Teaching vs. Learning Engagement and Assessment Strategies for Undergraduate Psychology Noland White Georgia College noland.white@gcsu.edu Amy: I taught my dog to whistle. Betty: Let’s hear it then. Amy: He can’t whistle. Betty: I thought you said you taught him to whistle. Amy: I did. He just didn’t learn it. (Wiliam, 2011, p. 48) 21st Annual Midwest Institute for Students and Teachers of Psychology Formative vs. Summative • Summative assessment is what many people think of when the term “assessment” is used • used to compare individuals • used to assign grades Formative vs. Summative • Formative assessment is used to inform teaching and learning • used by teachers to adjust instruction • used by students to adjust learning strategies Key Components of Formative Assessment “Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing” (Popham, 2008, p. 6) • Planned process • Assessment-elicited evidence • Instructional adjustments by teachers • Learning adjustments by students (Popham, 2008) Classroom Assessment Project Cycle Planning Implementing Responding Angelo & Cross, 1993, p. 35 Some Possible Strategies for Promoting Student Engagement and Using Formative Assessment Make it Real http://goo.gl/iqTY2 11 12 Osirix Imaging So2ware FreeSurfer Analysis So2ware 13 Show The Data Photo used under Creative Commons from pedro veneroso - http://flic.kr/p/4wEzGW Time 1: Alternate writing a letter then a number, record total time Multitasking is worse than a lie Multitasking is worse than a lie Multi.......... 1 1 1 2 3 4 5 .......... 2 2 Time 2: Write out sentence, then numbers, record total time Multitasking is worse than a lie 1 Multitasking is worse than a lie 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 2 Compare Time 1 to Time 2, which took longer? Provide Multiple Opportunities to Assess or Demonstrate Understanding Concept Maps • can be used for assessing prior knowledge, recall, and understanding • can be used to assess synthesis • book/notes based • empty outline/fill-in • concept list • retrieval practice example of concept map with modification for student “fill-in” as formative assessment strategy Muddiest Point Mayo, J. A. (2006, Winter). A student training guide to concept mapping as a heuristic tool. Psychology Teacher Network. • Students submit a statement indicating what their “muddiest” point was from the .... • reading • homework • class • possibly ask student to apply content to other areas Angelo & Cross, 1993 Muddiest Point Student-created Media • Instructor responds to student submissions • in class • online • video • audio • videos • web cams • portable cameras (e.g., Flip, cell phones) • iPad, other tablets • podcasts • comics Additional Tools • Use electronic and online tools for creating Comic Life 3 http://plasq.com/ assessments, collaboration and creation of documents, presentations, homework, etc. • • • MS Office (comment/review) • http://office.microsoft.com Google Docs • http://docs.google.com Open Office • http://www.openoffice.org/ • • Static Screen Capture • • Mac – Grab Utility • Snagit http://www.techsmith.com/ snagit.html (Mac/Win) • Skitch http://www.evernote.com/skitch/ (Mac) Windows – Print Screen, Snipping Tool (Windows 7) Dynamic Screen Capture/Provide narrative audio feedback/Screencasting • Camtasia Studio http://www.techsmith.com/ camtasia.asp (Mac/Win) • Jing http://www.techsmith.com/jing.html/ (Mac/Win) • ScreenFlow http://www.telestream.net/ screen-flow/ (Mac) Collaborative, student-created document using Google Docs Collaborative, student-created document using Google Docs The Minute Paper • At the end of class, students given a few minutes to answer a question • “What was the most important thing you learned in class today?” • “What do you still have questions about? Angelo & Cross, 1993 Student Response Systems • No/Low-tech • Raise hands or stand up • Hold Ups • High Tech • “clickers” • Poll Everywhere - http://www.polleverywhere.com • Socrative - http://www.socrative.com • Celly - http://cel.ly (can be used out of class) Strongly Agree Disagree Strongly Disagree Agree option for student responses to questions posed in class - divide room into sections and have students move to areas associated with their response, good for icebreakers! ! may also be used for small-group adaptation of “think-pair-share” “Thank you” to Sue Frantz! ! http:// suefrantz.com Front of Room 1-877-GO PAXIS www.paxtalk.com info@paxis.org for response cards http://cel.ly http://cel.ly http://cel.ly Think-Pair-Share • Pose a question to the class • Instruct students to • Think about their answer individually • Pair with a partner to discuss their answers • Share their answer when called upon In class, hide part of text on initial presentation and use for think-pair-share activity Original ?????? Randall Munroe http://xkcd.com/552/ Randall Munroe http://xkcd.com/552/ A) Yes, it did! B) No, it didn’t! C) Well, maybe. A pituitary tumor may most likely cause which of the following sensory deficits? 