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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
While you’re coming in… How much have you used clickers? (A) A lot. (B) A little. (C) Not yet. (D) I don’t teach (E) Rutabega
Dr. Stephanie V. Chasteen Trish Loeblein Physics Department & Science Ed. Initiative, University of Colorado – Boulder
& Evergreen High School
Take a clicker & turn it on If the green light flashes, your vote has been counted
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Applying scientific principles to improve science education – What are students learning, and which instructional approaches improve learning?
Science Education Initiative
Physics Education Research Group
One of largest PER groups in nation, studying technology, attitudes, classroom practice, & institutional change.
http://colorado.edu/SEI
http://PER.colorado.edu
Blogger & Consultant
http://sciencegeekgirl.com
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
A. Math or science teacher B. Language teacher C. Humanities teacher D. Another type of teacher E. Instructional coordinator
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Videos of effective use of clickers
http://STEMclickers.colorado.edu Clicker resource page
http://STEMvideos.colorado.edu
2-5 mins long
• Instructor’s Guide • Question banks • Workshops • Literature / Articles
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
1. What are the basic steps in using clickers with peer instruction?
2. Why does it work (ie., the research)?
3. What makes a good question?
4. How do we facilitate student discussions?
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
A) Motivate attendance (with points) B) Reinforce concepts by letting students
practice C) Feedback to instructor D) Feedback to students E) Something else
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Handout 1: Tips for use
Clickers are a tool, not a magic bullet!
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
What aspects of clicker technology makes it helpful for student learning?
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GROUP DISCUSSION
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
12 Stowell & Nelson (2007) – Eastern Illinois University
98 92
82
0
20
40
60
80
100
120
Hand-raising Response Cards
Clickers
% correct during lecture
All about 60% correct on post-test
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Clickers in large lectures at University of Colorado
% large lecture sections
YMMV
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Ask Question
Peer Discussion
Vote
Class Discussion
…Lecture… (Maybe vote)
* See also: Peer Instruction, A User’s Manual. E. Mazur.
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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• Based on learning goals • Several times per lecture • Challenging, meaningful question • Based on common student difficulties
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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• Students learn more deeply by teaching each other • Makes them articulate answer • Lets you see inside their heads
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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• Typically allow 2-5 minutes • When buzz in room dies down, or • When about 75% of students have clicked in.
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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• Consider whether to show the histogram immediately • Ask multiple students to defend their answers • Why are wrong answers wrong and why right answer is right
Ask multiple students to defend their
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Ask Question
Peer Discussion
Vote
Class Discussion
…Lecture… (Maybe vote)
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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We recommend extra credit for: • Mostly participation (eg., 2 points) • Some for correctness (eg., 1 point)
Motivate students to participate, without stressing over the right answer
A new research study (James & Willoughby, 2001) shows: Giving points for correctness creates less productive classroom conversations! See http://theactiveclass.com
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Students prefer: ◦ 2-5 questions ◦ Interspersed ◦ Peer discussion
And we recommend: ◦ Manual timing ◦ Neighbors-only or informal groups
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Which superpower would you rather have? The ability to…
A. Change the mass of things B. Change the charge of things C. Change the magnetization of things D. Change the boiling point of things
Question: Ian Beatty, UMass-Amherst Image: Thibault fr on Wikimedia
Which superpower would you rather have? The ability to…
Change the mass of things
This is an example of a “no one right answer” question. What is the goal? How “deep” is this question?
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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A small acorn over time can grow into a huge oak tree. The tree can weigh many tons. Where does most of the mass come from as the tree grows?
A) Minerals in the soil B) Organic matter in the soil C) Gases in the air D) Sunlight
What is the goal? How “deep” is this question?
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
If Leah is 6 years older than Sue, and John is 5 years older than Leah, and the total of all three of their ages is 41, how old is Sue?
A. 8 B. 10 C. 14 D. 19 E. 21 25
What is the goal? How “deep” is this question?
