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Developing higher-order thinking in the 100-level classroom

Developing higher-order thinking in the 100-level classroom. Kevin Gould School of Biological Sciences Victoria University of Wellington kevin.gould@vuw.ac.nz. 3. 2. 1. 4. Match these famous faces to their professions:. Physicist Botanist Microbiologist

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Developing higher-order thinking in the 100-level classroom

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  1. Developing higher-order thinking in the 100-level classroom Kevin Gould School of Biological Sciences Victoria University of Wellington kevin.gould@vuw.ac.nz

  2. 3 2 1 4 Match these famous faces to their professions: Physicist Botanist Microbiologist Chemist

  3. BIOL 113 - BIOLOGY OF PLANTS

  4. Pathways to Success • Two goals: • Improved performance & retention in Plant Science • Deeper learning, creative & critical thinking

  5. Can 100-level students engage in high-order learning? Krathwohl DR, Anderson LW (Eds), 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman.

  6. 1 Use of narrative to illustrate relevance of plants - generates curiosity & desire to learn

  7. Replace prescriptive, menu-driven labs with problem-solving exercises requiring teamwork 2 “Your task in this part of the lab is to design and conduct an experiment of your choice to investigate adventitious rooting in hypocotyl cuttings of Vigna radiata, the mung bean. Working as a team of five or six people, you have been supplied with… …” “In this part of the lab, you will assume the role of a team of scientists working for an agrochemical company. The chemists have handed to you a solution containing a newly synthesised compound which has structural similarities to a plant hormone …Your goal is to determine the possible biological activity of this new compound. “

  8. Design a plant “Draw or describe the features of a plant that is ideally suited for survival in the habitat assigned to you, and explain your choices…” You are in Uluru National Park in Australia…. Promote student engagement through interactive lectures 3

  9. 4 Use of ‘clickers’ to promote class discussion Students learn and engage more fully when they are involved in some form of discussion, or peer learning (Bruff, 2009)

  10. When you eat a potato, you are eating a: • Root • Bulb • Seed • Stem • Bud • Flower But not all clicker questions are created equal

  11. Our clicker wiki project http://clickerquestions.pbworks.com

  12. Final grades for BIOL 113 before (2008) and after (2009) Pathways to Success

  13. “…I just want to say thanks for changing the course. I failed this paper last year, probably because I hated plants and found it really boring. When I'm not interested in something it's very hard for me to learn, and I was dreading having to do it again this year… … But this year it's so much better. I actually enjoy coming to the lectures, and I feel like I've learnt more in the last few weeks than what I did during the whole semester last year… … I've become really interested in plants and I finally understand your enthusiasm for botany (last year I just thought you were crazy)… … BIOL113 has gone from being the course I hated the most last year to my favourite class this year…”

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