iBiology Scientific Teaching Series: Active Learning - Classroom Models
Summary
TLDRThe video script emphasizes the importance of student-centered teaching, contrasting it with instructor-centered approaches. It highlights the shift from focusing on what the teacher does to considering what students are doing during class. Active learning is stressed as a method to engage students in problem-solving and critical thinking, rather than just receiving information. The script also acknowledges the value of lectures but argues for a balance with opportunities for students to practice and develop skills. The instructor's self-assessments indicate a continuous journey towards more student-centered teaching, with a recognition of the need for improvement and a desire to incorporate active learning strategies.
Takeaways
- 📚 **Student-Centered Teaching**: The script emphasizes the importance of student-centered teaching, which focuses on student activities and engagement rather than instructor-led lectures.
- 🔄 **Shift in Focus**: It highlights a shift from instructor-centered to student-centered teaching, where the focus is on what students are doing rather than what the instructor is presenting.
- 👨🏫 **Active Learning**: Active learning is stressed as a method to encourage students to analyze data, draw conclusions, and solve problems, which is more effective than passive listening.
- 🧬 **Biological Examples**: The script uses biological examples, such as the SRY gene and Mullerian inhibiting substance, to illustrate complex concepts in a relatable way.
- 🤔 **Problem-Solving**: Good teaching is described as eliciting productive behavior and helping students grapple with and solve problems, not just transmitting information.
- 🎓 **Lecturing vs. Active Learning**: While acknowledging the value of lectures, the script suggests they are insufficient for developing critical skills and that active learning is necessary for practice.
- 📈 **Skill Development**: The script suggests that the goal of teaching should be to develop skills like problem-solving and critical thinking, which are not achieved through traditional lectures alone.
- 🔍 **Self-Assessment**: Instructors are encouraged to self-assess their teaching methods, considering whether they are student-centered and if active learning is effectively implemented.
- 📊 **Gradual Transition**: The script recognizes that transitioning from traditional teaching to a more student-centered approach is a gradual process and that there is always room for improvement.
- 🌟 **Role Modeling**: It is suggested that instructors can serve as role models by how they discuss and think about the material, influencing students' understanding and approach to learning.
Q & A
What is the main difference between instructor-centered and student-centered teaching?
-Instructor-centered teaching focuses on what the instructor will do during the class, such as which slides to show or what to discuss first. In contrast, student-centered teaching shifts the focus to what the students will be doing, emphasizing their activities and engagement in the learning process.
How does a student-centered approach change the way a teacher prepares for a class?
-A student-centered approach requires the teacher to consider the students' activities and experiences during the class. The teacher plans for what the students will do during the first five minutes, after that, and how they will interact with the material, rather than focusing solely on their own presentation.
What is an example of a student-centered activity mentioned in the script?
-An example of a student-centered activity is when the teacher asks students to work in groups to discuss their figures and comments on photos, and then come to an agreement about a specific topic, such as a problem numbered 19.
What is the significance of the SRY gene in the context of the script?
-The SRY gene is crucial for the development of male reproductive organs. The script discusses how, aside from the SRY gene, all other genes involved would typically lead to the development of a female reproductive system. The SRY gene's role is to initiate the development of male characteristics.
How does the script relate the concept of receptors to the learning process?
-The script uses the analogy of receptors on target cells to explain how information is received and acted upon. In the context of learning, students are encouraged to receive information (the 'signal'), process it, and then respond, similar to how a cell with a receptor would respond to a signal.
What role does active learning play in the educational philosophy discussed in the script?
-Active learning is emphasized as a critical component of student development. It is not just about transmitting information but also about helping students practice skills such as analyzing data, drawing conclusions, and solving problems, which are essential for deeper understanding and application of knowledge.
Why is it important for students to practice skills beyond just learning content, according to the script?
-Practicing skills such as data analysis, conclusion drawing, and problem-solving is important because these are the abilities that students need to develop beyond mere content knowledge. These skills are essential for students to apply what they have learned in real-world situations and to think critically.
What is the speaker's self-assessment of their teaching style in terms of being student-centered?
-The speaker acknowledges that while they are student-centered in their approach, aiming for active learning and understanding, they also recognize there is room for improvement. They rate themselves between a two and a five on a scale, indicating a mix of traditional and student-centered teaching methods.
How does the speaker plan to improve their teaching to be more student-centered?
-The speaker intends to move towards a more student-centered approach by reducing the amount of lecture and incorporating more active learning strategies. They aim to increase student engagement and interaction with the material to enhance learning outcomes.
What is the speaker's view on the balance between lecturing and active learning?
-The speaker believes that while lecturing can be inspiring and convey information not found in textbooks, it is not sufficient on its own. Active learning is necessary for students to practice and develop the skills that are the ultimate goals of the course.
