dr. stephanie chasteen - cwsei and bolts of clickers.pdf · stephanie chasteen– univ. of co...

Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You

Dr. Stephanie Chasteen Physics Department and Science Education Initiative University of Colorado, Boulder Physics Department and Science Education Initiative

 Take a clicker & turn it on  If the green light flashes, your vote has been counted

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

A.  Math or science (STEM) B.  Humanities or social science C.  Language D.  Arts E.  Other

2000 years ago

A.  An easy way to quiz my students on what we covered in class

B.  The latest trendy gadget. I’m not really sold on them yet.

C.  A tool to see how my students are thinking about a topic or idea

D.  A way for students to get feedback on their learning

E.  Ask me later 5

Learning goals

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

8 8 88

Clickers in large lectures at University of Colorado

% large lecture sections

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? (Practice writing questions)

4.  How do we facilitate student discussions? (Practice facilitating)

...because students can misunderstand what we say “Pearls Before Swine” by Stephan Pastis, 2002.

13 13 13

Ask Question

Peer Discussion

Class Discussion

…Lecture… (Maybe vote)

* See also: Peer Instruction, A User’s Manual. E. Mazur.

14 14 14

Ask Question

Peer Discussion

Class Discussion

15 15 15

•  Based on learning goals •  Several times per lecture •  Challenging, meaningful question •  Based on common student difficulties

•  Students learn more deeply by teaching each other •  Makes them articulate answer •  Lets you see inside their heads

•  Typically allow 2-5 minutes •  When buzz in room dies down, or •  When about 75% of students have clicked in.

•  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

Handout 1: Tips for use

Clickers are a tool, not a magic bullet!

What aspects of clicker technology makes it helpful for student learning?

Discussion

21 21 Stowell & Nelson (2007) – Eastern Illinois University

Hand-raising Response Cards

Clickers

% correct during lecture

All about 60% correct on post-test

Motivate students to participate, without stressing over the right answer

We recommend extra credit for: • Mostly participation (eg., 2 points) • Some for correctness (eg., 1 point)

A new research study (James & Willoughby, 2011) shows: Giving points for correctness creates less productive classroom conversations! See http://theactiveclass.com

◦ 2-5 questions spaced through an hour

◦ Discussion with peers (usually nearest neighbors)

Your sister in law calls to say that she’s having twins. Which of the following is the most likely? (Assume she’s having fraternal, not identical, twins)

A) Twin boys B) Twin girls C) One girl and one boy D) All are equally likely

Credit: Derek Bruff

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?

How much do you think cultural factors explain the pronounced differences in violent behavior rates between men and women?

A. Not much at all B. A little C. They are sometimes useful D. They explain most of what we see E. Don’t know/other

27 Stefanie Melborne, CU Boulder

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?

 When you were growing up, which of your parents usually earned the most money? If one parent didn’t work for pay, answer that the other earned a lot more.

A. Don’t have 2 parents/neither worked B. Dad usually earned a lot more C. Dad usually earned a little more D. Mom usually earned a little more E. Mom usually earned a lot more

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 30

Handout 2: Goals of TEFA

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

Provoke thinking about something new

Probe limits of understanding

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/

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 levels

You flip a nickel and a penny. Which is the most likely?

A) Two heads B) Two Tails C) One head and one tail D) All are equally likely

The answer is NOT important: The strategy for getting the answer is the goal.

Your critical thinking and participation are important

This is what this course is about.

What are some of the challenges in using clickers in this way? (Ie., challenging questions followed by peer discussion)

Brainstorm at your table and take notes. Post paper on the wall.

5 minutes

Discuss with table

 As a table, go to your assigned challenge: 1.  It takes too much time 2.  Classroom management issues 3.  How to write or find good questions 4.  Getting student buy-in

 Brainstorm how to overcome this barrier and secretary take notes (5 minutes)

 Visit the other posted challenges and discuss (1 minute each)

Jigsaw

� � �

1.  Motivation is essential for student learning

� � �

Make Clickers Work for You

Handout 3: How People Learn

2.  People learn by actively constructing their own understanding.

i.e., not this….

