Episode 21: Teacher Noticing and the Generative Classroom with Dr. Tessa Andrews
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Summary
In this episode we parse the massive Active Learning Umbrella and discuss a particular type of active learning classroom, the generative classroom in which students generate their knowledge. Dr. Tessa Andrews (University of Georgia) discusses her research investigating how expert instructors think about, prepare and implement active learning in their generative classrooms versus how novices think about, prepare and implement active learning. The results are fascinating and instructive.
Please listen, learn, and share.
References:
Auerbach AJ, Higgins M, Brickman P, Andrews TC (2018) Teacher knowledge for active-learning instruction: Expert-novice approach reveals differences. CBE-Life Sciences Education, 17(1), ar12. Full text
Auerbach AJ, Andrews TC (2018) Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: A large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5:19. Full text
Andrews TC, Auerbach AJJ, Grant E (2019) Exploring the relationship between teacher knowledge and active learning implementation in large college biology courses. CBE-Life Sciences Education 18(ar48), 1-17. Full text.
Waugh AH, Andrews TC (2020) Diving into the Details: Constructing a Framework of Random Call Components. CBE-Life Sciences Education, 19(2), ar14. Full text.
Gehrtz J, Brantner M, & Andrews TC (2022). How are undergraduate STEM instructors leveraging student thinking?. International Journal of STEM Education, 9(1), 1-20. Full text.
Related Resources
COPUS: the classroom observation protocol. https://www.colorado.edu/assett/programs/vips/copus
Andrews research group publications: https://andrewstessa.wixsite.com/andrewslab/publications
The paper that introduced the framework that distinguishes types of active learning:
Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243. https://www.tandfonline.com/doi/pdf/10.1080/00461520.2014.965823
A very approachable and research-based essay about generative active-learning and student motivation: What really matters: What learners do and why. Gary Smith (2020) The National Teaching & Learning Forum. https://onlinelibrary.wiley.com/doi/full/10.1002/ntlf.30227
A few pieces about misconceptions and conceptual change that are useful:
Approaches to Biology Teaching and Learning: Understanding the Wrong Answers—Teaching toward Conceptual Change https://www.lifescied.org/doi/10.1187/cbe.05-02-0068
Misconceptions Yesterday, Today, and Tomorrow, https://www.lifescied.org/doi/10.1187/cbe.13-12-0244