2015 SGTS Preparing to Teach 3: Peer Instruction

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  • Name Course Dept/School

    Summer I or II # students

    Remember, some of these questions are deliberately bad!

    Summer Graduate Teaching Scholars

    Preparing to Teach 3:

    Peer Instruction and

    Think-Pair-Share Questions

    May 19 and 21, 2015

  • clarity Students waste no effort trying to figure out whats

    being asked.

    context Is this topic currently being covered in class?

    learning

    outcome

    Does the question make students do the right things

    to demonstrate they grasp the concept?

    distractors What do the wrong answers tell you about

    students thinking?

    difficulty Is the question too easy? too hard?

    stimulates

    thoughtful

    discussion

    Will the question engage the students and spark

    thoughtful discussions? Are there openings for you

    to continue the discussion?

    What makes a good question?

    (Adapted from Stephanie Chasteen, CU Boulder) sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • clarity context learning outcome distractors

    difficulty stimulates thoughtful discussion

    sgts.ucsd.edu

  • Peer Instruction Protocol

    Theres no one correct way to run an episode of peer instruction but

    there are many ways to make it fail, with loss of potential for learning.

    This protocol / choreography aims to minimize the number of places

    where the instructor can accidentally short-circuit the activity.

    sgts.ucsd.edu

  • Evolution of the Solar System

    sgts.ucsd.edu

    Today, weve been learning about the formation of the

    Solar System.

    Just like a geologist studies

    the exposed layers on a cliff-

    face, we study landforms on

    other planets and moons to

    find the chronology

    (sequence) of processes.

    (Image: NASA)

    19

  • sgts.ucsd.edu

    Are features X and Y

    ridges or valleys?

    A) X=ridge, Y=valley

    B) X=valley, Y=ridge

    C) both are ridges

    D) both are valleys

    X

    Y

    20

    crater

  • 1

    2

    3

    Peer instruction to generate discussion (especially discussion of readings)

    What did you talk about in your group?

    Why is X wrong?

    Individual

    Vote

    Discussion

    Class-Wide

    Discussion

    Instructor Modeling,

    Wrap-up

    Beth Simon and Peter Newbury (UC San Diego)

    A)

    B)

    C)

    Present

    Question

    Explain

    to your

    neighbor

  • 1

    2

    3

    Peer instruction when there is a correct answer (or answers)

    What did you talk about in your group?

    Why is X wrong?

    Individual

    Vote

    Group

    Vote

    Discussion

    Class-Wide

    Discussion

    Instructor Modeling,

    Wrap-up

    Beth Simon and Peter Newbury (UC San Diego)

    A)

    B)

    C)

    Present

    Question

    Convince your

    neighbor