-based Learning • Cooperative Learning (Johnson, Johnson, & Smith, 1991) • Problem-based Learning • Peer Led Team Learning (Tien, Roth, & Kampmeier, 2001) • Team-based Learning (Michaelson, Knight, & Fink, 2004) • Peer Instruction (Mazur, 1997) • Inquiry Guided Learning • Just-in-Time Teaching • Small Group Learning • Project-based Learning • Question-directed Instruction  

Peer  Project  Learning  

Peer  Instruc0on  

Team-­‐Based  

Learning  

Project-­‐Based  

Learning  

Peer  Assessment  

Peer  Project  Learning  

Peer  Learning  (Classroom  Ac0vity)  

Project  Learning  (Laboratory  Ac0vity)  

Pre-­‐Reading  (textbook,  ar0cle,  video,  anima0on  etc.)  

The  class  starts  with  a  short  quiz.  (The  quiz  must  be  graded)  

Lecture  (Brief    Presenta0on)  

First  Round  Ques0ons  

(Student  poll  1)  

Second  Round  Ques0ons

(Student  poll  2)  

Eric  Mazur  

A  set  of  problems  is  given  to  the  students  to  be  

solved  individually.      

The  students  in  a  team  share,  explain,  and  discuss  their  answers  to  submit  a  final  team  

report.    

The  team  report  must  include  

explana0ons  as  well  as  answers,  which  will  be  reviewed  by  instructor.  

The  ECQ  is  an  individual  quiz  with  essay  form,  and  must  be  relevant  to  the  

Conceptual  Problems.  

The  goal  of  ECQ  is  to  ensure  that  students  par0cipate  in  the  lecture  with  responsibility.    

The  ECQ  should  deal  with  the  basic  and  core  concepts  in  the  course,  and  not  exceed  30  

minutes.  

         GroupEng,  h^ps://www.groupeng.org/  

                                                                                 AP50  Harvard  University  

•  The  project  in  TBL  is  a  teamwork  ac0vity  in  which  students  have  a  chance  of  gaining  knowledge  and  skills  by  applying  concepts,  laws  and  principles  covered  by  lectures.    

•  Through  the  project,  students  can  learn  both  conceptual  and  procedural  knowledge.    

 1.  The  project  consists  of  open-­‐ended  problems,  which  are  intriguing  and  

challenging  to  students.    2.  The  project  covers  contents  in  the  lecture  for  students  to  apply  concepts  

and  skills.  3.  Through  the  project,  students  reinforce  the  competencies  especially  

valuable  nowadays  such  as  problem  solving,  cri0cal  thinking,  collabora0on,  communica0on  and  crea0vity.  

4.  The  project  allows  students  to  make  decisions  about  how  they  manage  their  0me  efficiently  and  concretely  to  meet  each  dead  line.    

5.  The  project  includes  reflec0ve  processes  like  peer  and  team  assessment  to  give  feedback  on  the  quality  of  their  work  just  in  0me.    

6.  Students  have  an  opportunity  to  present  and  share  their  outcomes  to  other  people  outside  as  well  as  their  classmates  and  instructor.    

 

KrisAn  Sainani,  professor  at  Stanford  University  said  in  science,  research  is  a  king,  and  it's  

important,  but  over  the  past  decade  universiAes  have  started  to  pay  more  aSenAon  to  the  “soE  

wriAng  skills"  that  scienAsts  also  need.  

The  TradiAonal  Lab  Report    The  tradiAonal  lab  report    is  known  to  create  several  pedagogical  shortcomings  in  the  introductory  physics  course,  parAcularly  with  regard  to  promoAng  students’  

engagement  and  encouraging  quality  wriAng.  

The  “LeSer”  Project  Reports  In  PPL,  we  propose  the  use  of  a  “LeSer  Project  Report”  as  an  alternaAve  to  a  

tradiAonal  lab  report  in  order  to  create  a  more  authenAc  wriAng  experience.  

Lane,  W.  B.  (2014),  Le^ers  home  as  an  alterna0ve  to  lab  reports.  The  Physics  Teacher,  52,  397-­‐399.  

1.  Each  team  selects  a  real  person,  recipient,  to  address  the  final  project  report,  but  the  recipient  should  not  be  an  expert  in  science.  

2.  The  recipient  must  be  able  to  learn  some  scien0fic  knowledge  from  the  final  project  report.    

3.  A  team  writes  the  final  project  report  in  the  tone  of  a  le^er,  considering  both  the  correctness  of  informa0on  and  the  clarity  of  expression.  

4.  The  final  project  report  includes  the  setup  of  project  in  sufficient  detail,  the  scien0fic  laws  and  formulas  used,  and  the  results  and  discussions  obtained.      

5.  The  descrip0on  of  project  should  be  clear  and  precise  enough  so  that  other  students  in  the  course  can  easily  repeat  the  whole  process  of  project.  

PROJECT  FINAL  GRADE  

PEER  ASSESSMENT  

REPORT  

REPORT  PRESENTATION  

Final  Grade  

Project  Grade/Peer  assessment  

(30%)  

End  chapter  Quiz  (30%)  

Final  Accumula0ve  Test  (30%)  

Pre-­‐Reading  Quiz  (10%)