Transcript First Day Activity

This work was supported in part by the
Los Angeles Collaborative for Teacher
Excellence
LACTE
National Science Foundation
# DUE-9453608
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And
Title III Grant
Los Angeles Valley College
Strengthening Institutions Program for
Hispanic Serving Institutions
U.S. Department of Education
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Goals

Illustrate some teaching strategies
that promote active learning

Demonstrate nongraded assessment
tools that can be used to monitor
learning and teaching
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What do you think?
Use number cards to answer true (1) or false (2)
1._____All students respond equally to lecture.
2._____Lecture is the most efficient way of
producing learning.
3._____Lecture is needed to cover the material.
4._____Active learning means no lecture.
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Benefits of Lecture
With your group, discuss and list
those aspects of lecture that you
consider essential to teaching.
(2 minutes)
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Some Benefits of Lecture

Covers the material

Controls learning process

Organizes content

Nonthreatening

Comfortable
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Drawbacks of Lecture
In your group, discuss those aspects
of lecture that do not work well.
(2 minutes)
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What don’t we like about lecture?

Students are passive

Difficult to sustain listening effort

Minimal retention

One learning style

Cannot monitor understanding
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What Research Says About
Lecture

Lecture method used by
61% of humanities professors
81% of social scientists
89% of science and math professors

Lecturing has become synonymous with
teaching
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Attention to Lecture

Students not attentive 40% of time

Information overload leads to “mental lapses”

Even motivated students experience
inattention

High the first 10-15 minutes, declines, and
peaks again in the final 5-10 minutes
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Retention of Lecture

89% of freshman cannot determine the major
lecture ideas (Kiewra, 1987)

A slow lecture rate (100 wpm) far exceeds a
student’s ability to record at 20 wpm. (Green, 1928)

At best, 20% of the information enters student’s
notes. (Carrier, 1983)

When tested after lecture using notes, students
recalled no more than 42% of the lecture. (McLeish,
1968)
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Learning Check
1. The percentage of college science professors
using the lecture method
1) 25%
2) 56%
3) 89%
2. How many minutes into lecture do most
students pay attention?
1) 10-15
2) 20-30
3) 30-45
3. Percent of class time students are not
attentive
1) 20%
2) 40%
3) 60%
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Learning Check Solution
1. The percentage of college science professors
using the lecture method
3) 89%
2. How many minutes into lecture do most
students pay attention?
1) 10-15
3. Percent of class time students are not
attentive
2) 40%
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Education Trends
Grade levels
Classroom
Group-based
Transmitter
Structure
Continuous progress
Learning centers
Individualized
Teacher’s Role
Coach/facilitator
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Education Trends
Take notes
Memorize
Competitive
Books
Group
Student’s Role
Think
Use, apply
Cooperative learning
Tools
Multiple resources
Evaluation/Testing
Individualized
Johnston, Aretz & Millis (1996)
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Lecture PLUS
A teaching strategy that integrates
student-centered activities into
lecture to promote
Participation
Learning
Understanding
Success
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minilecture
activities
assessment
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Why Small-Group Learning?
 Engages student
 Shares teaching and learning
 Uses more learning styles
 Develops higher-order thinking skills
 Helps students learn to reflect
 Increases success and retention
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Resistance to Small-Group
Learning
 Public and institutional resistance
 Fear cannot cover all the material
 Students do not want to change
 Lots of work initially
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Some Tips

Begin first day

Provide a non-threatening environment

Start small

Clarify procedures

Adapt to fit your class

Be prepared to find out what is not learned
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First Day
Small Group Activity

Provides information about course content

Involves students immediately

Shows how your course will be different
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Clarification Pauses

Give mini-lecture (15 min)

Students review notes (2-3 min)

Instructor moves about the room
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Collaborative Learning