1. Loss of taste 2. Loss of hearing 3. Loss of vision 4. Loss of touch 100% Example of clicker question 0% in class after 0% reviewing 0% used anatomy of visual system using 3D resources 1 http://the3dmarket.com 2 Metacognition Teach Students about Metacognition and Ways to Improve It • “thinking about thinking” • “knowing about knowing” 3 4 MetacogniRon • Individual’s awareness of understanding of a topic –BeUer students more accurately appraise their mastery of a topic –Weaker students tend to overesRmate their understanding Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4). Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4). per Chew (2010), survey of class’ personal esRmate of Exam performance by actual score Notes About Next Slide • InformaRon presented here does not personally idenRfy anyone in the class –If you see your own esRmate/score data point, do not idenRfy yourself out loud or to anyone else in the class • InformaRon is presented here to only assist you in making adjustments prior to the next exam – not for embarrassment Introductory Psychology Es#mated)score)(x)axis))by)Exam)1)score)(y)axis)) 100# 95# 90# 85# 80# 75# 70# 65# 60# 55# 50# 50# 55# 60# 65# 70# 75# 80# 85# 90# 95# 100# per Chew (2010), survey of class’ personal esRmate of Exam performance by actual score Behavioral Neuroscience Which of the following is the MOST important ingredient for successful learning? 1) The intenRon and desire to learn 2) Paying close aUenRon to the material as you study 3) Learning in a way that matches your personal learning style 4) The Rme you spend studying 5) What you think about while studying Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4). per Chew (2010) student responses before activity Introductory Psychology 55 per Chew (2010) student responses before activity Behavioral Neuroscience Group InstrucRons • Group A -­‐ Listen to the list of words, idenRfy if each word you hear is “pleasant.” • Group B -­‐ Listen to the list of words, idenRfy if each word you hear is “pleasant.” Do not write anything else down but you will later be asked to recall this list. • Group C -­‐ Listen to the list of words, idenRfy if each word you hear contains an “E” or “G.” • Group D -­‐ Listen to the list of words, idenRfy if each word you hear contains an “E” or “G.” Do not write anything else down but you will later be asked to recall this list. Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4). Three Hypotheses AcRvity • Everyone hears list of 24 words to perform raRngs • Then asked to turn over their papers and list all words Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4). per Chew (2010) Introductory Psychology • If intent to learn is criRcal, then those who were forewarned about the recall test the two (intenRonal groups – B & D) should do beUer than those who were not (the incidental groups – A & C), regardless of level of processing. ! • Second, if depth of processing is important, then those who rated the pleasantness of words (the two deep groups – A & B) should recall more than those who did E/G checking (the shallow groups – C & D), regardless if warned about the recall test. ! • Third, if both level of processing and intent to learn are important, then the group that did pleasantness raRngs and was warned about the recall test (the deep/intenRonal group – Group B) should do beUer than the other three condiRons. Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4). 60 student classroom responses after activity - not perfect but positive movement noted per Chew (2010) per Chew (2010) Which%of%the%following%is%the%MOST%important%ingredient% for%successful%learning?% 30% 28% Paying%close%attention%to the%material%as%you%study Learning%in%a%way%that matches%your%personal learning%style The%time%you%spend studying Which%of%the%following%is%the%MOST%important% ingredient%for%successful%learning?