Keywords: Peer Instruction (8)

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Active Learning of Respiratory Physiology Improves Performance on Respiratory Physiology Examinations
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Active Learning of Respiratory Physiology Improves Performance on Respiratory Physiology Examinations

Active involvement in the learning process has been suggested to enhance creative ... (more)

Active involvement in the learning process has been suggested to enhance creative thinking, judgement, interpretation, and problem-solving skills. Therefore, educators are encouraged to create an active-learning environment by incorporating active-learning strategies into the class. However, there is very little documentation of the effectiveness of active-learning strategies. Furthermore, faculty are often reluctant to incorporate new strategies without documentation of the effectiveness of these strategies. To address this concern, we compared the performance of two individual classes on an identical respiratory physiology examination. One class was taught respiratory physiology using active-learning strategies. The other class was taught respiratory physiology using the traditional lecture format. The results document that students who learned using active-learning strategies did significantly better (P < 0.05) on the respiratory physiology examination than students who learned by the traditional lecture format (61 퉌ą 2.2 vs. 86 퉌ą 1.0). Thus, by actively involving students in the learning process, academic performance is enhanced. (less)

Subject:
Education
Material Type:
Assessments
Reference
Provider:
BiosciEdNet (BEN): Digital Library Portal for Teaching and Learning in the Biological Sciences
Provider Set:
BiosciEdNet (BEN): Digital Library Portal for Teaching and Learning in the Biological Sciences
Author:
PhD Stephen M. DiCarlo (Wayne State Univ Sch Med Dept of Physiology)
PhD Sumangala Rao (Wayne State Univ Sch Med Dept Physiology)
Student Retention of Course Content is Improved by Collaborative-Group Testing
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Student Retention of Course Content is Improved by Collaborative-Group Testing

We recently reported that collaborative testing (i.e., group test taking) increased student ... (more)

We recently reported that collaborative testing (i.e., group test taking) increased student performance on quizzes. It is unknown, however, whether collaborative testing improves student retention of course content. Therefore, this study was designed to test the hypotheses that collaborative-group testing improves student retention of course content. To test this hypothesis, our undergraduate exercise physiology class of 38 students was randomly divided into two groups: group A (n = 19) and group B (n = 19). During exam 1, students from both groups answered questions in the traditional format as individuals. Immediately after completing the exam as individuals, students from group A answered a randomly selected subset of questions from exam 1 in groups of two (1 group had 3 students) to test the effectiveness of collaborative-group testing on test performance and level of student retention. On the next exam (exam 2, 4 wk later), students from both groups answered questions in the traditional format as individuals and responded to the same subset of questions from exam 1. The subset of questions was analyzed to determine the level of retention of the original test material. In addition, immediately after completing the exam as individuals, students from group B answered a randomly selected subset of questions from exam 2 in groups of two (1 group had 3 students). Finally, on the next exam (exam 3, 4 wk later), students from both groups answered questions in the traditional format as individuals and responded to the same subset of questions from exam 2. This protocol followed a randomized crossover design to control for time and order effects. Student retention of course content was reduced when students completed the original examinations individually. In sharp contrast, student retention was improved (P < 0.05) when students completed the original examinations in groups. (less)

Subject:
Education
Material Type:
Assessments
Instructional Material
Reference
Teaching and Learning Strategies
Provider:
BiosciEdNet (BEN): Digital Library Portal for Teaching and Learning in the Biological Sciences
Provider Set:
BiosciEdNet (BEN): Digital Library Portal for Teaching and Learning in the Biological Sciences
Author:
Dr. Ronald N. Cortright (East Carolina University Departments of Exercise and Sport Science and Physiology)
Mr. David W. Rodenbaugh (Wayne State University Department of Physiology)
PhD Heidi L. Collins (Wayne State Univ. School of Medicine Dept. of Physiology)
PhD Stephen M. DiCarlo (Wayne State Univ Sch Med Dept of Physiology)
Tutorials in Physics Sense-Making: Catching Mistakes: The Case of Motion Graphs
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Tutorials in Physics Sense-Making: Catching Mistakes: The Case of Motion Graphs

This activity for conceptual physics asks students to predict the appearance of ... (more)

This activity for conceptual physics asks students to predict the appearance of distance and velocity graphs for different types of walking motion, then verify their predictions with a motion sensor. If all members of the cooperative group predict correctly, the group moves to the next problem. If not, the group's task is to analyze the error to see what went wrong, then write statements about how to modify incorrect ideas to avoid the same mistake in the future. For accompanying homework problems: <a href="http://www.physics.umd.edu/perg/OSTutorials/01_Position_and_Velocity/Tutorial_01_Homework.pdf" target="_blank">Catching Mistakes: Motion Graphs Homework</a> (UMPERG) This resource was developed by the University of Maryland Physics Education Research Group (UMPERG). It is based on <i>Tools for Scientific Thinking</i>, a microcomputer-based laboratory curriculum for student development of concepts and intuition in the laboratory. (less)

Subject:
Mathematics
Life Science
Physics
Technology
Education
Material Type:
Activities and Labs
Instructional Material
Student Guide
Provider:
ComPADRE Digital Library
Provider Set:
ComPADRE Classroom-Ready Resources
Author:
David Sokoloff
Ronald K. Thornton
Using Learning Assistants in Oral Assessments
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Using Learning Assistants in Oral Assessments

