Active Learning: Engaging All Students
Prof. Doug Luckie, Lyman Briggs College
11:30am - 1:30pm, Monday, Feb. 13, 2012
in Biological/Physical Sciences (BPS) 1400
What is active learning? Does
it work? If so, how can I introduce some active learning exercises into my
lecture without losing too much time (and my mind)?
If these questions appeal to
you and feel relevant, you might enjoy this mini-workshop on active learning.
Our goal is to keep it simple and introduce a few active and cooperative
learning exercises that work (and let participants share some that worked for
them) so you can break up long lectures and see if students understood what you
just taught them. In addition to lecture, the introduction of active learning,
i.e. “inquiry,” into the classroom laboratory will be discussed with
corresponding data of student learning gains.
About Doug Luckie:
Douglas B. Luckie is an Associate Professor
jointly appointed in the Lyman Briggs Residential College and in the Department
of Physiology at Michigan State University. He received his Ph.D. at the
University of Virginia in Molecular Physiology and completed his postdoctoral
studies at Stanford University in Human Biology. He is director of the MSU Cystic Fibrosis Research Lab and STEM Learning Lab. His research groups pursue both discipline-based
physiology research into pH abnormalities and invasive pathogens in the
disease, cystic fibrosis, as well as scholarship into the use of visual models,
interdisciplinary discourse and inquiry laboratories to increase student
higher-level learning in the sciences.
D.B., Aubry J.R., Rivkin A.M., Marengo B.J., Foos L.A. and J.J. Maleszewski
(2012) Less teaching, more learning: A 10-year study supports increases in
inquiry alongside decreases in “coverage” yield steady gains in student
learning of science. Advances in
Physiology Education. (submitted 12/2011).
D., Harrison S.H. and Ebert-May D. (2011) Model Based Reasoning: Creating
Visual Tools to Reveal Student Learning, Advances
in Physiology Education, 35(1): 59‐67.
M.D., Ciche T.A. and D.B. Luckie (2010) Pseudomonas or LPS exposure alters CFTR
iodide efflux in 2WT2 epithelial cells with time and dose dependence. Biochem Biophys Res Commun., 394: 4,
Materials from this workshop can be found below.
Why Peer Discussion Improves Student Performance on In-Class Concept Questions
M. K. Smith,*W. B. Wood, W. K. Adams, C. Wieman, J. K. Knight, N. Guild and T. T. Su
Abstract: When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.
- 6-minute version (100MB) of Thin Air.
- 2-minute version (10MB) of Thin Air.
- Official site where Thin Air and other similar videos (e.g. what causes an eclipse?, what causes the phases of the moon?, can you light a lightbulb with just a battery and a wire?) are stream-able.