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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