Form groups of 3-4 students

Hand out a problem set

Give time limit

Work on assigned question

Students present solutions to class
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Group Behavior
1. Respect each others answers and
contributions to group even if you
disagree
2. Encourage every one to contribute by
verbalizing new concepts and new terms
3. Attend all meetings of the learning team
and be on time
4. Be patient and open minded
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Group Behavior (cont.)
5. Be prepared for the work to be done at a
group meeting
6. Divide work into sections (share work)
7. Take time to teach each other
8. Don’t let one member do all the work
9. Respect cultural differences
10. Understand different learning styles
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Exact Numbers
Number of people in your group ______
Number of people wearing glasses in your
group _______
Number of grams in a kilogram _______
Discuss:
1. How did you obtain the above numbers?
2. Why do you think these numbers are called
exact numbers?
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Measured Numbers
With a measuring device, determine the length
and width of this slide.
Length _____
Discuss
Width ______
Area _____
1. How did you obtain the numbers for
length and width?
2. What units did you use?
3. What do you call numbers obtained by
using a measuring device?
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Learning Check
A. Exact numbers are obtained by
1. measuring 2. counting 3. definition
B. Measured numbers are obtained by
1. measuring 2. counting 3. definition
C. Exact numbers have
1. infinite number of significant figures
2. limited number of significant figures
3. no significant figures
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Learning Check Solution
A. Exact numbers are obtained by
2. counting
3. definition
B. Measured numbers are obtained by
1. measuring
C. Exact numbers have
1. infinite number of significant figures
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How am I Teaching?
 Large gap between teaching and learning
 The exam is too late for changes
 Nongraded assessments monitor what
students really learn
 Faculty aid learning by giving feedback
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Classroom Assessments

Tell us what we actually taught

Provide us with information to improve our
teaching

Actively involve students and teacher

Occur at various times during the instruction
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Protons and Neutrons in an Atom
Atomic Number
Number of protons
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Zn
Mass Number
Number of protons + neutrons
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Learning Check
An atom of zinc has a mass number of 65.
A. How many protons are in the zinc atom?
1) 30
2) 35
3) 65
B. How many neutrons are in the zinc atom?
1) 30
2) 35
3) 65
C. Another atom of zinc has 37 neutrons.
What is the mass number of this atom?
1) 37
2) 65
3) 67
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Learning Check Solution
An atom of zinc has a mass number of 65.
A. How many protons are in the zinc atom?
1) 30
B. How many neutrons are in the zinc atom?
2) 35
C. Another atom of zinc has 37 neutrons.
What is the mass number of this atom?
3) 67
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Learning Check
Organic Chemistry
Answer (1) SN1 or (2) SN2, neither or both(1,2)
1) ___Increased nucleophile concentration
increases rate of reaction
2) ___Tertiary substrates react faster than primary
3) ___Polar, protic solvents speed up the reaction
4) ___Reaction takes place in more than one step
5) ___Increasing T increases rate of reaction
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Learning Check
Organic Chemistry
Answer (1) SN1 or (2) SN2, neither or both(1,2)
1) ___Increased nucleophile concentration
increases rate of reaction
2) ___Tertiary substrates react faster than primary
3) ___Polar, protic solvents speed up the reaction
4) ___Reaction takes place in more than one step
5) ___Increasing T increases rate of reaction
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Shared Paragraph

Write a short paragraph

Read by other students

Give feedback in groups

Turn in (optional)

Instructor reports results and reviews
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The One Minute Paper
 Write a one-minute paper
 Turn in
 Do not grade
 Summarize results
 Report back
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Student Comments
“You become more involved with the class and
thus more a part of the material that you are
learning”
“The group methods helped me understand the
material for the first time. It made chemistry
actually enjoyable”.
“Active participation helped me to remember
concepts and learn new ones in a more timely
and efficient manner”.
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Index Card
Hand out index cards
Students write questions
Sort cards
Determine what points need work
Review “muddy” points
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More Team Activities
Lab
 Work in pairs
 Turn in one report
 Give one grade to each pair
Homework Projects
 Work on Chemworks
 Turn in one paper
 Give one grade for the group
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Student Assessment of the Impact of
Small Group Learning
Strategy
% Not
helpful
Chemworks
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Learning Checks 15
Minilectures
18
Textbook
23
Group Activities 25
Peer Presenations 34
VOH/email
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Office hours
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119 responses
% Very
helpful
86
85
82
77
75
66
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Assignment
With your group, describe how you
might use one of the active learning
strategies discussed today in your
classroom.
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“One must learn by doing the thing;
though you think you know it, you have
no certainty until you try. “ Sophocles
“Learning is not for school, but for life”
[email protected]
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