Outlines
📚 The Shift to Student-Centered Teaching
The first paragraph discusses the concept of teaching well and the shift from instructor-centered to student-centered teaching. It emphasizes the importance of focusing on what students are doing in class rather than what the instructor is doing. The speaker reflects on their own teaching practices, moving from a traditional lecture format to a more interactive approach where students are engaged in activities and problem-solving. The paragraph also touches on the idea of using active learning strategies to help students develop skills beyond just receiving information.
🔬 Exploring Active Learning and Lectures
Paragraph two delves into the importance of active learning and the role of lectures in education. It acknowledges that while lectures can be inspiring and informative, they may not sufficiently prepare students for real-world problem-solving and critical thinking. The speaker discusses the need for students to practice skills like data analysis, conclusion drawing, and problem-solving, which are not typically developed through lectures alone. The paragraph also suggests that good teaching involves eliciting productive behavior and helping students grapple with and solve problems.
🎓 Balancing Lectures and Active Learning
In this paragraph, the speaker shares their personal journey towards integrating active learning into their teaching. They admit to still having a significant amount of lecture in their classes but express a desire to move towards a more student-centered approach. The speaker reflects on the challenges of transitioning from traditional teaching methods and the importance of setting goals for improving teaching practices. They also discuss the balance between being student-centered and maintaining the instructor's role in guiding the curriculum and content.
🌟 Maximizing Student Engagement
The final paragraph focuses on the speaker's approach to teaching freshman seminars and upper-division courses. They describe their method of balancing instructor-selected topics with student interests, allowing for a mix of required and elective content. The speaker conveys confidence in their teaching methods, indicating a high level of student engagement and a commitment to meeting the learning needs of their students. This paragraph showcases the speaker's dedication to creating an educational environment that is responsive to both the curriculum's requirements and the students' desires.
Mindmap
Keywords
💡Student-centered teaching
💡Active learning
💡Lecturing
💡Problem-solving
💡SRSY gene
💡Endocrine cells
💡Receptors
💡Mullerian inhibiting substance
💡Antibiotic resistance
💡Clickers
💡Curriculum
Highlights
The concept of teaching well involves a shift from instructor-centered to student-centered teaching.
Student-centered teaching focuses on what students will be doing during class rather than what the instructor will do.
Instructor-centered teaching often revolves around the instructor's presentation and slides.
Active learning is emphasized as a key component of student-centered teaching.
Lectures can be inspiring but may not provide enough opportunities for students to practice skills.
Good teaching is about eliciting productive behavior and helping students solve problems.
Teaching is more than transmitting information; it's about fostering student engagement and problem-solving.
The instructor's role is to guide students towards understanding and thinking critically about the material.
Active learning strategies can vary and should be tailored to meet the objectives of the class.
Instructors should consider their own teaching style and how it aligns with student-centered learning.
The use of technology, such as clickers, can facilitate active learning in the classroom.
Instructors should reflect on their teaching practices and strive for continuous improvement.
Student-centered teaching may not always be the best approach, and a balance with traditional methods can be beneficial.
Instructors should set the scope and depth of the curriculum while engaging students in their learning process.
The effectiveness of teaching can be self-assessed by instructors, with room for subjective interpretation.
Instructors may rate their teaching effectiveness on a scale, acknowledging areas for improvement.
The importance of setting clear learning objectives and using active learning to achieve them is discussed.
Instructors with large enrollment courses may find it challenging to implement student-centered teaching fully.
The role of the instructor as a role model in how they present and discuss material is highlighted.
