Clickers in the classroom

Implementing Peer Instruction in Cegep

Nathaniel Lasry, PhDPhysics Dept, John Abbott College

Div of Engineering & Appl. Sc, Harvard

And

Judith Findlay RN, BScNNursing Department, John Abbott College

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Cognitive Conflict

Major issue with science instruction As instructors, we approach students as novices Yet, students know A LOT about the world around them BUT, much of this knowledge is inaccurate Eg1: what falls to the ground faster a heavy or light ball? Well, both take the same time! counterintuitive! Eg2: where do plants get the source of matter to grow? NOT from the ground but from air counterintuitive!

Plants are made mostly of C, O, N in air

So its is critical to acknowledge what students think 1st

Learning then occurs through conflict with conceptions Ultimately leading to Conceptual change LEARNING!

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Peer Instruction An interactive method developed

by Harvard physicist E. Mazur for large group lectures

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THE METHOD

Starts with brief lecture 10-15 min = avg attention span

multiple choice conceptual questions are then presented to the class

Questions have scientifically accurate concepts

AND prevalent student misconceptions Students try to pick out the right answer

from a number of detractors

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Real-Time Feedback Students raise a card

A,B,C… The instructor gets

instant feedback Does majority get it?

Yes, proceed to next concept

Majority doesn’t get it Identify most prevalent

misconceptions Address specific

misconceptions

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More on Peer Instruction Since the instructor then has instant feedback on

how the class is doing S/he can choose to revisit the concept if the % of

right answers is too Low (<35%) If the % is not too low, then students are asked to

turn to their neighbor and convince them of their answer students revote.

Levels of correct answers increase significantly Best way to learn is often to teach others/ verbalize idea…

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Schema of Peer Instruction

ConcepTestStudents Vote

correct ans <35%

Revisit Concept

correct ans: 35%-85%

Peer discussion (2-3min) students try to convince each other

Students revote

Brief lecture (10min)

correct ans >85%

Remaining misconception

explained

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Wireless keypad: ‘Clickers’ Harvard students answer by

entering their choice on a 1-way IR remote (PRS)

They can even rate their level of confidence (Hi,Med,Lo)

Ok, its Harvard! (i.e. $$!) Well, costs about 25$/stud JAC Sc Prog has 190 Units Publishers now packaging

clickers with books Quite feasible/affordable

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In ClassFeedbackInteraction

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Using the clicker Allows instructor to have high quality real-

time feedback Actively engages Students in course

content (without intimidating them) Also, they get to feel what its like to be on

“who wants to be a millionaire” Some have reported increases in

attendance when using the clickers!

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Your turn! Testing the method Take your clicker and answer the following

question

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2 metal balls are the same size but one weighs twice as much as the other. If they roll off a horizontal table with the same speed, which ball hits the ground closer to the table?

A. Both hit the ground approx at the same distance from the table

B. The heavier ball hits the floor closerC. The lighter ball hits the floor closer

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Non-Physics Question Since when has humanity first thought of

Earth as being round?

1) BC 2) 1 – 1000AD 3) 1000- 1400 AD 4) 1400 – 1800 AD 5) 1800+

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Hmm…

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Since when has humanity first thought of Earth as being round?

A. BCB. 1 – 1000ADC. 1000- 1400 ADD. 1400 – 1800 ADE. 1800+

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The John Abbott study A study on Peer Instruction funded by PAREA

was conducted at John Abbott Addressed the following 3 empirical questions:1. Can Peer Instruction be implemented in Cegep?

1. To date, studied mostly in American universities…

2. Is Peer Instruction more effective than traditional instruction in Cegep?

1. Does it increase conceptual learning?2. Does it decrease traditional problem solving skills?

3. Do clickers work better than flashcards?

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Study Design Study looked at 3 groups of 1st semester physics

students Gp1: CLICKER Peer Instruction Gp2: FLASHCARD Peer Instruction Gp3: CONTROL group, traditional inst

All students, pseudo-randomly assigned to gps Both Peer Instruction gps taught by me (NL) Control gp taught by other teacher Matched to me by : Gender, Age (+/-3yrs),

Teaching Experience (+/- 1yr) , style (anecdotally)

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Results: Is Peer Instruction effective in Cegep?

PI enables significantly more conceptual learning

PI does not reduce traditional problem solving skills

PI quite effective in Cegep!

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Results 2: Do clickers work better than flashcards?

No sig difference! Same conceptual

learning Same problem

solving skills Regardless of way

used to answer, PI works.

The technology is not the pedagogy!

