The College Science Learning Cycle: An Instructional Model for Reformed Teaching

Withers, Michelle

doi:10.1187/cbe.15-04-0101

Cited by 11 publications

(5 citation statements)

References 43 publications

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“…The CT+ modality allowed the lead and co-instructor to switch between active-learning activities and lecturing depending on the phase of the CT+ timeline. In particular, the CT+ timeline followed the basic elements of the 5E model as described by Tanner (2010) : 1) engagement (i.e., engage interest and activate students’ prior knowledge with a question, task, or problem), 2) exploration (i.e., student-driven information acquisition by grappling with a problem on their own or in groups), 3) explanation (i.e., the introduction of terms and concepts by the instructor), 4) elaboration (i.e., application of the newly acquired knowledge to a novel situation), and 5) evaluation (i.e., opportunities for students to reflect on and demonstrate their understanding or mastery of concepts and skills; Atkin and Karplus, 1962 ; Tanner, 2010 ; Withers, 2016 ). Thus, before class and at the start of class during the iRAT, students are experiencing engagement; however, during the broad concept introduction, one of the two instructors is Explaining terms and concepts.…”

Section: Discussionmentioning

confidence: 99%

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

Dulai

Kranzfelder

Signorini

et al. 2022

LSE

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Section: Discussionmentioning

confidence: 99%

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

Dulai

Kranzfelder

Signorini

et al. 2022

LSE

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“…Faculty teaching is often constrained by time and course characteristics [ 27 , 108 ]. Participants in our study agree that time and student feedback were challenges to implementing active learning in the classroom ( Table 1 ).…”

Section: Discussionmentioning

confidence: 99%

Environmental influences and individual characteristics that affect learner-centered teaching practices

2021

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Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit from or be constrained by different factors related to individual instructors and the teaching environment. Additionally, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to examine the relative importance of environmental influences and individual characteristics on learner-centered teaching practices across institutions. We also assessed differences in our study population and departmental climate for 35 US higher education institutions across the country. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices in biology. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that intensive professional development programs, such as the Faculty Institutes for Reforming Science Teaching IV program, may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices in a variety of institutional environments.

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“…Proficiency refers to the development of a skill to a proficient level, with scaffolded exposure to the new skill in increasingly complex situations aiding learning and mastery. 7 In a proficiency pathway, learning occurs via intermediate levels on the planned pathway [8][9][10] that guide further instruction to enable movement from novice to proficiency. 11 When sufficiently detailed, properly integrated and used for remediation, feedback enables movement of the learner along this pathway.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial

McCarthy¹,

Neville²,

Pope³

et al. 2023

BMJ Open

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ObjectiveTo determine the effectiveness of proficiency-based progression (PBP) e-learning in training in communication concerning clinically deteriorating patients.DesignSingle-centre multi-arm randomised double-blind controlled trial with three parallel arms.Randomisation, setting and participantsA computer-generated program randomised and allocated 120 final year medical students in an Irish University into three trial groups.InterventionEach group completed the standard Identification, Situation, Background, Assessment, Recommendation communication e-learning; group 1 Heath Service Executive course group (HSE) performed this alone; group 2 (PBP) performed additional e-learning using PBP scenarios with expert-determined proficiency benchmarks composed of weighted marking schemes of steps, errors and critical errors cut-offs; group 3 (S) (self-directed, no PBP) performed additional e-learning with identical scenarios to (PBP) without PBP.Main outcome measuresPrimary analysis was based on 114 students, comparing ability to reach expert-determined predefined proficiency benchmark in standardised low-fidelity simulation assessment, before and after completion of each group’s e-learning requirements. Performance was recorded and scored by two independent blinded assessors.ResultsPost-intervention, proficiency in each group in the low-fidelity simulation environment improved with statistically significant difference in proficiency between groups (p<0.001). Proficiency was highest in (PBP) (81.1%, 30/37). Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and self-directed (S) (p<0.001) and (HSE) (p<0.001). No statistically significant difference existed between (S) and (HSE) (p=0.479). Changes in proficiency from pre-intervention to post-intervention were significantly different between the three groups (p=0.001). Post-intervention, an extra 67.6% (25/37) in (PBP) achieved proficiency in the low-fidelity simulation. Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and both (S) (p=0.020) and (HSE) (p<0.001). No statistically significant difference was found between (S) and (HSE) (p=0.156).ConclusionsPBP e-learning is a more effective way to train in communication concerning clinically deteriorating patients than standard e-learning or e-learning without PBP.Trial registration numberNCT02937597.

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The College Science Learning Cycle: An Instructional Model for Reformed Teaching

Abstract: This paper introduces a College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms.

Cited by 11 publications

References 43 publications

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

Environmental influences and individual characteristics that affect learner-centered teaching practices

Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial

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