“ Bloomifying - PowerPoint Presentation

Slide1

“

Bloomifying

”Slide2

MC question: Licking a newt is a bad idea for which of the following reasons

Steve

Jurvetson

CCL Attribution 2.0Slide3

Licking

a newt is a bad idea for which of the following reasons:

Newts are similar to cacti: they have tiny spines on their skin.

A little known fact about newts is that if you lick them, they will follow you around for one year.

Newts secrete a neurotoxin called

tetrodotoxin, the same toxin found in puffer fish.Newt skin contains lead, a neurotoxin.

Disclaimer: I am a physicist, not a biologist. My apologies if I’m a little off on any of the biology! Slide4

Can we “

Bloomify” it up to the Apply Level?

Graph from the National Park Service

http

://

www.nps.gov/crla/naturescience

/newtstoxicity.htmSlide5

Bloom’s Taxonomy Verbs for Writing Learning Objectives

Lower Order Skills

Remember (Knowledge)

(shallow processing: drawing out factual answers, testing recall and recognition)

Understand (Comprehension)

(translating, interpreting and extrapolating)

III.

Apply

(Knowing when to apply; why to apply; and recognizing patterns of transfer to new

situations)arrangechoose describe define findidentifylabellistlocatematch memorizenameorderomit reciterecognizerelaterecallreproduceselect stateclassifydescribedefenddemonstratedistinguishexplainexpressextendgive exampleidentifyillustrateindicateinterrelateinterpretinferlocatematchparaphraserepresentrestaterewriteselectshowsummarizetelltranslate applycalculateclassifyconstructcompletechoosedramatizeemployexplaingeneralizeillustrateinterpretmanipulateorganizeoperatepaintpracticeprepareproduceselectshowsketchsolvetranslateuse

Slide courtesy of the Science Education Initiative, University of Colorado BoulderSlide6

Bloom’s Taxonomy Verbs for Writing Learning Objectives

Lower Order Skills

Remember (Knowledge)

(shallow processing: drawing out factual answers, testing recall and recognition)

Understand (Comprehension)

(translating, interpreting and extrapolating)

III.

Apply

(Knowing when to apply; why to apply; and recognizing patterns of transfer to new

situations)arrangechoose describe define findidentifylabellistlocatematch memorizenameorderomit reciterecognizerelaterecallreproduceselect stateclassifydescribedefenddemonstratedistinguishexplainexpressextendgive exampleidentifyillustrateindicateinterrelateinterpretinferlocatematchparaphraserepresentrestaterewriteselectshowsummarizetelltranslate applycalculateclassifyconstructcompletechoosedramatizeemployexplaingeneralizeillustrateinterpretmanipulateorganizeoperatepaintpracticeprepareproduceselectshowsketchsolvetranslateuse

New slideSlide7

“

Bloomified” Question

1. Examine this graph of newt toxicity levels in four Oregon lakes. Which of the following statements are likely to have caused toxicity differences between Crater Lake and Soap Creek newts?

Crater Lake newts currently have fewer predators and/or a less abundant food supply than Soap Creek newts

In the past, Crater Lake newts had fewer predators and/or a less abundant food supply than Soap Creek newts

Both a) and b)Slide8

Seeking Feedback From Colleagues

Excerpt from an email that I received from biologist colleague Cynthia

Brame

:

If you ask a more knowledgeable student, who either doesn't know the context of the class or is a

worrywort

(they do pop up...), then she starts thinking things like: "We can turn expression of enzymes on and off relatively rapidly, and do so all the time. If the predators are secreting a pheromone, it could act as a signaling molecule in this well-adapted population such that it starts expressing the enzyme that makes TTX. Alternatively, if the presence of the higher concentration of predators is causing increased stress and this cortisol, a downstream effect could be increased expression of the enzyme that makes TTX. ....but maybe since the teacher is giving "whole body TTX”, she's looking for less of a targeted effect...I wonder what she wants me to say....”

So I guess I'm saying that it is a perfectly reasonable question for a novice who doesn't know much about other fields of biology (

e.g.,genetics

or endocrinology), but maybe stickier for students who have other knowledge to bring to the table.

Could you turn it around and tell the students about different environments and ask which newt population is likely to have the lowest TTX? the fewest copies of a TTX-producing enzyme?Slide9

Seeking Feedback From Colleagues

Excerpt from an email that I received from biologist colleague Cynthia

Brame

:

If you ask a more knowledgeable student, who either doesn't know the context of the class or is a

worrywort

(they do pop up...), then she starts thinking things like: "We can turn expression of enzymes on and off relatively rapidly, and do so all the time. If the predators are secreting a pheromone, it could act as a signaling molecule in this well-adapted population such that it starts expressing the enzyme that makes TTX. Alternatively, if the presence of the higher concentration of predators is causing increased stress and this cortisol, a downstream effect could be increased expression of the enzyme that makes TTX. ....but maybe since the teacher is giving "whole body TTX”, she's looking for less of a targeted effect...I wonder what she wants me to say....”

So I guess I'm saying that it is a perfectly reasonable question for a novice who doesn't know much about other fields of biology (

e.g.,genetics

or endocrinology), but maybe stickier for students who have other knowledge to bring to the table.

Could you turn it around and tell the students about different environments and ask which newt population is likely to have the lowest TTX? the fewest copies of a TTX-producing enzyme?Slide10

So I guess I'm saying that it is a perfectly reasonable question for a novice who doesn't know much about other fields of biology (

e.g.,genetics

or endocrinology), but maybe stickier for students who have other knowledge to bring to the table.

Could you turn it around and tell the students about different environments and ask which newt population is likely to have the lowest TTX? the fewest copies of a TTX-producing enzyme?Slide11

STEM Education Research LiteratureSlide12

Start with a Rough Draft

Iterate

Develop a network of peers: share questions and provide one another with feedbackSlide13

Comparing Multiple Choice Question Responses to Open Ended OnesSlide14

Jenny KnightSlide15

Citations

Koch, J. (2009). Science stories: Science methods for elementary and middle school teachers.

Cengage

Learning.Slide16

What Percentage of Undergraduate Course Assessment Items are “Lower Level” (i.e. 1,2, or 3) According to the Paper Jenny Mentions? Roughly:

20%

50%

99%

90%Slide17

Which of these tools do you think you’ll most likely try to use in the future?

Use the bloom’s levels list of verbs

Find data sets in your discipline

Adding additional wording to traditional textbook questions

None of the above