So, this webinar isn’t enough!

Fish is Fish L. Lionni

Dragonfly Books

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

Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You45 R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

traditional lecture About how much do students learn that they didn’t already know coming into class?

A.  10%

B.  25%

C.  50%

Learned less Learned more 0.50 0.25

Basic physics force concept survey

Fraction learned

Where on this graph do you think classes using clickers will fall?

A.  Same

B.  30%

C.  50%

D.  75%

But by actively engaging students... based on what they know....

traditional lecture interactive engagement

Fraction learned 0.50 0.25

Learned more Learned less

Clickers only (at CU)

Clickers and more (at CU)

traditional lecture interactive engagement

Fraction learned 0.50 0.25

Learned more Learned less

Clickers only (at CU)

Clickers and more (at CU)

49 Just

guessing Not quite

Before discussion

Just guessing Not quite

After discussion

B C A Mazur, 1997 B C A B C A B C A

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

Students answer a clicker question individually

2) Students talk to neighbors and answer the same clicker question again

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

More research at STEMclickers.colorado.edu

Then explain answers to Q1 and Q2 �

Students answer Q1 individually. 1)

Students talk to neighbors and

answer Q1 again �(Q1AD = Q1“After

Discussion”).

Students answer Q2 individually . Q2 tests same concept as Q1.

52 52 52

Ask Question

Peer Discussion

Class Discussion

 What are the learning goals of your course?

 Where are the bottlenecks in your course?

Take on minute to think about a topic or learning goal you’re teaching next week that you could ask a question about.

You will get a chance to work on this question – right now, just have it in your mind and shop for ideas for it.

Take on minute to think about a topic you’re teaching next week that you could ask a question about.

You will get a chance to work on this question – right now, just have it in your mind and shop for ideas for it.

1. Question Mechanics 2. Question Depth 3. Question Goals

Handout 4: Writing Questions

 Clear wording  Use tempting distractors

 Sources of distractors: ◦ Student answers on homework & exams ◦ Common misconceptions

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?

60 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

But how do we increase the level of questioning?

  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

Handout 5: Bloom’s Taxonomy

Back to Bloom’s Taxonomy

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

About 3-4 mins per question.

◦  Is the question clearly worded? ◦ What is the goal of this question? ◦  Is this a high-level or lower-level goal? ◦ Would you use this question yourself? ◦ Does this help you with ideas for your own questions?

Make comments on the sheets 64 64

Handout 6: More questions

 Consider a topic you will be teaching in the fall ◦ What are your learning goals? ◦ What question would motivate a discussion? ◦ What are common student difficulties?

 Write a first draft of a question on your own.

See “writing questions” handout for tips, and “Bloom’s Taxonomy” handout for verbs

Show your question to a neighbor   Is it clear?  What is the goal of this question?  Does it get at higher-order or lower-order

levels of thinking?  How can it be improved and/or written at

a higher level?

Bring one question from group to Scott at end

67 67 67

Ask Question

Peer Discussion

Class Discussion

PI Voting Stage Public Solution

Discussion

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.

 What are the practices that the instructor can change during peer discussion?

• Allow plenty of time for discussion • Encourage discussion • Circulate classroom (to listen in)

Handout 7: Peer Discussion

70 70 70

Ask Question

Peer Discussion

Class Discussion Peer Discussion

(Maybe vote)

 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

Giving the answer stops student thinking!

In a group of 4: 1.  Choose a question to use 2.  Assign roles to each member of the

group to split up the task of facilitating the question

10 minutes

1.  “Critical friend” 2.  PAUSE when we should discuss

something 3.  Wait for feedback on question itself until

the end.

1.  Be clear why you’re using clickers 2.  Use them frequently 3.  Use a variety of question levels 4.  Use a variety of techniques 5.  Encourage discussion 6.  Listen to students 7.  Start small

...because students can misunderstand what we say

“Pearls Before Swine” by Stephan Pastis, 2002.

On yellow Tips for Successful Clicker Use sheet – which four things would you tell a

colleague when you go home?

Start small!

