clickers 2: writing good clicker questions

CTD WEEKLY WORKSHOPS:

CLICKERS 2: WRITING GOOD

CLICKER QUESTIONS

Peter Newbury

Center for Teaching Development,

University of California, San Diego

[email protected] @polarisdotca

ctd.ucsd.edu #ctducsd

resources: tinyurl.com/Clickers2Sp2013

Tuesday, April 23, 2013 11:00 am – 12:00 pm

Center Hall, Room 316

Writing good clicker questions 2


student-centered instruction traditional lecture


student-centered instruction

peer instruction with clickers

interactive demonstrations

surveys of opinions

reading quizzes

worksheets

discussions

videos

Clicker Question


The molecules making up the dry mass of wood that

forms during the growth of a tree largely come from

A) sunlight.

B) the air.

C) the seed.

D) the soil.

Question credit: Bill Wood

Typical episode of peer instruction


Alternating with 10-15 minute mini-lectures,

1. Instructor poses a conceptually-challenging,

multiple-choice question.

2. Students think about question on their own.

3. Students vote for an answer using clickers,

smart phones, colored/ABCD voting cards,

Poll Everywhere,…

4. The instructor reacts, based on the

distribution of votes.

In effective peer instruction

Writing good clicker questions

students teach each other immediately,

while they may still hold or remember

their novice preconceptions

students discuss the concepts in their

own (novice) language

the instructor finds out what the students know (and

don’t know) and reacts, building on their initial

understanding and preconceptions.

students learn

and practice

how to think,

communicate

like experts

7

Effective peer instruction requires


1. identifying key concepts, misconceptions

2. creating multiple-choice questions that

require deeper thinking and learning

3. facilitating peer instruction episodes that

spark student discussion

4. resolving the misconceptions

before

class

during

class

today

next week

t h e l e a r n i n g c y c l e

Clickers help students learn...


BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen




BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


Clicker question


Melt chocolate over low heat. Remove the chocolate

from the heat. What will happen to the chocolate?

A) It will condense.

B) It will evaporate.

C) It will freeze.

(Question: Sujatha Raghu from Braincandy via LearningCatalytics)

(Image: CIM9926 by number657 on flickr CC)

assess prior knowledge

Clicker question


In your opinion, which had the most positive impact on

the modern world?

A) coffee

B) tea

C) chocolate

D) spice

E) sugar

(Herbst, UCSD)

motivate

Clicker question


A leopard goes into a deep cave

where there is no light. After an

hour, can it see in the dark?

A) No because there is no light.

B) No because its eyes have not had enough time to

adjust.

C) Yes because its eyes have adjusted to the darkness.

D) Yes because leopards can see in the dark.

(Question: Paul Simeon from Braincandy via LearningCatalytics)

(Image: Villy at the “door” of his cave by Tambako the Jaguar on flickr CC)

provoke thinking

Clicker question


A ball is rolling around

the inside of a circular

track. The ball

leaves the track

at point P.

Which path

does the ball

follow?

P

A

B C

D

E

(Mazur)

predict




BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


Clicker question


How many of these are reasons for the seasons?

the height of the Sun in the sky during the day

Earth’s distance from the Sun

how many hours the Sun is up each day

A) none of them

B) one

C) two

D) all three

probe misconception

Clicker question


Select the line that

you feel has the

strongest imagery in

“Fast rode the

knight” by Stephen

Crane (1905).

analysis

Fast rode the knight

With spurs, hot and reeking,

Ever waving an eager sword,

"To save my lady!"

Fast rode the knight,

And leaped from saddle to war.

Men of steel flickered and gleamed

Like riot of silver lights,

And the gold of the knight's good banner

Still waved on a castle wall.

. . . . .

A horse,

Blowing, staggering, bloody thing,

Forgotten at foot of castle wall.

A horse

Dead at foot of castle wall.

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

(David Kurtz, via LearningCatalytics)

Clicker question


Which of the following is an incorrect step when using

the substitution method to evaluate the definite integral

A)

B)

4

0

32 1 dxxx

31 xu

dxxdu 2

3

C.

D. none of the above

4

03

1duu

(adapted from Bruff (2009))

evaluation

Clicker question


Susan throws a ball straight up into the air. It goes up

and then falls back into her hand 2 seconds later.

Draw a graph showing the velocity of the ball from the

moment it leaves her hand until she catches it again.

time

velocity

2 sec 0

exercise skill

(CWSEI UBC)

time

velocity

2 sec 0

A time

velocity

2 sec 0

B

time

velocity

2 sec 0

C time

velocity

2 sec 0

D

E) some other graph

Which one is the closest match to your graph? exercise skill

(CWSEI UBC) Writing good clicker questions 20




BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


Clicker question


Which point on the phylogenetic tree represents the

closest relative of the frog?

A

B

C D

E

(UBC CWSEI)

demonstrate success

Clicker question


For the data set displayed in the following histogram,

which would be larger, the mean or the median?

A) mean

B) median

C) can’t tell from the given histogram

(Peck, mathquest.carroll.edu/resources.html)

review / recap

Clicker question


In your opinion, which had the most positive impact on

the modern world?

A) coffee

B) tea

C) chocolate

D) spice

E) sugar

“big picture”

(Herbst, UCSD)

What makes a good clicker question?


clarity Students should waste no effort trying to figure

out what’s being asked.

context Is this topic currently being covered

in class?

connection to

learning goals

Does the question make students do the right

thing to demonstrate they grasp the concept.

distractors What do the “wrong” answers tell you about

students’ thinking?

difficulty Is the question too trivial? too hard?

stimulates

thoughtful

discussion

Will the question engage the students and

spark thoughtful discussions?

Is there potential for you to be “agile”?

(Adapted from Chasteen, CU Boulder)

Clicker question (History)


In your opinion, which had the most positive impact on the modern world?

A) coffee B) tea C) chocolate D) spice E) sugar

clarity context learning goals distractors difficulty discussion

Clicker question (intro Astronomy)


Which of these are reasons for the seasons? i. the height of the Sun in the sky during the day ii. Earth’s distance from the Sun iii. how many hours the Sun is up each day A) ii only B) iii only C) i and ii D) i and iii E) i, ii and iii


Clicker question (intro Astronomy)


How many of these are reasons for the seasons?

the height of the Sun in the sky during the day Earth’s distance from the Sun how many hours the Sun is up each day A) none of them B) one C) two D) all three


Clicker question (Calculus)


Evaluate: A)

B)


4

0

32 1 dxxx

23)65(16

9

16

C.

D.

)165(9

2 23

3

1022


Clicker question (Calculus)


Which of the following is an incorrect step when using the substitution method to evaluate the definite integral A)

B)

4

0

32 1 dxxx

31 xu

dxxdu 2

3

C.

D. none of the above

4

03

1duu



Let’s try it…


Gather around a whiteboard in groups of 2 – 3.

Clicker question (at driving school)


Learning outcome: [after this lesson, you will be able to] change lanes on a busy freeway. While you’re writing it, think about what type of question is it? (predict, assess...)

when would you present it? (before, during, after)

critique your question for


Next week: clicker choreography


Peer instruction with clickers is new to your students, too.

They need clear directions about how to participate:

April 30: Clickers 1:

Introduction to Peer Instruction with Clickers

We never want a student wondering

what they’re supposed to be doing:

click, think, discuss, listen...?

clickers 2: writing good clicker questions

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