%% 38% The%intention%and%desire%to learn 50% 31% 0% Introductory Psychology! Metacognition Activity! Pre-Post 0% 0% Behavioral Neuroscience 1. The%inten<on%and%desire%to%learn% 2. Paying%close%a@en<on%to%the% material%as%you%study% 3. Learning%in%a%way%that%matches% your%personal%learning%style% 4. The%<me%you%spend%studying% 5. What%you%think%about%while% studying% 42% 29% 23% 6% 3% What%you%think%about%while studying 0% 20% 1. First%Slide 2. 3. 4. 5. student classroom responses after activity - not perfect but positive movement noted Second%Slide per Chew (2010) Which%of%the%following%is%the%MOST%important%ingredient% for%successful%learning?% 28% The%intention%and%desire%to learn 23% 17% Paying%close%attention%to the%material%as%you%study 42% Learning%in%a%way%that matches%your%personal learning%style The%time%you%spend studying What%you%think%about%while studying 45% 6% Behavioral Neuroscience! Metacognition Activity! Pre-Post 3% 0% 7% 29% “How to Get the Most Out of Studying” by Dr. Stephen L. Chew First%Slide Second%Slide Pre-Post Testing • • print or online study guides • instructor can modify plan for current or subsequent classes • data for modifying student learning strategies students complete or submit assessments prior to class period in which material will be addressed • e.g., difference between completing with open book vs. retrieval practice References and Resources American Psychological Association. (2007). APA guidelines for the undergraduate psychology Comments? Questions? Suggestions? major. Washington, DC: Author. American Psychological Association. (2011a). Principles for quality undergraduate education in psychology. American Psychologist, 66(9), 850-856. doi: 10.1037/a0025181 American Psychological Association. (2011b). Teaching, learning, and assessing in a developmentally coherent curriculum. Washington, DC: American Psychological Association, Board of Educational Affairs. Retrieved from http://www.apa.org/ed/resources.html. American Psychological Association. (2013a). APA guidelines for the undergraduate psychology major: Version 2.0. Washington, DC: Author. Retrieved from http://www.apa.org/ed/precollege/ undergrad/index.aspx. American Psychological Association. (2013b). Strengthening the common core of the introductory psychology course (draft). Washington, DC: Author. Retrieved from http://www.apa.org/ed/ governance/bea/intro-psych-report.pdf. Noland White Georgia College noland.white@gcsu.edu Andrade, H. L., & Cizek, G. J. (2010). Handbook of formative assessment. New York: Routledge. Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass Publishers. Buskist, W., Groccia, J. E., & Wehlburg, C. (2011). Evidence-based teaching. San Francisco, CA: Jossey-Bass, Inc. Buskist, W., Keeley, J., & Irons, J. (2006). Evaluating and improving your teaching. Observer, 19(4). Chew, S. L. (2010). Improving classroom performance by challenging student misconceptions about learning. Observer, 23(4). Dunn, D., & Chew, S. L. (2006). Best practices for teaching introduction to psychology. Mahwah, N.J.: L. Erlbaum Associates. Gurung, R. A. R. (2006). In-class learning assessment strategies. In W. Buskist & S. F. Davis (Eds.), Handbook of the teaching of psychology (pp. 285-289). Malden, MA; Oxford, UK: Blackwell Pub. Gurung, R. A. R., & Schwartz, E. (2009). Optimizing teaching and learning: Pedagogical research in practice. Malden, MA: Blackwell. Halpern, D. F., & American Psychological Association. (2010). Undergraduate education in psychology: A blueprint for the future of the discipline. Washington, DC: American Psychological Association. Mayo, J. A. (2006, Winter). A student training guide to concept mapping as a heuristic tool. Psychology Teacher Network, 21-22. Mayo, J. A. (2010). Constructing undergraduate psychology curricula: Promoting authentic learning and assessment in the teaching of psychology. Washington, DC: American Psychological Association. Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Popham, W. J. (2011). Transformative assessment in action: An inside look at applying the process. Alexandria, VA: Association for Supervision and Curriculum Development. Pusateri, T., Halonen, J., Hill, B., & McCarthy, M. (2009). The assessment cyberguide for learning goals and outcomes (2nd ed.). Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/ed/governance/bea/assessment-cyberguide-v2.pdf. Schwartz, E., & Gurung, R. A. R. (2012). Evidence-based teaching in higher education. Washington, DC: American Psychological Association. Svinivki, M., & McKeachie, W. J. (2011). McKeachie's teaching tips : Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth, Cengage Learning. Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.