Student+centered+learning+M+Decker

=Mark Decker Univ. og Minnesota på Dokkhuset (notes)= Scientific teaching ( book)

Video m/studentaktivitet uten lyd i bakgrunnen. Quizzes – active learning, guided inquiry Student centered learning environment. Investment in time for techers to change. Quiz, lecture – task - explain

Evolutionary biology


 * Actively involved**
 * 2 quizzes** – a) Learning readiness quiz take individually + learn from + b) taking this as a team
 * Lower levels ( paracite host relationship = the smart ones do all the work)
 * Convince ( they are smarter toghether than working as individuals – buy into teamwork
 * Leads to discussions and refletions. 15 minutes’ quiz (10 minutes discussion)
 * Takes the teacher out of the content – don’t disturb the students, be an impediment
 * Physical scratch – an answering sheet-touchable – can’t be erased. Low tech.
 * Individual quiz + team quiz create points = add up to 10 +5 % of grade.
 * Two types of questions ambiguous and r/w questions – argue your answer.

Herbert Simon, jo Handelsman, Sarah Miller, Pfund (Scientific teaching – how to use data in teaching).
 * Why – taught to students**


 * Kolb’s learning Cycle ( **neuroscience**): plastic brain, neural connections, rewiring.
 * **Emotional component**. Make decisions when learning/real life expecrience
 * **Physical movement** in the classroom is also important. (Moves)
 * Making memories stick – structure (Brown, Make it stick)
 * Work on hypothesis.


 * Bloom’s taxonomy
 * Students come prepared to class and they work on the taxonomy.
 * **Backward design**.

Class: What do you want to do after this education – building motivation Task: story relationship, breaking up. HIV positive. Police ( experts in evolutionary biology). Accsation news article. What can you do to help. Police: What kind of data would you collect? Hink indiv + then in teams.
 * TASK:**


 * Roller i teamene hele året
 * Alle må forberede seg ved å lese pensumtekster.
 * En counter som plukker ut teamene som skal referere . En gruppes argumenter bygges videre på i neste gruppe.

Underviser igjen. Setter oppgavene quiz & task sammen og viser en helhet. Oppgave: visualiser kunnskapen spreadsheet, 3D. Viser svaret på oppgaven: Artikkel i Crime case.

Explain Discuss Interprete
 * Learning objectives and criteria:**

Team members divide **100 points** by the end of the year. This contributes to the result. They then care bout other team members- responsible to eachother – prepare for class

Theory

Active learning ( all students learn more-failure rate goes down- convept inventories increased by 0.47 under active learning). Control groups with lecturing is not ethically correct.
 * Critical thinking –
 * Lecture-free is not the best apporach, but good when limited to 10 minutes.
 * Inquiry based
 * Problem-based

Bloom’s taxonomy: construct tasks as you move up. Offload the low leves from the textbook as homework/self study. Work from Applcation, analysis, synthesis and evaluation. Low, mid and high level Bloom. Quiz are low level Bloom. Exams are high level Blooms, nye kontekster
 * Room**: Monitors-grupperom som i fremtidens klasserom.
 * Technology**: multitasking – students self correct. Tweet all friends: knock it off.
 * Teams**: account for sex ratio, same team the whole semester.

Summative assessment: exams. Formative assessment: quiz, tasks.
 * Assessment**: S, F and S&F


 * Metacognition:** Flavell, 76)Life long learning. Strategies to make learning happen. Make a system about how to learn. After som e years, people will stop giing you tests. You will habe to regulate your own learning.
 * Every single week, they hand in metacognition. Read them and grade them. Uses what they understand, struggle with and how to adjust next lesson.


 * Backward design**: learning goals for students used by instructor. Learining objectives are measurable and made for the students. Assessment – how to assess students/ demonstrate that you understand. ( Many forms, F&S) Create a learning environment.


 * The lesson:** Introduction: engagement (Video), use data to understand-higher level Bloom at the exam.
 * Implementering:** gradvis evolution, not revolution.Literature is clear. Students learn more from student centered activities.

Mapping: what they are learning to the learning objectives. Vis læringsmål og vis hva de lærte. Lære om teamwork, feedback, be andre lærere inn, networking communities.