Undergraduate Learning Assistants -- prepared to work productively with students -- have ... (more)

Undergraduate Learning Assistants -- prepared to work productively with students -- have been used to facilitate ungraded, voluntary oral assessments offered prior to exams. Oral assessments last one hour, and are offered prior to the three course exams. Orals are geared to improve student understanding and allow instructors to work with students on an individual basis to address misunderstandings. Students attend oral assessments in groups of 5-6 and work at a board to answer scripted, conceptual questions. The facilitator asks the initial scripted questions as well as follow-up probing questions and encourages students to work together. (less)

Subject:
Humanities
Mathematics
Science and Technology
Social Sciences
Education
Material Type:
Activities and Labs
Assessments
Instructional Material
Teaching and Learning Strategies
Provider:
Science Education Resource Center (SERC)
SERC at Carlton College
Provider Set:
Pedagogy in Action
Starting Point (SERC)
Author:
Mary Nelson
Stephanie Chasteen
Using Learning Assistants in Recitation Tutorials
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Using Learning Assistants in Recitation Tutorials

Undergraduate Learning Assistants can be used to supplement the instructor and/or Teaching ... (more)

Undergraduate Learning Assistants can be used to supplement the instructor and/or Teaching Assistant during recitations. They may help facilitate productive group work on tutorial activities designed to help students develop conceptual understanding and problem-solving skills. In this example, we describe the use of Learning Assistants to support tutorials within recitation in two introductory science courses physics and chemistry. (less)

Subject:
Humanities
Science and Technology
Chemistry
Physics
Social Sciences
Education
Material Type:
Activities and Labs
Instructional Material
Teaching and Learning Strategies
Provider:
Science Education Resource Center (SERC)
SERC at Carlton College
Provider Set:
Pedagogy in Action
Starting Point (SERC)
Author:
Laurie Langdon
Noah Finkelstein
Stephanie Chasteen
Steven Pollock
Using Learning Assistants to Support Peer Instruction with Classroom Response Systems ("Clickers")
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Using Learning Assistants to Support Peer Instruction with Classroom Response Systems ("Clickers")

Learning Assistants are used to facilitate student discussion in peer instruction during ... (more)

Learning Assistants are used to facilitate student discussion in peer instruction during clicker questions (i.e., classroom response systems), by asking Socratic questions, emphasizing reasoning, and probing student thinking. (less)

Subject:
Humanities
Science and Technology
Chemistry
Ecology
Forestry and Agriculture
Geoscience
Life Science
Physics
Social Sciences
Education
Material Type:
Activities and Labs
Instructional Material
Teaching and Learning Strategies
Provider:
Science Education Resource Center (SERC)
SERC at Carlton College
Provider Set:
Pedagogy in Action
Starting Point (SERC)
Author:
Douglas Duncan
Jennifer Knight
Noah Finkelstein
Stephanie Chasteen
Steven J. Pollock
Using PhET Simulations in a Large Lecture Class: The Photoelectric Effect
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Using PhET Simulations in a Large Lecture Class: The Photoelectric Effect

This activity provides a complete curriculum for teaching the photoelectric effect using ... (more)

This activity provides a complete curriculum for teaching the photoelectric effect using the PhET Photoelectric Effect simulation in a large-lecture modern physics course. It includes links to powerpoint slides for two to three 50-minute lectures using Peer Instruction with clickers, and one homework assignment suitable for an online homework system. Research has demonstrated that students in classes using this curriculum have a better understanding of the photoelectric effect than students in classes using traditional instruction supplemented by a computerized tutor. (less)

Subject:
Science and Technology
Engineering
Physics
Education
Material Type:
Activities and Labs
Instructional Material
Simulations
Teaching and Learning Strategies
Provider:
Science Education Resource Center (SERC)
SERC at Carlton College
Provider Set:
Pedagogy in Action
Starting Point (SERC)
Author:
Sam McKagan
Various Group Activities Using Learning Assistants
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Various Group Activities Using Learning Assistants

Undergraduate Learning Assistants have been used to facilitate group work in a ... (more)

Undergraduate Learning Assistants have been used to facilitate group work in a variety of ways, such as in-lecture tutorials and worksheets, group work in required recitations, and group work in optional co-seminars. This page describes some of these various ways that Learning Assistants can be used to help make a course more interactive. (less)

Subject:
Humanities
Mathematics
Science and Technology
Chemistry
Life Science
Physics
Space Science
Social Sciences
Education
Material Type:
Activities and Labs
Instructional Material
Teaching and Learning Strategies
Provider:
Science Education Resource Center (SERC)
SERC at Carlton College
Provider Set:
Pedagogy in Action
Starting Point (SERC)
Author:
Amy Palmer
Douglas Duncan
Jennifer Knight
Laurie Langdon
Michelle Smith
Seth Hornstein
Stephanie Chasteen
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.desu si egaugnal gnimmargorp avaJ ehT .gninnalp dna ,tnemeganam ,ecneics ,gnireenigne ni ... (more)

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