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Developing Teaching and Learning Objectives for TAR Projects

Developing Teaching and Learning Objectives for TAR Projects. Derek Bruff Vanderbilt University September 26, 2012. Questions. “Questions,” Oberazzi , Flickr (CC). Evidence. “Microscope,” gonzales10, Flickr (CC). Refinement. “Spiral Staircase,” ZeroOne , Flickr (CC).

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Developing Teaching and Learning Objectives for TAR Projects

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  1. Developing Teaching and Learning Objectives for TAR Projects Derek BruffVanderbilt UniversitySeptember 26, 2012

  2. Questions “Questions,” Oberazzi, Flickr (CC)

  3. Evidence “Microscope,” gonzales10, Flickr (CC)

  4. Refinement “Spiral Staircase,” ZeroOne, Flickr (CC)

  5. Very Intentional Assessment See What YouCan See

  6. Very IntentionalAssessment “Darts,” BogdanSuditu, Flickr (CC)

  7. “Why are earth science majors not good at reading maps?”John Roseberry

  8. “Why are earth science majors not good at reading maps?”John Roseberry

  9. “Why are earth science majors not good at reading maps?”John Roseberry

  10. Context • Earth science majors take an upper-level course on structural geology. That’s where their limited map-reading skills were observed. • Johnis a TA for an intro geology course with about 120 students, including majors, potential majors, and non-majors.

  11. Context • John has the chance to ask these students to complete a survey / quiz near the beginning of the course. • John already has a set of survey questions such as… • “I use Google Maps or Mapquest more than I use a road atlas.” • “I tend to give directions using words like north, south, east, and west.” • “I’m considering a major in earth sciences.”

  12. Your Challenge What kinds of questions could John include in his quiz that would assess students’ spatial reasoning skills?

  13. John’s Actual Questions

  14. John’s Actual Questions

  15. John’s Actual Questions

  16. “Can students learn an abstract concept like radioactive decay through a concrete experiment?”Lily Claiborne

  17. “Can students learn an abstract concept like radioactive decay through a concrete experiment?”Lily Claiborne • Parent Isotope Decay Daughter Isotope

  18. Conceptual Question What controls how much decay occurs in any given radioactive system? • The decay constant of the parent isotope • The amount of parent • The amount of time that has passed • Both (a) and (c) • All of (a), (b), and (c)

  19. Application & Analysis Questions 1. Consider the following diagrams. Imagine that each block represents a bucket containing some amount of a parent or daughter isotope. If this is a typical system with no complexities, which has been decaying longer, parent A or parent B? 2. Give two conditions for which the answer you gave above might be different.

  20. Questions? “la nuitblance,” Dom Dad, Flickr (CC)

  21. See What YouCan See “bins,” James Butler, Flickr (CC)

  22. “Can concept maps reveal specific misconceptions held by students that are roadblocks to learning?”Jennifer Osterhage

  23. “Can concept maps reveal specific misconceptions held by students that are roadblocks to learning?”Jennifer Osterhage

  24. “Can concept maps reveal specific misconceptions held by students that are roadblocks to learning?”Jennifer Osterhage

  25. “What are my students able to learn by reading their textbooks before class?”Derek Bruff

  26. Which of these student questions do you find most surprising? • “The entire conditional probability section wasn’t very intuitive. Examples worked out in class should help.” • “Determining the rejection region and then finding the corresponding values of and was a difficult process for me to understand simply from the reading.” • “The notation in the nonstandard normal distributions was a little confusing. What does Φ stand for?” • “I don’t really get this stuff at all.”

  27. Which of these student questions do you find most surprising? • “The entire conditional probability section wasn’t very intuitive. Examples worked out in class should help.” • “Determining the rejection region and then finding the corresponding values of and was a difficult process for me to understand simply from the reading.” • “The notation in the nonstandard normal distributions was a little confusing. What does Φ stand for?” • “I don’t really get this stuff at all.” Conceptual Procedural Factual Metacognitive

  28. “What are my students able to learn by reading their textbooks before class?”Derek Bruff

  29. “What are my students able to learn by reading their textbooks before class?”Derek Bruff

  30. “What are my students able to learn by reading their textbooks before class?”Derek Bruff

  31. What Is?Vs.What Works?

  32. Questions?

  33. Your Turn

  34. Discussion Questions • What specific learning objectives can you suggest for this project? • What classes of learning objectives are relevant here? • How might you assess students on these learning objectives?

  35. Observations? “Binoculars,” Vestman, Flickr (CC)

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