Clicker Question

All of the following are part of the mucosal layer of the digestive tract at the esophagus EXCEPT ________.
a. lamina propria
b. epithelial cells
c. muscularis externa
d. nonkeratinized stratified squamous cells
e. All are found in the mucosa of the esophagus

This question did not get revised. I used this exact question during a review session and roughly 90% of the students (roughly 40-50) got it wrong even though it is such a low level question. The correct answer is 'c'. The student responses were split between lamina propria and nonkeratinized stratified squamous cells. This really surprised me. The 4 main layers of the digestive tract at the esophagus are the mucosa, submucosa, muscularis externa, and the serosa. Within the mucosa there are epithelial cells (nonkeratinized stratified squamous cells are a form of the epithelial tissue found there), lamina propria, and the muscularis mucosae. It appears that the students are mistaking the muscularis externa for the musclaris mucosae. I think this question aligned nicely with both the Caldwell paper and the Beatty et al. paper in that it addresses a seemingly common misconception.

Take Home Message from Dr. Boyer

I honed in on two main themes from Tuesdays class:

1) Technology, whether it be paper, pens, or computers, is here to stay. It's important to have an open mind when it comes to using technology in your teaching. Proper research and creativity can enable you identify and utilize an exciting new tool for your toolbox. Technology can make students feel more connected, more involved, and more interested in course material.

2) Just because a new tech-based tool works well for one class, it doesn't mean it should be used in every class. Technology alone should not be relied on as the only means of providing information. Careful consideration should be used when deciding on introducing a new tech tool. 

Questions for Dr. Boyer

1. Even with all the computer clusters on a campus such as this, do you feel like to you need to think about a student's access/accessibility to a computer when assigning or utilizing technology? i.e. Does each student own a computer? Has each student grown up using a computer?
   
   What about if you were in a different region or university?
   
   
2. How can you combat "I completed it, but it says I didn't" , "My computer froze during the quiz" , etc.?
   
   Do you always have to give the student the benefit of the doubt?

Active Learning Exercise

I plan to have my students drawing and modeling frequently throughout my classes. I would like my students to be able to solve problems by drawing out the solution. I feel that this strategy could be used in a variety of scenarios. Once such scenario would be an excess of calcium in a humans blood.

I would try to use the strategy that we saw in the Intro Bio class, that is, breaking the students up into small groups that they would remain in for the whole semester. The students would be instructed to sit together the way we observed as well. I would then spend about 10 minutes with a problem every Friday. I would begin with a scenario or question up on the screen. The groups would then get about 8 minutes to solve the problem with a graph, model, or picture. In the case of hypercalcemia, we could use this imbalance for cardiac action potentials or capillary exchange. I would then collect the responses and organize them for the lecture on Monday. We would spend about another 8 minutes on these questions. We would discuss the validity of each type of submission as a class and come to a consensus on the correct submissions. I could also use their group numbers to call on them if they are reluctant to speak up. I think this would be a very useful activity because I could then use questions similar to these on the exam and feel confident that they would have been given the tools to solve the problem.

This activity would target group problem solving and the ability to work though problems on paper.

Assessment in the Eyes of a Student.

In the eyes of many students, assessments are seen as the most important aspect of a course. It’s often the first thing a student looks at on a syllabus; I know it was for me. They aren’t initially concerned with the learning goals, office hours, or reading assignments, they tune into when they will have they’re exams, when they will take quizzes, or when they need to turn in assignments. They care about how and when their understanding of course content will be assessed. Often, the assessment will determine their grade and will greatly impact how well they think they did in the course. To the average student, assessment is usually the whole reason they do anything in the course. Assessment results merge together and put a label on the student, A performer, B performer, etc. A collection of these labels can have an enormous impact on their future and the student will have to adapt their future plans accordingly.

On a more positive note, an assessment can be of use to the student in more ways than one. The student can use the assessment as motivation to work hard in the course, which will result in them learning the material. Assessments usually are accompanied by some sort of feedback and the student can use this feedback to better their understanding. Assessments can also be used to challenge a student’s understanding and expose their reasoning skills. Assessments are often presented in a form that will provide practice for future tasks and are directly preparing them for their future, i.e. assessing a nursing student’s ability to check blood pressure.  Regardless of whether the student can or cannot directly see the correlation to their future, assessments, both summative and formative, are essential to student learning.

