Pedagogical Strategies to Strengthen Learning in Introductory STEM

Pedagogical Strategies to Strengthen Learning in Introductory STEM Courses Thomas Tretter (CEHD) & Christine Rich (A&S Chemistry) Partnership for Retention Improvement in Mathematics, Engineering, and Science

PRIMES IN A NUTSHELL v Funded by the NSF-STEM Talent Expansion Program (STEP) v A cross-college collaboration that includes 14 faculty in 9 departments from A&S, CEHD, and Speed. v The goal is to increase by 25% the number of Uof. L STEM baccalaureate degrees awarded by 2016 v The strategy is to explore ways to improve STEM student retention to reach that goal Partnership for Retention Improvement in Mathematics, Engineering, and Science

PRIMES Retention Strategies v Increase faculty-student interactions § University wide PRIMES-sponsored events for STEM undergraduates § Departmental (RSO) events and activities funded by PRIMES v Transform STEM teaching & learning § Institutionalizing undergraduate teaching assistant (UTA) courses for STEM majors § Provide these UTAs formal training in STEM pedagogy to make them effective, engaging, rolemodels to students in introductory STEM courses Partnership for Retention Improvement in Mathematics, Engineering, and Science

The PRIMES UTA Strand v This academic year there are 141 PRIMES UTAs v Trained in STEM best practices through a combination of workshops, seminars, and online/Blackboard activities with PRIMES faculty Partnership for Retention Improvement in Mathematics, Engineering, and Science

PRIMES UTAs v. Engaging students in labs, recitations, and peer-centered learning groups Partnership for Retention Improvement in Mathematics, Engineering, and Science

How Students Learn National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M. S. Donovan & J. D. Bransford, (Eds. ) Washington, DC: The National Academies Press. --------------------------A synthesis of the research literature on how people learn 3 dominant themes emerge Partnership for Retention Improvement in Mathematics, Engineering, and Science

How Students Learn National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M. S. Donovan & J. D. Bransford, (Eds. ) Washington, DC: The National Academies Press. --------------------------A synthesis of the research literature on how people learn 3 dominant themes emerge (1) Metacognitive approaches to learning Partnership for Retention Improvement in Mathematics, Engineering, and Science

How Students Learn National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M. S. Donovan & J. D. Bransford, (Eds. ) Washington, DC: The National Academies Press. --------------------------A synthesis of the research literature on how people learn 3 dominant themes emerge (1) Metacognitive approaches to learning (2) Well-developed mental models (facts, relationships, what is relevant & when) Partnership for Retention Improvement in Mathematics, Engineering, and Science

How Students Learn National Research Council, (2005). How students learn: Science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M. S. Donovan & J. D. Bransford, (Eds. ) Washington, DC: The National Academies Press. --------------------------A synthesis of the research literature on how people learn 3 dominant themes emerge (1) Metacognitive approaches to learning (2) Well-developed mental models (facts, relationships, what is relevant & when) (3) Preconceptions are critical elements for starting points (NOTE: These are not distinct but rather interrelated themes) Partnership for Retention Improvement in Mathematics, Engineering, and Science

Metacognition Illustration On next slide is a list of 15 short words or phrases. How many can you remember after 30 seconds of “study” time? Partnership for Retention Improvement in Mathematics, Engineering, and Science

Phrases to Remember Partnership for Retention Improvement in Mathematics, Engineering, and Science

How many do you remember? Partnership for Retention Improvement in Mathematics, Engineering, and Science

Phrases to Remember Partnership for Retention Improvement in Mathematics, Engineering, and Science

Now how many do you remember? Partnership for Retention Improvement in Mathematics, Engineering, and Science

Metacognition Implementation Strategies • Think-alouds (for complex thinking, not trivial things) • Generate complex graphics or charts with the students rather than presenting a completed product • Whiteboards (students commit to response, then discussion of reasoning) • Think-Pair-Share Partnership for Retention Improvement in Mathematics, Engineering, and Science

Mental Models To support student development of their own mental models, you need some mechanism to get inside their heads. Partnership for Retention Improvement in Mathematics, Engineering, and Science

Formative Assessment FOR Learning v Informs your teaching…allows you to adjust your instruction to suit student needs in the moment v Ungraded activities, questioning, and discussions that give you a ‘snapshot’ of where students stand in their understanding v We all know about ‘clickers’ in the classroom, but there are so many other strategies. A good resource we use for ideas is Page Keeley’s M Science Formative Assessment, u Hu ma dd n. S POMS cat terp ie s t. P Toss & t i m m o C oi n t lots Think, Pair, Share o eb t i h W Partnership for Retention Improvement in Mathematics, Engineering, and Science ng i d ar Questio Fact First ning

Use a Prompt to Probe • Adria and Dylan are conducting a science experiment in their 5 th grade class. They set out the following 4 items on a table in the classroom before leaving for the day: a glass block, a carpet tile, a ceramic tile, and a block of wood. Partnership for Retention Improvement in Mathematics, Engineering, and Science

Use a Prompt to Probe • The next morning they measured the temperature of each object with a sensitive thermocouple. What did they discover? • A) None had the same temperature • B) 2 had the same temperature • C) 3 had the same temperature • D) All had the same temperature Partnership for Retention Improvement in Mathematics, Engineering, and Science

Through the Teacher’s Lens Formative Assessment Components v Assess prior knowledge v Probe for misconceptions v Introduce the terminology v Guide understanding with key questions Partnership for Retention Improvement in Mathematics, Engineering, and Science

Assessing by Application Based on what you have learned explain why cooks often use spoons and spatulas made from wood or plastic material while pots and saute pans are made of metals. Partnership for Retention Improvement in Mathematics, Engineering, and Science

Through the Teacher’s Lens Formative Assessment Component v Probe for persisting misconceptions v Check for ability to transfer the knowledge to a new situation (application) v Check for mastery of the terminology Partnership for Retention Improvement in Mathematics, Engineering, and Science

Questioning Paper bags task: for 2 minutes, write as many questions that you can think of about the object inside Partnership for Retention Improvement in Mathematics, Engineering, and Science

Questioning Closed vs. Open Questions Two types of questions: • Closed (convergent) questions – typically have one specific answer • Open (divergent) questions – typically have many possible answers Each type has value, but they tend to have different purposes and promote different types of thinking Partnership for Retention Improvement in Mathematics, Engineering, and Science

Questioning Closed vs. Open Questions Two types of questions: • Closed (convergent) questions – typically have one specific answer • Open (divergent) questions – typically have many possible answers Each type has value, but they tend to have different purposes and promote different types of thinking TASK • Label each of the questions you’ve written as Closed (C) or Open (O) Partnership for Retention Improvement in Mathematics, Engineering, and Science

Questioning Implementation Strategies • Preplan a few good open questions • Fact-first Questioning approach • Blend closed and open • Wait time • Thoughtful and intentional use of questioning Partnership for Retention Improvement in Mathematics, Engineering, and Science

Preconceptions In a short paragraph, write the reasons for seasons Partnership for Retention Improvement in Mathematics, Engineering, and Science

Point Of Most Significance (POMS) Metacognitive strategy used to help students connect with the important goals of a lesson On a post-it note record the POMS of today’s presentation Partnership for Retention Improvement in Mathematics, Engineering, and Science