Lecture is where instruction takes place, with or without learning.
Focus Group Comments on the Large Lecture Experience

• “I don’t keep up with the reading for lecture, because we don’t have any discussions in lecture. I’m better off spending the time reading for other classes where we do discuss things.”
• “I am afraid to ask questions in such a large lecture hall.”
• “I don’t feel responsible for what happens in class.”
• “The large lecture lets me remain anonymous, which is good.”

Instructor-Centered vs. Student-Centered Classroom

• Although we devote much attention to the lecture format, students spend more time studying outside of class than in class.
• What learning opportunities do we create when we design projects or homework assignments?
• How do we ask students to complete activities and assignments?

• Backward Design
  • Identify Desired Results
  • Determine acceptable evidence
  • Plan learning experiences and instruction

What are the learning goals for your course?

• Learn through inquiry and exploration.
• Work collaboratively with classmates to further your understanding of chemistry at the microscopic, macroscopic, and symbolic levels.
• Utilize critical thought and intuition to predict chemical behavior (structure and reactivity).
• Develop original solutions to problems that you have not encountered before.

Cooperative vs. Competitive Learning
Structure of Alternative Introductory Chemistry Course

• Three 50-minute lectures/week
  • Demonstrations and Visualizations
  • Students pair-off to answer Conceptual Questions

What are the benefits of asking concept questions in class?

• Students will:
  • Practice speaking the language of the discipline
  • Hear multiple perspectives
  • Become more invested in the topic
  • Articulate preconceptions and defend ideas
  • Receive an accurate form of self-assessment
• Instructor will:
  • Gain immediate feedback on student understanding

Structure of Alternative Introductory Chemistry Course

• One 2.5 hour laboratory/week
  • Students work in pairs
• Accountability for individual work
  • Weekly graded homework and on-line quizzes

Stages of Learning (Weekly Cycle)

• Assigned reading
• Lecture focuses on difficult concepts.
• Reread text & notes
• WebCT on-line quiz
• Concept questions in lecture
• Ten homework problems
• Small groups solve complex problems in discussion section

Line of Inquiry

• What impact do cooperative learning activities in Introductory Chemistry have on the conceptual understanding, problem-solving ability, and self-confidence developed by at-risk students?
• What elements in the course design are most effective in stimulating deeper understanding?

• Outcomes
  • Retention and Success in Course
  • Test Performance Data (Taxonomy)
  • Longitudinal Study
• Learning Process
  • Videotapes of Small Groups solving Problems
  • Focus Groups with students from traditional and alternative sections
  • Surveys addressing where students believe their best learning takes place

Conclusions from Chemistry Study

• The redesigned course assisted ‘at-risk’ students in their problem-solving abilities
• Significant improvement in student attitudes and perceptions
• 60% more at-risk students successfully completed first-year of General Chemistry
• 50% increase in at-risk students successfully completing 2nd-year Organic Chemistry
• 50% more science majors from at-risk population

• Viewing your classroom and your students' learning processes as subjects of inquiry.
• Conducted using accepted forms and methods.
• Subject to peer review.
• Made public so that others can build on the work.
• Different from the scholarship of discovery in education departments.
• Practiced by faculty across disciplines as part of their scholarly lives.
• Part of a national movement.