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Which is the goal of most of your in-class verbal questions? A. Setting up
instruction B. Developing
knowledge C. Assess Learning D. Something else
Handout 2: Goals of TEFA
26
Assess Learning: • Exit poll • Probe limits of understanding • Demonstrate success • Review
Develop Knowledge • Elicit misconception • Exercise skill • Conceptual understanding
Setting up instruction: • Assess prior knowledge • Provoke thinking about something new • Stimulate discussion • Predict-and-show • Induce cognitive conflict
Ian Beatty, U Mass
Which is the goal of most of your in-class verbal questions? A. Setting up
instruction B. Developing
knowledge C. Assess Learning Assess Learning
Something else Assess Learning Something else
Handout 2: Goals of TEFA
knowledge Assess Learning knowledge Assess Learning
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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I opened an online course on a topic I know nothing about, clicked through without reading anything, and took the assessment. I passed! What does that suggest? A. I am a genius! B. The assessment was too easy. C. Maybe the online course was too easy, too. D. Maybe the course didn’t even need to be written. E. B, C, and D
Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Do the questions you use intellectually challenge your students or simply assess their factual knowledge?
Classification of cognitive levels Higher order
----------------
Lower order
Classification of Classification of cognitive levelscognitive levelsClassification of cognitive levelscognitive levels
Handout 3: Bio in Bloom
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The Message: �The answer is NOT important.�
The strategy for getting the answer is the goal.
The student must be convinced that understanding strategies = high exam score.
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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What are some of the challenges in using clickers and peer instruction? How might you overcome those challenges?
DISCUSS WITH NEIGHBOR
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
� � �
1. Motivation is essential for student learning
Dr. Stephanie Chasteen (CU-Boulder)
Handout 4: How People Learn
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
1. Motivation is essential for student learning
2. People learn by actively constructing their own understanding.
i.e., not this….
So, this webinar isn’t enough!
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Fish is Fish L. Lionni
Dragonfly Books
1. Motivation is essential for student learning
2. People learn by actively constructing their own understanding.
3. People learn by building on what they already know.
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
1. Motivation is essential for student learning
2. People learn by actively constructing their own understanding.
3. People learn by building on what they already know.
“Mr. Osbourne, may I be excused? My brain is full.”
4. People have a finite cognitive load
(c) Gary Larson, The Far Side
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Students answer a clicker question individually
Students talk to neighbors and answer the same clicker question again
Just guessing
Not quite sure
Before discussion
Pretty sure
B C A
Just guessing Not quite
sure
After discussion
B C A
Mazur, 1997 http://vig-fp.prenhall.com/bigcovers/0135654416.jpg
C
http://vig-fp.prenhall.com/bigcovers/0135654416.jpg
Why do you think this happens? (A) Students are getting answers from the ‘smart’ kids (B) They’re learning from their discussions (C) They just needed more time to think about it
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Students answer Q1 individually.
Students talk to neighbors and answer Q1 again �
(Q1AD = Q1“After Discussion”).
n= 350 students
Smith et al., Science. 2009, 323(5910):122.
CU Faculty Researchers: �Tin Tin Su (CU MCDB Dept)
Michelle Smith (CU SEI)
Q2 Individual
Q1 Individual
Q1AD After
Discussion
20
40
60
80
100
0
Perc
ent
Students answer Q2 individually . �Q2 tests same concept as Q1.
Then explain answers to Q1 and Q2 � More research at STEMclickers.colorado.edu
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Ask Question
Peer Discussion
Vote
Class Discussion
…Lecture… (Maybe vote)
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Take on minute to think about a question you could ask about a topic you’re teaching next week.
During the rest of the workshop, shop for ideas to improve it.
41
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
1. Question Mechanics 2. Question Depth 3. Question Goals
42 42
Handout 5: Writing Questions
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
1. Question Mechanics 2. Question Depth 3. Question Goals
43
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Clear wording Use tempting distractors
Sources of distractors: ◦ Student answers on homework & exams ◦ Common misconceptions
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
When is it NOT a good idea to avoid negative questions? A. Never B. Sometimes C. Always D. What?
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
1. Question Mechanics 2. Question Depth 3. Question Goals
46
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
COLTT CU 2009 Clicker Use in Upper-Level Courses
Completely useless
Mostly useless
Somewhat useful
Useful
Very useful
Challenging conceptual
Recalling a previous fact
Recalling a recent fact Plugging numbers into equation
Types of clicker questions:
0% 10% 20% 30% 40% 50% 60% % of students
91% 35% 36% 18%
N=4 courses, 66
students
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But how do we increase the level of questioning?
