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Deliberate Practice for Developing Science Process and Metacognitive Skills

Explore the effectiveness of deliberate practice in developing science process and metacognitive skills in students. Learn about the impact of pedagogical interventions and professional development for current and future faculty. Discover the benefits of collaborative testing and competency-based assessment.

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Deliberate Practice for Developing Science Process and Metacognitive Skills

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  1. Deliberate practice helps students develop science process and metacognitive skills Michelle Withers Associate Professor Department of Biology, WVU

  2. My history at the National Academies Summer Institutes on Undergraduate Education Inaugural NASI UW- Madison 1st regional SI NASI@WVU MoSI @ 23 Host Institutions in US Courtesy of J. Blum, UMN 2016 2004 2008 2012 2020 Joined WVU faculty

  3. EnGaugements • When you ask a student to do something, they are simultaneously engaged in learning and can gauge their progress by whether or how well they can perform. • Handelsman et al. Scientific Teaching.

  4. Questions in my research program fall into two broad categories Pedagogical interventions in the classroom Professional development for current & future faculty

  5. Acknowledgments Research group: Undergraduates: Hayley Leight Hamza Kazmi Jennifer Winkler Graduate students: Karen Bailey Nick Wilbur Bia Vianna Chet Saunders Collaborator – Jim Belanger Funding – NSF, WVU ARTS

  6. “If they sit and listen, what they learn to do is sit and listen.”- Randall Phillis, UMass Amherst

  7. Deliberate Practice The one doing is the one learning. (Ericsson et al., 1993)

  8. Deliberate practice in action • As formative assessment • Impact on graph interpretation skills • As professional development • Impact on metacognitive skills • Trying to make summative assessments more formative • Impact of collaborative testing on retention

  9. “Ongoing assessment plays a key role – possibly the most important role – in shaping classroom standards and increasing learning gains.” Black and Wiliam, 1998Impact of deliberate practice on graph interpretation skills by students in upper division vertebrate physiology and neurobiology courses - Primarily senior biology majors - ~ 90% identify as pre-meds

  10. Senior biology majors were failing to master graph interpretation skills 100 75 Grade on graph interpretation exam questions (%) 50 25 0 exam1 exam2 final Data taken from a class in vertebrate physiology in which >90% of the students were biology majors in their senior year. Points represent mean ± S.E.

  11. 150 125 100 75 50 25 0 – – – 3 2 1 0 1 2 3 1 0 1 0 1 0 1 0 1 0 1 0 1 0 Widgets (moles/swimming pool) Example of pre-test graph With phlogiston Without phlogiston Flexdoodle production (kg/hr)

  12. 150 125 100 c u d o 75 r p e l d o 50 o d x e l F 25 0 – – – 3 2 1 0 1 2 3 1 0 1 0 1 0 1 0 1 0 1 0 1 0 Widgets (moles/swimming pool) With phlogiston ) r Without phlogiston h / g k ( n o i t

  13. Deliberate practice through group learning exercises improve graph interpretation skills Grade on graph description questions (%) Pre-test Exam 1 Exam 2 Final exam

  14. “The primary goal is to help students learn to think about their own thinking so they can use the standards of the discipline or profession to recognize their shortcomings and correct their reasoning as they go.” Bain, What the Best College Teachers Do, 2004. Deliberate Practice as professional development Impact on metacognitive skills of undergraduate teaching/learning assistants for an active learning course

  15. UGTAs for a course taught with scientific teaching find their experience highly valuable Likert scale 6 = strongly agree, mean ±s.e.

  16. UGTAs averaged significantly higher scores on Regulation of learning components on the MAI * (MAI – metacognition awareness inventory, Schraw & Dennison, 1994)

  17. Among the Regulation components, UGTAs scored significantly higher in Planning, Management and Comprehension Monitoring * * *

  18. Does collaborative testing improve content-retention in a large introductory biology course using computer-based testing? Leight, et al., 2012 CBE-LSE (11), 1-10.

  19. Performance in the collaborative exam is better than the individual exam. individual group

  20. Performance on cumulative questions does not differ between the individual and group testers. individual group

  21. Collaborative testing doesn’t differentially affect students at different grade levels. individual group

  22. Competency/Proficiency-Based Assessment • 2007-2013 • 5 computer-based exams, cumulative • 2014-2015 • 7 online practice exams, 2 tries each, second try is graded; 3 in-class exams • 2016 • Denominator-less grading • Practice exams modularized by topic • Grades on practice an din-class tests

  23. 2015 grade distribution for majors introductory biology

  24. Thank you.

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