Formative Assessment

The backward design template seemed to convey much more value when I was actually trying to plan out a unit as opposed to just reading about how to plan a unit. When I had first read Chapter 1 of Wiggins and McTighe, I did recognized that this could be a useful tool to a future, up-and-coming instructor like me. I did not, however, see it as something that could drastically transform how a student would learn a concept. I think that it could be especially helpful when trying to cover the topic of formative design due to laying out the learning activities in stage 3. Proper execution of stage 3 enables you to see when you’re assessments are occurring in relation to the rest of the learning activities. Stage 2 also really comes in handy when you are trying to decide on what types of formative assessment should be used. Since have already identified what constitutes as evidence that the student has understood the topic, now you just have to pick what type/types best correlate.

I feel like this exercise made me more aware of the challenge of formative assessment more so than the concept itself.  I was surprised how difficult it was to layout a lesson plan that included a true formative assessment. It also made me more aware of the lack of this in my own undergraduate career. I tried to think back to prior courses to get examples and I had very few options to pick from.  This exercise also got me trying to work out how I would be able to have formative assessment followed by feedback without taking up too much time or disrupting the flow of the lesson.

I would begin explaining formative design by using the practicality of its use. I’m confident that most of my colleges would have to agree that assessments are an opportunity for a student to show how well they have learned what the instructor has taught them. Assessing students only at the end of the unit only shows one point in that students “learning timeline”. Once this has been determined, a grade is assigned, and there is usually no time spent on that topic again. That student will receive feedback in the form of a grade, comments, or even an answer key. The problem is that this student may never get an opportunity to use this assessment or feedback for that concept again. However, if this student’s understanding is assessed at multiple points along the unit, the student has an opportunity to utilize that assessment and feedback to correct errors, identify areas where they are lacking, or confirm that they have a full understanding of the concept.

I would also express that formative assessment can help the instructor become for effective as well. Formative assessment gives the instructor an opportunity to survey they students understanding before that unit is over. This gives the instructor a better understanding of how the remaining time should be allotted. If an assessment preformed mid-way through a lecture shows that the majority of the class is really grasping the concept, the instructor could dive deeper into the concept than he originally thought possible. If the assessment showed that the class was having a hard time understanding the information presented, it would then make the instructor aware of the problem long before exams, midterms, or finals. The instructor could then be proactive instead of waiting for the scantrons to reveal the problem after the fact.

Formative assessment reminds me of the following saying, “If it ‘aint broke, don’t fix it”. Well, I guarantee that in every class there is someone who needs a little fixing but the problem is, we don’t know they’re broken.

Mock Interview Reflections

My practice interview brought up a few concerns that I didn’t even know I had. I was paired with someone who had never taken an Anatomy course. Since my questions were pertaining material specifically covered in the first few weeks of A&P, I was concerned that this exercise would not be applicable to my actual interview. The same scenario applied for her questions and my course history. I came to the realization that my questions were targeted to someone who came to class, did well on their homework, and successfully learned the material from Ch. 18 this semester. There is a good chance that the student I interview may not completely align with my target interviewee. Before this exercise, I was not prepared to interview a student who didn’t successfully learn the material that is the foundation of this interview. My partner did a great job bringing information that she had received through her own personal experiences and advertisements. I did have to adapt my questions a little and change the order so that we could make our way through it all. I also ended up using the male hormones and sex organs in my interview. I did not plan on that at all but I think it helped my partner work through her prior knowledge and get a sense of what I was looking to uncover. My partner used scenarios in her interview and I really liked that. I might pose a scenario involving a damaged uterus or hysterectomy. I didn’t have her draw any models but I think that I will have a pen and paper at the ready to see if it’s something they will decide to do on their own.  Overall I think it went well. It was an opportunity for me to get more comfortable with the interview setting and an idea on how to make my questions flow best.