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I. Context and Vision II. Elements and Process of Curriculum Design III. Curriculum Planning IV. ReecMon and Next Steps
Plus: AP Bio Revisions (2012) NAS Science Framework (2011) MCAT Revision (2015)
What
is
Learning?
Think
of
a
Mme
when
you
really
learned
something.
What
is
one
word
that
describes
this
0me?
Learning
Principles
1. Construc0vism:
Individuals
build
their
knowledge
by
processing
the
informa:on
they
receive,
building
pa<erns
of
associa:on
to
exis:ng
knowledge.
2. Context
:
What
people
construct
depends
on
the
context;
relevance
improves
transfer.
3. Reec0on:
Metacogni:on
improves
learning.
4. Distribu0on
func0on:
Individuals
show
a
signicant
varia:on
in
their
style
of
learning.
5. Social
learning
:
For
most
individuals,
learning
is
most
eec:vely
carried
out
via
social
interac:on.
Redish,
E.
F.
(2003)
Teaching
Physics
with
the
Physics
Suite,
Wiley:
Hoboken,
NJ
Bransford,
J.
(2000)
How
People
Learn,
NaMonal
Academies:
Washington,
DC.
INTERVENTIONS OF TEACHING
Transfer
of
Knowledge
Time on task
Context
Previous learning can interfere with ability to transfer knowledge appropriately to new contexts. How is prior knowledge assessed?
Intellectual)and) Prac-cal)Skills)
Integra(ve *Learning*
Personal)and)Social) Responsibility)
Interdisciplinary & FoundaMonal & ScienMc & Applied CapabiliMes Specialized Knowledge QuanMtaMve To Solve Real-World in Science and Math Literacy/Reasoning Problems
Supported
by
Pedagogies
of
Engagement/
High
Impact
Prac0ces
(HIPs)
and
authen0c
assessment
of
student
learning
and
achievement
hdp://www.aacu.org
Teaching)
The
largest
gain
in
learning
producMvity
in
STEM
will
come
from
convincing
the
large
majority
of
STEM
faculty
that
currently
teaches
by
lecturing
to
use
any
form
of
acMve
or
collaboraMve
instrucMon.
--
James
Fairweather
(2009)
Report
to
the
Na:onal
Academies
Board
on
Science
Educa:on
30%
Traditional*
Research0based*
!Topical!content!
!Concept!and!outcomes!based
!Learning!is!passive!(lecture)!
!!Learning!is!active!(guided)
Student
PerspecTve
What
do
students
know/not
know?
ReecTon on Results
Learning
ObjecMves
Statements
about
what
students
are
expected
to
achieve
as
a
result
of
instrucMon.
AcMve
verbs
start
each
statement.
Explain
how
dierent
components
of
a
cell
contribute
to
cellular
and
organismal
func:on.
Blooms Taxonomy
Fink
Curriculum/Course
Planning
Learning
Employ
knowledge
of
the
components
of
eukaryoMc
cells
to
explain
how
dierent
components
contribute
to
cellular
and
organismal
funcMon.
DemonstraTon
Experience
Think: What is the most dicult concept for your students to get?
Assessment
FormaMve
SummaMve
Indirect
Direct
Three idenTcal plates of radish seeds are incubated under three dierent condiTons, with results as shown. How will the dry weights of the three plates compare at the end of the experiment?
Assessment
Tips
" Tie
it
to
learning
outcomes
and
don t
do
it
just
because
you
can
(parMcularly
when
it
comes
to
technology).
" Use
pre/post
quesMons
(e.g.,
concept
inventories)
to
assess
prior
knowledge
as
well
as
learning
gains.
" Use
formaMve
(during
the
learning)
methods
to
inform
instrucMon
(both
the
learner
and
the
teacher)
Clickers, one-minute paper, concept maps, brainstorms, mini- maps of key terms, strip sequence of textbook images, etc.
" Use summaMve (auer the learning) methods to evaluate learning and hold learner accountable; use rubrics to assess complex learning.
" Use insMtuMonal resources and instruments when possible (e.g., NSSE).
Concept
Inventories
DeniTon
-
mulMple
choice
instrument
designed
to
evaluate
whether
a
person
has
an
accurate
working
knowledge
of
a
specic
set
of
concepts.
Use
-
diagnosMc
to
used
to
inform
the
instructor
regarding
student
understanding
pre-
and
post-instrucMon;
can
calculate
a
learning
gain;
with
results,
adjust
instrucMon
to
help
students.
hdp://en.wikipedia.org/wiki/Concept_inventory
ConnecMng
Assessment
InsMtuMonal
Outcomes
ProgrammaMc
Outcomes
Course Outcomes