Transcripts
[Music]
people often ask what does it mean that
teach well what are we talking about
when we say to teach well I think this
comes back to the question of instructor
centered versus student centered
teaching student centered teaching for
me is an attitude more than anything
else about how to go about preparing to
teach a class on how to actually teach
it and when I used to lecture
traditionally I spent a lot of time
preparing for class a lot of work went
into it but what I was thinking about
always was what am I going to do first
in the first five minutes and then what
am I going to do after that
and then what slide am I going to show
and so on and the student-centered
approach you're turning it around and
asking what are the students going to be
doing during the first five minutes what
are they going to be doing during the
next five minutes what's going to happen
after I show give them this problem so
that it the focus is on what the
students are doing in the class and not
on the professor start understanding
connectors are stationed where to watch
one more video and then you're going to
work on an assignment eliminating I want
you to start at the top and I want you
to work on number one
some fronts ignore number two Frontier
Airlines a sure number one dated chamber
which you were running a lone Star Trek
so I'm going to give you a little time
to work in groups I want you to discuss
your figures and comments on photos
agreement about
weird number 19
yes purpose dear what way did you have
occasion to pizza thinking that this is
a Google developers some of the female
secondary side Marisa let's vote on that
let's put folders how many groups loses
its good fella as a male so this
individual we would certainly develop a
male reproductive if all of our other
genes involved in this besides the sry
gene that codes obstruction of receptors
on target cells remember back your
analogies now when we were learning
about our forces work the receptors of
the target cells for malaria inhibitory
substance or dysfunctional so how the
sry gene of a choice develop Pisces as
normal there's nothing in this
description that says some people
develop so we expect a faster own to be
developed it as it women a normal male
however and it's a mullerian
something and giving substance increases
well but remember from when we talked
about furikake apartments that an
endocrine cell produces a form of they
traveled through the bloodstream and
then on the receptor and target spell
and that was start the top page that
leads to the response in himself
questions about that yes I didn't know
the answer to that my guess would be
popular now the Flecktones would he be
able to reproduce
[Music]
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in the center
yeah not just for one second pretty much
everybody has this written from Boulder
for water it not map right
it's from what species is your promoter
and what gene that's more usually go
with
yeah
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okay so really here we've got the
Danville DNA entering itself not
actively there's a little bit of a
channel they're not facilitated another
very efficient process to understand the
way we get around the inefficiency if
I'm making our platinum what will you
get our bottom half you everyone okay
open close to the efficiency of our pull
up America that's a specific you want to
connect up in Erfurt with that
selectable bowl game we make sure our
flag has a selectable marker and that's
like a tomorrow to be amazonia's or
exercising which is what Caroline
through this is a gene that is close the
protein that allows that bacteria cannot
see kill as a classic - plentiful marker
than you is doubt the bacteria with that
antibiotic to be sure this is a very
good thing to have
[Music]
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we've been emphasizing in this series
the importance and the value of active
learning but that's not to say that
lecturing is completely worthless a good
lecture can be inspiring it can
communicate information that's not in
the textbook or the resources that a
student has available the problem is
that it's not sufficient that the things
we want students to be able to do at the
end of a course are analyzed besides
learning content we want them to be able
to analyze data we want them to be able
to draw conclusions and critically
evaluate data we want them to be able to
solve problems and those are things that
require practice so that's one of the
that's what lecture does not do it
doesn't give the students the
opportunity to practice the skills that
most instructors would like students to
develop sometimes people equate teaching
with transmitting information and
teaching is much more than that
I think to us those of us in this
project good teaching means eliciting
productive behavior from students and
helping them grapple with problems and
learn how to solve problems and so on
not simply transmitting information
[Music]
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it's it's I mean it's something I think
about a lot I guess because I do have a
lot of goals to always push I guess how
I teach the class towards active
learning and mute talking less but you
know in reality if I counted the time
I'd probably be like a three and a half
or four like I have a lot of room to
improve still and I guess it's been
important to keep in mind that you don't
have to be a five either right so you
know it's a and maybe some days you're
closer to one and then another I think
that something that's important is you
have to really think about the goals for
your class and how can you meet that
objective or outcome whatever phrase you
want to put on it and is active learning
really the best way it may not be but if
it is it's worth a try right that's a
difficult actually it's a difficult
number for me to give myself because I
think I'm student-centered in that like
I will not teach until I know that they
understand something I want them to
think right and I know that active
learning is the way to get there and I'm
implementing stuff but I'm not where I
need to be so maybe a two and a half but
I've done a lot of active learning by my
standard so I'm I'm fine I'm happy like
I can do more but I've done way more
than I've ever done so so I think for my
big intro courses you know sadly I'm
probably still like a two
in terms of I'm you know it still
there's quite a bit of lecture and it
shouldn't be that way and so my goal
would be to move that maybe not to a
five but to maybe a four because I do
think there is a role for I don't know I
don't know if this makes sense but I a
role for sort of being a role model for
the material sort of in how you talk
about the material in a way you model
how one should think about the material
I think in my upper division courses are
I've had more experience letting go I
mean I would never get myself a five I
there's always room for improvement but
yeah I'd give myself a four
maybe in the large enrollment course
honestly I'm
I'm about as traditional as you can be
right now so I'm hoping to break out of
that but I and other than the fact that
I use clickers I'm just like everybody
else that you know taught me so I got to
get out of that so I gave myself a lot
of - I need to swing that pendulum I
don't let students drive the curriculum
entirely
I have wisdom I have knowledge of what I
think they need to know and be able to
do and I use that to set the scope of
the curriculum and the depth of the
content generally so I wouldn't say that
I'm entirely student-centered however I
think that I engage them a lot in their
learning and I try to use examples and
let what they do you in class guide what
I do instructionally so I would say that
I'm probably between a three and a four
i I think I sounds really conceited but
I think I'm I'm pretty darn close to
that five I'm thinking of what I do with
with freshmen seminar courses and I
don't teach upper division of graduate
courses right now but when I did for me
it was so much about what
do the students need to learn and want
to learn and my approach was always here
are some topics that I think you need to
learn these are critical to understand
this course but usually at least half
the course with student choice
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you
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