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Research-Based Instructional Strategies Grp1 - Coggle Diagram
Research-Based Instructional Strategies Grp1
Benefits
STEM CLASSROOM
Bridges theory and Practice
Higher retention in STEM
Improved science identity
Inquiry-based learning makes better scientists
Social
Better soft skills (collaboration, conflict resolution, communication, etc.)
Increased sense of belonging (when inclusive teaching is implemented)
Group construction of knowledge impacted by individual life experiences
All Classrooms
Increased outcomes for minority students
More student-centered vs. teacher-centered
Challenges
Institutional
Teaching evaluations are written by students, which are highly biased.
Faculty are promoted based on research advances
Funding (i.e. grant writing)
Faculty at large research institutions tend to spend <50% of their time on teaching.
Lack of formal education/training in RBI
Physical
Limitations based on space or instructional delivery method
Individual
Resistance to implementation due to existing views on equity (russo)
Faculty in STEM often choose academia for research opportunities
Specific Strategies
Conceptual Understanding Strategies
Concept Inventories
Concept Maps
Ranking Task Exercises/TIPERs
Interactive Engagement Strategies
Interactive Lecture Demonstrations
Think-Pair-Share
Peer Instruction
Collaborative Learning Strategies
Formal Small Group Work
Peer-Led Team Learning (PLTL)
Studio/SCALE-UP
Active Learning Outside the Classroom
Flipped Classroom
Just-in-Time Teaching
Peer-Reviewed Scientific Writing
Technology-Enhanced Strategies
Tutorials in Introductory Physics
Teaching with Computer Simulations and Animations
Core Knowledge Claims
Claim-Evidence-Reasoning Framework
Conceptual Change and Evidence-Based Learning
General Inquiry-Based Learning and Core Knowledge
Cross-Disciplinary Relevance and Broader Implications
Blooms