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Quick-thinks: The Interactive Lecture. Kathy Schultz and Holly Hood NCTEACH - Spring 2011. Introduction and Background. Wanted to improve student engagement Wanted to improve learning retention Recognize diversity of learning styles in classroom - PowerPoint PPT Presentation
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Quick-thinks: The Interactive
LectureKathy Schultz and Holly Hood
NCTEACH - Spring 2011
Wanted to improve student engagement Wanted to improve learning retention Recognize diversity of learning styles in
classroom Needed something that did not require a lot
of prep time and did not require a lot of class time to perform
Can be applied in classrooms with many students
Can be applied at all learning levels and many disciplines
Introduction and Background
Ruhl, Hughes, and Schloss study (1987) Pause every 12 – 18 minutes Discuss or rework notes (without interaction
with teacher) Performed better on free-recall and
comprehension test Raised performance 1 to 2 letter grades
Background
In TheoryPiaget – assimilation and accommodationVygotsky, Perry, Belenkey - Engage in
“intellectually meaningful tasks of appropriate difficulty”
In PracticeNote-taking falls off after 10-20 minutes.In large classes:
lecturing (88%), silence (6%), student talk (5%)
Retention:45% after 3-4 days, 24% after 8 weeks
Background
The Learning Pyramid
A set of active-learning strategies that:
Can be planned quickly
Can be implemented in short spans
Engage the students at frequent intervals
Give students a chance to assimilate info Apply to a wide range of disciplines, learning
styles, and learner abilities.
Quick-Thinks
Preparation
Consider the “big idea” for lesson
Match this idea with quick think task
Explain learning strategy to students
Participation options: peer discussion, individual
response
Teacher feedback!
What is it?Similar to traditional multiple-choice test item.Presents a question or scenario and several
alternativesCan be recall of information or applications
Science – Biology (Anatomy) The pancreas secretes:(a) ACTH (b) insulin (c) pepsin
Math – Trigonometrytan θ can be expressed as:(a) (b) (c)
Select the Best Response
What is it?Statement presented that contains intentional errorStudents must correct the mistakeCan be recall of information or applications
Science- Earth Science (Geology) Correct the error: Rhyolite is a sedimentary rock
Math – Algebra I (Application Problems)Correct the error: If the length of a field is twice the
width, then width = 2 ∙ length
Correct the Error
What is it?Sentence stem is presented that needs completion.Can be rote memory or deeper reflection.
Science-Chemistry If I increase the pressure of gas in a container, the
volume will …………
Math – Middle School Math (Algebraic Properties)Complete the sentence “The Subtraction Property of Equality states…” – OR – Complete the sentence “The Subtraction Property of Equality is used to …”
Complete a Sentence Starter
What is it?Two important parallel elements are presentedStudents must provide similarities or differencesCan be analysis of elements presented
Science-Biology Compare the taiga biome to tundra biome
Math – Geometry (Basic Shapes)State both the similarities and differences between a rectangle and a rhombus.
Compare or Contrast
What is it?A statement regarding current topic is presented.Students must provide support for the statement.Can be recall or evaluation.
Science – Earth Science “The present is key to the past”. Explain this quote.
Math – Middle School Math (Numbers)All integers are real numbers. Provide support for this statement.
Support a Statement
What is it?Instructions to draw a conclusion from facts,
concepts, or principles learned is presentedStudents must make a logical inferenceCan be analysis or evaluation.
Science – Physics Why doesn’t the pressure of the atmosphere
break windows?
Math – Algebra IIWhen you graph a quadratic equation, it doesn’t
cross the x-axis. What do you conclude?
Reach a Conclusion
What is it?Ideas or concepts from lesson are presented with a request to
paraphrase for a novice, peer, or parent.Students must rephrase the idea into their own words.Can be comprehension
Science – Weather(Physics)You’re sitting outside on a warm day when you notice your cold Pepsi can has drops of water forming on it. What gives?
Math – Statistics (Probability)Your brother is playing Yahtzee and hasn’t seen a 2 this entire game. He knows he’ll see a 2 on his next roll because the “law of averages” is in his favor. Explain to you brother why the “law of averages” is a myth.
Paraphrase the Idea
What is it?A series of steps in mixed order are presentedStudents must re-order the steps into the correct sequenceCan be recall or anticipatory
Science – Scientific Methodology List the steps to setting up a scientific investigation
Math – Algebra II (Factoring)◦ Teach “Completing the Square”◦ Have students do puzzle to put steps (and example) in
correct order.◦ Details later in the presentation.
Reorder the Steps
High School Math - Algebra II (Factoring)
Teach students how to “Complete the Square”
Walk through two examples with the class.
Divide students into “teams” of 2 or 3.
Detailed Example – Re-order the Steps
Provide puzzle of steps, and have students put the steps (with example) into the correct order.
Differentiate by giving the example completed in correct order, and have student order the steps – or vice versa.
Teacher walks through class offering coaching and encouragement where needed.
Detailed Example – Re-order the Steps
Factor by Completing the Square Procedure: Example:
Factor by Completing the Square Procedure:Put equation into standard
form (0 = ax2 + bx + c)
Take care of the “c” – Subtract the constant from both sides of the equation.
Take care of the “a” – Divide all terms in the equation by “a”.
Take care of the “b” – Divide the current coefficient of x by 2, square it, and add it to both sides of the equation.
Factor the equation.
Solve for x.
Example:
Rubric◦ 3 – Both process steps and example steps are in
the correct order; side-by-side
◦ 2 – Process steps are in correct order, but example has one or two steps incorrect – or vice versa.
◦ 1 – Group effort has been made toward correctly ordering steps, including asking teacher for guidance in the activity. Process steps and example steps are started correctly.
◦ 0 – No effort has been made to order process steps or example steps correctly
Detailed Example – Re-order the Steps
21st century learner:◦ Mastery of core subjects◦ Learning and innovation skills◦ Life and career skills
Rubric for Evaluating North Carolina Teachers◦ Teachers demonstrate leadership◦ Teachers establish a respectful environment for a
diverse population of students◦ Teachers know the content they teach◦ Teachers facilitate learning for their students◦ Teachers reflect on their practice
Added Value