{"id":21263,"date":"2015-02-26t12:00:13","date_gmt":"2015-02-26t17:00:13","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=21263"},"modified":"2015-02-26t12:00:13","modified_gmt":"2015-02-26t17:00:13","slug":"thinking-stem-teaching-stem-a-blog-series-2","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2015\/02\/thinking-stem-teaching-stem-a-blog-series-2\/","title":{"rendered":"thinking stem, teaching stem: a blog series"},"content":{"rendered":"<p><em>by vivian finch, cft graduate teaching fellow<\/em><\/p>\n<p><a href=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\"><img data-attachment-id=\"21066\" data-permalink=\"\/\/www.imrbdigital.com\/2015\/02\/thinking-stem-teaching-stem-a-blog-series-2\/wucirtl_cirtl_logo-3\/\" data-orig-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\" data-orig-size=\"286,271\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"cirtl logo\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\" data-large-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-21066\" title=\"cirtl logo\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2-150x150.gif\" alt=\"\" width=\"150\" height=\"150\" \/><\/a>the cft is now in the sixth week of the weekly blog series, &#8220;thinking stem, teaching stem,&#8221; as a way to spotlight some of the videos produced at vanderbilt for the cirtl mooc course, \u201c<strong>an introduction to evidence-based undergraduate stem teaching<\/strong>,\u201d which drew on the\u00a0expertise of experienced stem faculty,\u00a0educational researchers, and representatives of university teaching centers.\u00a0 as previously mentioned, the series will loosely follow the thematic trajectory of the course through the following topics:<\/p>\n<ul>\n<li><strong>principles of learning<\/strong><\/li>\n<li>student motivation<\/li>\n<li>inclusive teaching<\/li>\n<li>the role of lectures<\/li>\n<li>inquiry-based labs<\/li>\n<\/ul>\n<p>if you would like to see other installments of this blog series, please click the tag \u201cthinking stem, teaching stem\u201d at the bottom of this post.\u00a0 to access the videos featured in this series on youtube, please the cft&#8217;s\u00a0<a href=\"https:\/\/www.youtube.com\/channel\/uczr3xouyh7-biztnxpgqyva\">youtube channel<\/a> or go directly to our\u00a0<a href=\"https:\/\/www.youtube.com\/playlist?list=pllznzp-sl3mn6jacdt912et7ehz7cd4wv\">blog playlist here<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<h2>principles of learning: application of knowledge<\/h2>\n<h3>week 5: putting thinking into practice (part 2)<\/h3>\n<p>last week, we examined concepts of practice and feedback in the classroom and why they are important for students\u2019 learning process.\u00a0 this week, we\u2019re exploring what practice and feedback can look like more concretely in the stem classroom.\u00a0 <strong>structured practice in the classroom<\/strong> can range broadly, with options such as multiple-choice questions, data visualizations, and peer instruction.\u00a0 all of these practice options largely depend not only on the learning objectives set forth by instructors for the course, but also on the sort of student learning or thinking that instructors want to measure or make visible.\u00a0 accordingly, the <strong>type of practice will inform the feedback generated<\/strong>.\u00a0 a peer instruction approach, for example, will put an emphasis on peer feedback in student learning, while multiple-choice poll questions involves general classroom feedback rather than individualized feedback.\u00a0 ultimately, a varied assessment approach will generate both summative and formative feedback, so students can get a better picture of where they are in their learning process.<\/p>\n<p>in the following video, <strong>dr. anita mahadevan-jansen, professor of biological engineering at 瑞士vs喀麦隆走地<\/strong>, explains how she applies the challenge cycles approach for structuring practice and feedback in her classroom (cordray, harris, &amp; klein, 2009).\u00a0 the <strong>challenge cycles approach<\/strong> centers on the presentation of one overarching challenge that appeals to students, which encourages them to not only engage with classroom content, but to move through different stages of intellectual inquiry: brainstorming, multiple perspectives, research &amp; revise, test your mettle, go public.<\/p>\n<p><span style=\"font-size: 13px;\"> <\/span><\/p>\n<p style=\"text-align: center;\"><strong><iframe width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/1n8wnsql9ss\" frameborder=\"0\" allowfullscreen><\/iframe><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>dr. mahadevan-jansen stresses the importance of <strong>providing frequent feedback during the various challenge cycles phases<\/strong>.\u00a0 moreover, she encourages her students to revisit previous challenges after having received feedback and rework their ideas and answers.\u00a0 ultimately, dr. mahadevan-jansen noticed that her students were applying this problem solving approach to their own lives beyond the classroom.<\/p>\n<p>come back next week as we begin to discuss <strong>motivation and learning in the stem classroom<\/strong>!<\/p>\n<p><span style=\"font-size: 13px;\"> <\/span><\/p>\n<h4>additional resources:<\/h4>\n<p>for more information on how to structure classroom practice and provide feedback for students, please see the video below, featuring dr. derek bruff, director of the 2022年世界杯中国小组赛积分.\u00a0 for more information on the challenge cycles approach, please see the 2009 article written by david s. cordray, thomas r. harris, and stacy klein <a href=\"http:\/\/onlinelibrary.wiley.com\/store\/10.1002\/j.2168-9830.2009.tb01031.x\/asset\/j.2168-9830.2009.tb01031.x.pdf?v=1&amp;t=i6mdacsa&amp;s=292d5269cc650d25f5a451aa1b83146444fc09ac\">here<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><strong><iframe width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/zkcxcd1fbx0\" frameborder=\"0\" allowfullscreen><\/iframe><\/strong><\/p>\n<div><strong><br \/>\n<\/strong><\/div>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>by vivian finch, cft graduate teaching fellow the cft is now in the sixth week of the weekly blog series, &#8220;thinking stem, teaching stem,&#8221; as a way to spotlight some of the videos produced at vanderbilt for the cirtl mooc course, \u201can introduction to evidence-based undergraduate stem teaching,\u201d which drew on the\u00a0expertise of experienced stem&#8230;<\/p>\n","protected":false},"author":452,"featured_media":21235,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[207],"tags":[79,69,262,263],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154958\/screen-shot-2015-02-19-at-7.48.24-am.png","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/21263"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/452"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=21263"}],"version-history":[{"count":3,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/21263\/revisions"}],"predecessor-version":[{"id":21274,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/21263\/revisions\/21274"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/21235"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=21263"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=21263"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=21263"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}