U-Behavior Learning and Teaching Method: Initial Findings from Two Large Undergraduate Classrooms
James Folkestad,Kelly McKenna,Marcia Moraes,Jennifer McLean,Katriana Popichak ,Erica Suchman, Howard Lewis
Instructional and Informational Technology
Monday, January 11th 2021
Testing or quizzing oneself is an extremely reliable way to strengthen memory, increase one’s ability to recall information, and identify gaps in knowledge. To get students to utilize these beneficial practice methods, faculty have created low-stakes quizzes and encourage students to test their ability to recall critical information. Despite these intentions, we have found that faculty do not have access to data on how students use the quizzes they have developed. This lack of information makes it difficult for faculty to respond to less than desirable behaviors and encourage “best practice” behaviors. A team within the Center for the Analytics of Learning and Teaching (C-ALT) has developed a process called U-Behavior™ to help faculty and students explore quizzing behaviors and to experiment with a teaching method that has a positive effect on student behaviors.
This presentation provides an update on the U-Behavior learning and teaching method, the U-Behavior graphing tool, an automated tool within Canvas, and describes ongoing plans for expanding its use. We also present the initial findings from our fall semester experiment within two large undergraduate courses at CSU.
Goals and Target Audience:
Goals: 1. Discuss the benefits of using U-Behavior and retrieval practice activities as a teaching method. 2. Describe the current status of the U-Behavior LTI tool in Canvas, 3. Present initial research findings from two larger undergraduate classrooms. Target audience: Faculty and staff interested in boosting learning based on the science of learning.