valerie otero presentation
TRANSCRIPT
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Valerie Otero, Associate Professor Science Education
Director, Learning Assistant ProgramCo-Director, CU-Teach and iSTEM ProgramsUniversity of Colorado, Boulder
Stop shining an old pot!New models for institutional change
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Overview
1. Need for new models of scienceeducation and science teacher education
involving Higher Education
a. Educational research says so
b. Higher Ed plays a critical role in Teacher Ed
c. Todays students have new skills
2. The Colorado Learning Assistant Model
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What does the research show?
Traditional content deliveryis not effective
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Students learn more when they areactively engaged (n=6000)
learning gain
Frac
tion
ofcours
esstudied
learning gain=post-pre
100-pre
traditional delivery
interactive engagement
Hake (1998). American Journal of Physics 66 p64-74
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Delivery vs. EngagementTraditional delivery Interactive engagement
Students are consumers ofideas
Students are producers ofideas
Students see science as factsthat come from authority
Students see science asconnected concepts thatmodel the observable world
Student think their job is toget the right answer
Students think their job is tomake sense of the world
Only the scientific content isconsidered by teacher Students prior ideas are takenseriously and built on ininstruction
Attempts are made tocarefully organize lecture
Attempts are made to connectstudents ideas to goals
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Research-based Materials Supporting
Interactive Engagement in Physics
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Tutorial in Introductory Physics
U. Washington (where Tutorials were developed)
D.E. Trowbridge and L. C. McDermott, (1981). Am. J. Phys. 49 (3), 242.
U. Washington Traditional U. Washington Tutorial
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Tutorial Success U. Colorado(Colorado professor was specifically trained at U. Washington)
U. Washington Traditional U. Washington TutorialU. Colorado Tutorial
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curriculum matters
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traditional lecture
U. Colorado TutorialMultiple Implementations - new professors
interactive engagement
S. Pollock and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 4, 010110 (2008)
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pedagogy & teacher matter
teachers can learn
Why the variation?
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21st Century Skills1. Creativity and Innovation (inventive thinking)2. Communication and Collaboration3. Research and Information Fluency4. Critical Thinking, Problem Solving,
Decision Making1. Digital-age Literacy2. Civic Literacy
3. Global Awareness4. Technological Operations and Concepts
21st Century Workforce Commission, Partnership for 21st Century Skills
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Schooling of yesterday is not appropriate fortodays student
Traditional Teacher Transformed Teacher
Disseminates informationHelps students criticallyaccess and use informationthat is already in their pockets
Explains things clearlyBuilds on the knowledge andskills that the students bringinto the classroom
Focus on how the student
performs
Focus on the quality of the
students experience
From 2008 Project Tomorrow Speak UpStakeholder Survey
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Toward New Models of TeachingTraditionalinstruction
Transformed
instruction withresearch-
based
curriculummaterials
Learning andteaching isdistributed
among
communicativeglobal networks
Learning is
embodied withinstudent
experiences
ColoradoLearning
Assistant
Model
Uteach
CU TeachUKanTeach
CalTeach
Schooling Today Schooling tomorrow?
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ParticipantsAstronomy
Dick McCray
Doug DuncanNick SchneiderJohn StockeFran BagenalSeth Hornstein Physics
Steve Pollock Noah Finklestein
Kathy Perkins Mike DubsonCarl Wieman Ed KinneyCarl Rogers Jim ShepardMurray Holland James Nagle
Valerie Otero
David WebbDerek Briggs
MCD Biology
Mike Klymkowsky Bill WoodJennifer Knight Sylvia FromherzJia Shi Michelle SmithTom Blumenthal (chair)Nancy Guild
Applied Math
Jim Curry (Chair)
Mary NelsonAdam NorrisAnn DoughertyJim WeissSusan Hallowell
696 Learning Assistants Positions filled
Chemistry
Tom Cech
Robert ParsonVeronica BierbaumMargaret AsirvathamLaurie Langdon
Graduate StudentsKim Geil Bud TalbotKara Gray Stephanie BarrHeidi Iverson Deb MorrisonChandra Turpen Ben SpikeMike Ross
K-12 TeachersSteve IonaMike FuchsRoberta TannerDebbie HeartyCraig Schneider
Karen Germannhancellor DiStefano, Provost Sture, Dean Shepard (Education), Dean Gleeson (A&S
MathematicsEric Stade (Chair)Rob TubbsEvelyn Puaa
Laura Moin
Vicky HandErin FurtakJeff Frykholm
Education
John Cumulat (Chair
Paul Beale (Chair)Steve WagnerShijie ZhongStephanie Chastine
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The Colorado Learning Assistant(LA) Model
