Module 2 Goals Of The Course

      5
In this module, you’ll explore a few key principles of learning drawn from cognitive và psychological science research. You’ll hear from experienced STEM instructors about how these learning principles play out in their classrooms. Module developers Derek Bruff and Michele DiPietro will explain these principles and discuss teaching practices that tap into them. And we’ll ask you to lớn reflect on your own experiences as learners to lớn better understand these principles và set the stage for future weeks of the course.

Bạn đang xem: Module 2 Goals Of The Course

Please see the Facilitator Guide năm ngoái for Module 2 for some suggestions of activities you can bởi vì in your MCLC or classroom to lớn dive deeper into these topics.


Dr. Derek Bruff from Vanderbilt University & Dr. Trina McMahon from the University of Wisconsin introduce the concepts and nội dung that will be covered in week two of the course.


Dr. Anita Mahadevan-Jansen from Vanderbilt University provides insight into the difficulties a professor can face when using a traditional didactic approach to present difficult concepts & complex information.


Dr. Michele DiPietro from Kennesaw State University introduces the progression from initial practice lớn mastery in student learning.


Dr. Michele DiPietro from Kennesaw State University addresses the disconnect between possessing knowledge and conveying that knowledge lớn students. He presents the idea of an “expert blindpsot” in which educators overlook basic aspects of a given subject when teaching because it seems self-evident to lớn the educator. He also discusses how acknowledging this blindspot can improve teaching practices as well as feedback provided lớn students.

Video 2.1.3 Slides


Discussion: Explore the notion of “unconscious competence” by selecting an everyday task in which you’re an expert, like making a peanut butter sandwich or tying your shoelaces. Write detailed instructions for the task you’ve selected và share them here on the forums. Was it challenging to articulate what you usually vì unconsciously?


Dr. Derek Bruff from Vanderbilt University provides multiple examples of the most effective forms of practice và feedback that educators can use in their courses.

Video 2.1.4 Slides


Dr. Derek Bruff from Vanderbilt University provides instructional strategies for peer lớn peer feedback along with research based justifications for the suggestions.

Video 2.1.5 Slides


Dr. Derek Bruff from Vanderbilt University discusses the concept that all students should have a chance khổng lồ practice & receive feedback in each class. He provides several strategies concerning how educators can implement this concept in the allotted class time.

Xem thêm: Phần Mềm Quét Máy Tính Hiệu Quả, Mới Nhất 2021, Tải Ccleaner

Video 2.1.6 Slides


Discussion: Given the importance of practice và feedback khổng lồ learning, why vày you think lectures are so common in undergraduate STEM classrooms? What barriers vị you see to lớn the adoption of more active learning techniques?


Dr. Anita Mahadevan-Jansen from Vanderbilt University discusses how khổng lồ she effectively implements challenge cycles in her biomedical engineering courses.


Dr. Derek Bruff from Vanderbilt University identifies several categories that underlie student motivations & how instructors can take advantage of student motivations to improve as educators.

Video 2.2.2 Slides


Discussion: Describe a learning experience you’ve had that motivated you to lớn continue in STEM. Which of these factors—competence, autonomy, purpose, and community—contributed most lớn your motivation during that experience? How so?


Dr. Derek Bruff from Vanderbilt University provides an in depth discussion of how instructors can leverage student motivations to lớn increase interest in a course và therefore improve knowledge acquisition và performance.

Video 2.2.3 Slides


Dr. Shane Hutson from Vanderbilt University discusses his teaching strategies, the organization of his courses & what he has found to be most effective in his teaching.


Dr. Margaret Rubega from the University of Connecticut discusses her teaching strategies, the organization of her courses & what she has found lớn be most effective in her teaching.


Dr. Andrew West from Boston University discusses his teaching strategies, the organization of one of his most popular astronomy courses and what he has found to be most effective in his teaching.


Discussion: In what ways bởi the teaching choices described in the module’s faculty interviews leverage the intrinsic motivators of competence, autonomy, purpose, & community?


Dr. Mark Connolly from the University of Wisconsin Madison discusses the trend for students lớn leave STEM fields of study as they progress into higher education. He provides research based explanations concerning the declining numbers of STEM students as they progress through higher education.


Discussion: Suppose you hear the following statements in response to lớn the news that as many as 40% of undergraduates who start as STEM majors switch to lớn non-STEM fields: (A) “Some students just don’t have what it takes lớn major in STEM.” (B) “You know, if students find something else they like better, that’s fine with me.” Given what you’ve learned about the Talking about Leaving study, how would you respond lớn these statements?


Dr. Mark Connolly from the University of Wisconsin Madison addresses the motivation of students who either stay in STEM fields of study or move away from STEM as well as instructional approaches that can keep students interested in STEM fields.


Discussion: The Talking about Leaving study explored reasons students switch out of STEM majors, but two of the three faculty interviews in this module focused on courses for non-majors. In what ways should our strategies for motivating students in major courses differ the strategies we use in non-major courses? Or should our major courses use more of the strategies typically seen in non-major courses?


*

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

These courses were developed with support from the National Science Foundation under Grant No. 1347605.