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Slides about “Questioning” for Clicker Workshops
Dr. Stephanie V. Chasteen Physics Department & Science Ed. InitiativeUniversity of Colorado – Boulderhttp://[email protected]
Co-presenters have included Steven Pollock, Jenny Knight, Trish Loeblein, and Kathy Perkins.
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Scince Education Initiative/ CU-Boulder
This presentation is copyrighted under the Creative Commons LicenseAttribution Non-Commercial Share-Alike
That means: Please watch it, share it, and use it in your presentations. Just give us credit, don’t make money from it, and use the same kind of license on the works that you create from it.
More information about Creative Commons licenses here: http://creativecommons.org/licenses/
Credit should be given to: Stephanie Chasteen and the Science Education Initiative at the University of Colorado, http://colorado.edu/sei
About these slides
We have created a variety of workshops on clickers and Peer Instruction for faculty and K12 teachers. These slides represent the presentations and activities that we have produced through this work. You are free to use this material with proper attribution (see previous slide).
Not all slides or activities were used in every workshop.
Activities are designated with a peach background to the slide
You can find the full handouts and activity descriptions under Workshop Materials at http://STEMclickers.colorado.edu
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
T hese me t a -s l i des p rov ide a l i t t l e b i t o f i n f o rma t i on f o r you abou t ou r p resen t e r and
wha t we a re t r y i ng t o do w i t h ou r p ro f ess iona l deve lopmen t wo rkshops .
Overview
Introducing Me5
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.comCreative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
U. Colorado clicker resources…6
Videos of effective use of clickers
http://STEMclickers.colorado.eduClicker resource page
http://STEMvideos.colorado.edu
2-5 mins long
• Instructor’s Guide• Question banks• Workshops• Literature / Articles
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
“Clickers” are really just a focal point
We aim to help instructors:Use student-centered, interactive teaching
techniquesBy the use of a tool (clickers) which makes a
transition to that pedagogy easier
Our talks are “how people learn” talks in disguise.
Bransford, Brown, Cocking (1999), How People Learn
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
7
The typical pattern of professional development for faculty…
(we) Tell them how to do it (they) Try it (they) Fail or fade (we) Repeat (louder!)
In physics, half of faculty only use Peer Instruction for a single semester
What’s missing? We need to help faculty anticipate challenges and difficulties with
implementing peer instruction. Lose the rose-colored glasses! We also need to provide less prescriptive “do this, don’t do that”
recommendations, which are hard to remember, and instead provide a pedagogical strategy which will naturally lead to those “best practices”
These workshop materials are intended to help overcome some of the challenges to sustainable improvements in teaching, as based on the research on instructional change.
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
8
How we try to accomplish goals:
Give a clear introduction to peer instruction. What does it really look like?
Give experience in peer instruction. How does it feel as a student? As an instructor?
Provide disciplinary experience. Give examples from multiple disciplines; have instructors sit next to others who teach in their subject area
Why does it work? The research.Respect their experience. Answer their
questions/challenges, rather than being gung-ho salesman.Provide opportunity for practice and feedback. Especially
in writing questions and facilitation.Practice what we preach. Do all this in a student-centered,
interactive environment. Don’t lecture about how not to lecture.
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
9
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
T hese s l i des f r ame t he message o f t he wo rkshop : t ha t we a re t a l k i ng abou t e f f ec t i ve ques t i on ing t echn iques , and how c l i c ke r s he lp t o f ac i l i t a t e t ha t ques t i on ing . We emphas i ze
t ha t t he t echno logy i s no t t he same as t he pedagogy.
Introduction: Questioning
I f you s tar t wi th technology, they focus on technology.
Frame i t as a workshop about quest ion ing .Don’ t equate the technology and the pedagogy
What do you teach?
A. ScienceB. Engineering or MathC. Social sciencesD. HumanitiesE. Other
Show of hands
Have you used response systems (clickers) in your teaching?
A. Not at all, and I haven’t seen them usedB. Not at all, but I’ve observed their use
somewhatC. I’ve used them a littleD. I’ve used them a lotE. I could be (should be?) giving this workshop
Take a clicker & turn it on If the green light flashes,
your vote has been counted
How familiar are you with “Peer Instruction”
A. Fairly familiar, and I like itB. Fairly familiar, but I’m not sure that I like itC. I’ve heard of it but only have a vague idea
what it isD. Not familiar at allE. Not sure
Colored cards
Warm-Up Activities
The following slides outline several possible warm-up activities to focus the participants on the purposes of questioning in the classroom
See the handouts for full descriptions and for participant worksheets
Warm Up #1: Why question?
Why do we ask questions? When might we use questions? What is the purpose of clicker questions?
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Warm up activityDiscuss in small groups, making notes in handout. Then share-out.
15
Warm Up #2: Why clickers?
What goals might clickers be used to achieve? Or, put another way, what might you use clicker questions to accomplish in your class?
16
Warm up activityBrainstorm on your own, then discuss in small groups, making notes in handout. Then share-out. What does this tool help
us to do?
The toughest thing about asking questions in class is…
A. Writing good questionsB. Getting students to really think about themC. Getting students to answer the questions /
Nobody respondsD. The same students always respond / Not
everybody respondsE. It takes too long / I have a lot of content to
cover
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Warm Up #3: Clicker question about questions17
Warm Up #4: Goals of Questions18
Warm up activityWatch a short mini lecture and write up one or two questions you could ask students to assess learning or facilitate understanding (not multiple choice).
Choose your favorite to share.
What is the goal of your question?A. Setting up
instructionB. Developing
knowledgeC. Assess LearningD. Something else
Question Cycle: Before / During / After
Credit: Rosie Piller and Ian Beatty.
19
BEFORESetting up instruction
E.g.:MotivateAssess prior knowledge… (handout!)
DURINGDeveloping knowledge
ApplicationElicit misconception…
AFTER Assessing learning
Relate to big pictureDemonstrate success…
19
Question Cycle: Before/During/After
Credit: Rosie Piller and Ian Beatty.
20
BEFORESetting up instruction
MotivateDiscoverPredict outcomeProvoke thinkingAssess prior knowledge
DURINGDeveloping knowledge
Check knowledgeApplicationAnalysisEvaluationSynthesisExercise skillElicit misconception
AFTER Assessing learning
Relate to big pictureDemonstrate successReview or recapExit poll