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)

  Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu

  Web and blog: http://sciencegeekgirl.com   Email: stephanie@sciencegeekgirl.com

  You can view some webinar session recordings at http://theactiveclass.com

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

80 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)

During a group or individual task:

Click in with your progress: A.  Still working B.  Almost done C.  Finished

A.  I’m bored – speed up B.  I’m with you C.  Slow down a little D.  I’m totally lost

If you saw a piece of trash in the street, would you pick it up?

A.  Yes B.  No C.  It depends

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!

The child apprized her father’s authority and behaved herself in church.

Apprized means…

A.  Appreciated B.  Compromised C.  Defied D.  Noted

If you were a judge, how would you assess the “responsibility” of the U.S. Government for what happened in the world between 1933 and 1945?

A.  Not responsible B.  Minimally responsible C.  Responsible D.  Very responsible

The girl is wearing a: A.  A hat B.  Glasses C.  A cap D.  Jacket E.  More than one/

Something else

87 Tabetha Huth

Is the following a run-on sentence? “The sly fox sometimes jumped over the

lazy dog unless it was Thursday.”

A.  Yes B.  No C.  Not sure

1.  Welcome mat 2.  Storm door 3.  Moat 4.  Room 5.  Mailbox 6.  Vaseline 7.  None of the above 8.  Other

Skin:Wall as Mucus:____

Credit: Kate Dollard, Northhampton High School

Your sister in law calls to say that she’s having twins. Which of the following is the most likely? (Assume she’s having fraternal, not identical, twins)

A.  Twin boys B.  Twin girls C.  One girl and one boy D.  All are equally likely

Derek Bruff, Vanderbilt

A coin has just been flipped 1000 times, and it landed heads 600 times and tails 400 times. What is the probability that the next flip of the coin will land heads?

A.  10% B.  20% C.  30% D.  40% E.  50% F.  6% G.  70% H.  80% I.  Impossible to determine J.  None of the above Bill Leonard, UMass Amherst

What is at stake when Clytaemestra asks Agamemnon to walk on the carpet? What is at issue? Why is he reluctant to do so? A) The carpet is too valuable to walk on. Agamemnon knows he will ruin it. Organic matter in the soil B) The carpet is red. It symbolizes shed blood. To walk on it implies disrespect for human life. Sunlight C) To walk on the carpet is sacrilegious. The gods might walk on such a carpet, but for a human to act so is an act of desecration. D) Walking on the carpet makes Agamemnon analogous to the hybristic potentates of the East, in whose lands he has spent the previous 10 years. E) The carpet symbolizes specifically the blood of Agamemnon's daughter Iphigeneia, whom he sacrificed to promote the expedition to Troy. Walking on the carpet re-enacts that murder.

Jackie Elliott, CU-Boulder

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble. This paragraph appears in which historic document?

A.  The Declaration of Independence B.  The Freedom of Information Act C.  The Mayflower Compact D.  The Magna Carta E.  The U. S. Constitution

Origin unknown

dr. stephanie chasteen - cwsei and bolts of clickers.pdf · stephanie chasteen– univ. of co...

Documents

kristen chasteen md palliative medicine, henry ford hospital...

christopher smith joseph chasteen andrew kelly jayson minix

cwsei summary departmental activities january …cwsei...

the gentle art of questioning dr. stephanie v. chasteen...

clicker guide cwsei cu-sei

worksheets and activities in large first-year physics -...

classroom techniques learning goals concept tests...

stephanie chasteen, steven pollock, ward handley, darren...

september-2010-iclicker-webinar-v2 - cwsei · make clickers...

exploring the solar system with a human orrery - cwsei -...

stephanie chasteen, steven pollock , michael …...thinking...

cv 10 15 finkelstein - university of colorado...

writing great clicker questions the gentle art of...

teaching faculty about effective use of clickers dr....

teaching faculty about effective use of clickers ·...

clickers in upper-division · pdf fileclickers in...

facilitation tips and techniques make clickers work for you...

writing learning goals to drive instruction & assessment...

making clickers work for you dr. stephanie v. chasteen & dr....

cwsei workshop 2