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Handout with handy verbs and question stems for different levels, e.g.: ◦ UNDERSTAND: match, paraphrase, restate ◦ APPLY: choose, explain, show ◦ ANALYZE: compare, classify, categorize ◦ EVALUATE: judge, criticize, defend ◦ SYNTHESIS: combine, develop, design
49
Handout 6: Bloom’s Taxonomy
Back to Bloom’s Taxonomy
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
1. Question Mechanics 2. Question Depth 3. Question Goals
50
Develop Knowledge • Elicit misconception • Exercise skill • Conceptual understanding
Setting up instruction: • Assess prior knowledge • Provoke thinking about something new • Stimulate discussion • Predict-and-show • Induce cognitive conflict
Assess Learning: • Exit poll • Probe limits of understanding • Demonstrate success • Review
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Consider… 1. Mechanics 2. Depth 3. Goals
Handout 6: TEFA question
examples
How might some of these examples inform your own question writing?
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase. Later that same day when the moon is setting, which of
the moon phases shown below would the Moon have looked like?
Center for Astronomy Education, Ed Prather
Consider… 1. Mechanics 2. Depth 3. Goals
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Demonstration predictions. For example, show that a light bulb lights
up when it’s connected to a power source through a weak acid.
What will happen if I use a 100% acid solution?
(A) Brighter (B) Dimmer
The answer ends up being opposite of what you’d expect!
Consider… 1. Mechanics 2. Depth 3. Goals
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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� � �
The pie graph shows the energy of the Skater, where could she be on the track?
PE
KE A
B
CD EPE
KE KE KE KE KE KE KE KE
Kathy Perkins, CU Boulder
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
One of you will be randomly selected to be a winner! Pick one:
A. You can receive $1.00 (cash) right now B. You can receive $1.05 (cash) during the
next meeting of this class
57 From DrJamesIII at http://www.youtube.com/watch?v=CnnP0uCqD4k
Results: 66% of class took $1 now (but 33% if $1 on next to last day of class
instead of last day of class)
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
During a group or individual task:
Click in with your progress: A. Still working B. Almost done C. Finished
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
A. I’m bored – speed up B. I’m with you C. Slow down a little D. I’m totally lost
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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
If you saw a piece of trash in the street, would you pick it up?
A. Yes B. No C. It depends
60
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Ask Question
Peer Discussion
Vote
…Lecture… (Maybe vote)
Class Discussion
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder) Make Clickers Work for You Dr. Stephanie Chasteen (CU-Boulder)
PI Voting Stage Public Solution
Discussion
Perc
ent o
f Q
uest
ions
C. Turpen and N.D. Finkelstein, “Not all interactive engagement is the same: Variations in Physics professors’ implementation of Peer Instruction.” Phys. Rev. ST Physics Ed. Research 5, 020101.
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
What are the practices that the instructor can change during peer discussion?
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• Allow plenty of time for discussion • Encourage discussion • Circulate classroom (to listen in)
63
Handout 7: Peer Discussion
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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Ask Question
Peer Discussion
Vote
…Lecture… (Maybe vote)
Class Discussion Peer Discussion
(Maybe vote)
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
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What are the practices that the instructor can change during whole class discussion?
• Do not reveal the answer immediately • Hide the histogram until after discussion • Hear arguments from students (more than one!) • Hear arguments for right and wrong answers • Make sure students know correct answer and reasoning by the end
66
Giving the answer stops student thinking!
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
67 http://STEMvideos.colorado.edu
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Explain why you’re using clickers Use them frequently Ask questions at a variety of levels of
difficulty Encourage discussion and listen to
students Emphasize reasoning Use a variety of techniques and goals Start small
68
Dr. Stephanie Chasteen (CU-Boulder)
Handout 1: Tips for Success
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
This short workshop can’t do it all….
Watch classes taught by expert users Find mentors, and form user groups Videos at
http://STEMvideos.colorado.edu There are lots of great books ◦ Teaching with Classroom Response Systems (Derek Bruff) ◦ Peer Instruction (Eric Mazur) ◦ Clickers in the Classroom (Douglas Duncan) ◦ Clickers in Chemistry (Margaret Asirvatham) 69
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)
Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu
Web and blog: http://sciencegeekgirl.com Email: [email protected]
You can view some webinar session recordings at http://theactiveclass.com