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Q1: Is Peer Instruction feasiblewithin Cegep context Absolutely Administrators welcomed approach

i.e. found $ to make it happen Well received by colleagues

More than ½ of physics dept now using some form of Peer Instruction in their courses

Well received by students Survey results Computer doodles

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Student Survey Results

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STUDENTS’ INFORMAL COMMENTS

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When I lecture to a large group of students I feel they always pay attention?

A. Strongly AgreeB. AgreeC. NeutralD. DisagreeE. Strongly Disagree

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Critical thinking requires integration

Critical thinking in a

clinical setting

Previous experience

Need to ensure it is appropriate

Laboratory

Provides skills, but not the

critical thinking

OSCE

Excellent approach, but only get experience

once per term

Classroom

Large classesLecture format

How do we shake it up?

Clinical setting Can be too much pressure

Try to avoid mistakesBack-up always there

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My teaching dilemma How can I get students to “dig deep” in classes

I need to “lecture less” and encourage students to “learn more”

How do I enable students to: Conceptualize (see the big picture instead of small

isolated parts) Analyze (problem solve), case studies to integrate

knowledge (increase critical thinking) Shift from “giving” the information to “getting it”

Collaborate (peer learning, team work)

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Nursing Classes Large classes

60-90 students lecture hall

Diverse population Culture Language Wide age group

Feedback Do students “get it”? Do I focus on the critical

areas? Do I worry more about

volume instead of concepts?

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Sound familiar?“… they were not all learning what I wanted them to

learn …”

“… one problem … lies in the presentation of the material ... it comes straight out of textbooks and/or lecture notes, giving students little incentive to attend class …”

“… students asked to distribute lecture notes in advance so they didn’t need to spend time copying down notes ... so they could pay more attention to my lecture … then students complained that I was lecturing straight out of my lecture notes …!”

Listen to the Learners Teaching in the InterActive ClassRooms & Studio Jim Boyle, Department of Mechanical Engineering, University of Strathclyde

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What are clickers?

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What is CPS?

Equipment is a tool, philosophy of engagement is necessary Preparation is essential

Instructor Restructure classes Re-align course planning Be prepared to not teach “by the book” Assign work ahead of class and develop opportunities in the class

to be interactive Students

Class pre-reading required Participate in class Think about responses and integration and not answer by rote

All New learning opportunity Expect the unexpected

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Properly used, clickers can: Engage students Promote active learning Allow for anonymous responses (shy

student, cultural diversity, different ages) Provide feedback visually

Correct answer Level of overall understanding in class

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Properly used, clickers can: Surprise instructor and students Immediately deal with misconceptions Assess level of engagement

Response appropriateness Pre-reading complete? Deeper level of thinking engaged?

Take attendance (not necessary) Used easily by faculty

Limited IT savvy required

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Why should I use clickers?A. To allow students from different ethnic

groups to participateB. To create an active learning

environmentC. To help the student understand what

they do/do not understandD. All the above

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Why use clickers? Increase attention and engage students

“fun” Changes the monotony of passively taking

notes Increases interaction with the instructor

and other students

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Do your students come to class prepared (pre-reading done)?

A. YesB. NoC. Don’t know

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Do your students expect?A. Notes to be posted on web, course

management systemB. Give them all the information they

need for the TESTC. Both A and B

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When can CPS be used in Nursing classroom?

A. At the beginning of the class to see how prepared students are

B. During the lecture to see if the student is understanding the material

C. At the end to give feedback to the teacher and student how much of the information was understood and processed

D. All the above

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Jeopardy Style Game

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Clicker Pilot Project Used in second semester nursing class

Perioperative client Enteral nutrition Diabetes – jeopardy style game Review class – jeopardy style game

Overall, very positive feedback

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Class Demographics

age

over 40 years

36-40 years

31-35 years

26-30 years

21-25 years

under 20

no response

Cou

nt20

10

0

sex

no response

Male

Female

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lectures are more interesting

strongly disagree

disagree

no opinion

agree

strongly agree

Cou

nt

40

30

20

10

0

class is a more enjoyable experience

disagreeno opinionagreestrongly agreeC

ount

40

30

20

10

0

Lectures were more interesting with clickers

Class is more enjoyable using clickers

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participation in class without embarrassment

disagreeno opinionagreestrongly agree

Cou

nt

40

30

20

10

0

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Clickers waste class time

clickers wastes class time

strongly disagree

disagree

no opinion

strongly agree

no response

Cou

nt30

20

10

0

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Clickers made this presentation interactive and enjoyable

A. Strongly AgreeB. AgreeC. NeutralD. DisagreeE. Strongly Disagree

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I would like to use clickers in my class

A. Strongly AgreeB. AgreeC. NeutralD. DisagreeE. Strongly Disagree