Improves LAs content expertise, interest,and engagement in teaching
Improves the learning of all students Helps university faculty, future faculty,
and future industry and political leadersbecome agents of change
Retains some of the classic elements of
traditional instruction
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Teacher Recruitment& Preparation
Curriculum andcourse
transformation
Institutionalchange
Discipline-BasedEducation Research
C T f i
T di i l T f d
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Teacher PreparationCourse TransformationTeacher PreparationTraditional Transformed
Th LA l i i d t id f th l th
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Content: Weekly planning
sessions with math/sciencefaculty member who isteaching the course (3 to 10)LAs per faculty member
Pedagogy: LAs take aweekly course inscience education
theory and practice
Techniques, theory,civic responsibility foreducation
Practice: LAs lead weeklyLearning Teams of 6 to 20students
Formative feedback for
instructor to use inlecture
The LAs learning is moved outside of the classroom, the
learning is in the experience
T i l M i l
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Tutorial Materials
Hands-on, Inquiry-based, Guided, Research-based
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Traditional Class Transformed with LAs
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Traditional Class Transformed with LAs
LA Program Impact on Content Kno ledge
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0
2
4
6
8
10
12
14
1618
20
0 6 12 18 24 30 36 42 48 55 61 67 73 79 85 91 97
Score (%)
PreF04 PreS05 PostF04 PostS05
Score on Electricity and Magnetism Conceptual Test
LA (pre)
Gradstudent (pre)
LA (post)LA (post)
Grad student
(post)
Otero, Finkelstein, Pollock and McCray (2006). Science, 313, 445
LA Program Impact on Content Knowledge
Gain=(post-pre)
44%
Score on Test (%)
Students in
transformedcourseBEFOREinstruction
Students intransformedcourseAFTERinstruction
High
compared toTraditionalclass (23%)
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Same Electricity and Magnetism Test* but taken aftercompleting junior-level Newtonian mechanics
Longitudinal Impacts on Content Knowledge
20
30
40
50
60
70
80
90
100
Traditional/no-LAsTransformed w/ LAs LAsStudents enrolled intraditional intro course
as freshmen(no LAs)
Students enrolledin course
transformed withLAs as freshmen
Students whoserved as LAs in
intro course
ScoreonT
est
LA P l it th t d t t
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0
2
4
6
8
10
12
14
2000-2005 2005-2008
Averageper
year
LA Program also recruits these students toMath and Science Teaching Careers
Math and Science Teacher Certification Program Graduates
BEFORE to LAProgram
LA Programoperating
S ifi ll i Ch i t d Ph i
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Specifically in Chemistry and Physics
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LA Program Impact on Teacher Quality(Reformed Teacher Observation Protocol)
L
essonDesignand
Implementation
Content
ClassroomC
ulture
LA Non-LA LA Non-LA LA Non-LA
Classroom observations of high school and middle schoolclassrooms
Compare former LAs (now high school teachers) to teachers whowent through same teacher training program but did not serve as
LAs
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Evidence of Institutional ChangeLA Hiring by Department
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Evidence of Institutional Change
The Bottom Line
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The Bottom Line:LA Program Cost and Benefit
Students impacted each year >8000
Cost per impacted student ~$37.00
Cost per department per year(10 LAs plus 1/8 admin)
$35,000
Total Cost per year (80 LAs, 8departments plus Education)
$298,000
Challenges
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Challenges
1. Faculty/ Support and Development
2. Growth of the Program (who gets LAs? who decides?)
3. Long Term Funding (credit? course fees?)
4. LAs who become teachers more prepared than otherteacher education students
STEP 1 and STEP 2 Experiential Learning Model
In the LA Model: Learning is distributed
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In the LA Model: Learning is distributedthroughout the system
Faculty and learningassistants recognizetheir role in
educational change
Enrolled students Learnthe subject matter better
Learning Assistantslearn subject matterand become betterteachers
University facultybecome better teachers
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Florida International
Cal Poly,an Louis Obispo
Cornell
U. ofMinnesota
Towson
U. of Arizona
SeattlePacific
WesternKentucky
U. of Arkansas U. of N.C. System
UT AustinAuburn U.
Utah State
>13 Universities Adapting
LA Program
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Th k t
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Thanks to:
For More Information
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http://stem.colorado.edu
http://www.colorado.edu/istem/
For More Information
http://stem.colorado.edu/http://stem.colorado.edu/http://stem.colorado.edu/