going all the way: use of clickers for peer instruction and just-in-time teaching
DESCRIPTION
Ross and his colleagues moved from the traditional classroom model, where in lectures students are given information to remember and possibly to understand, to an inverted classroom model. In the inverted classroom model content is provided as reading in advance of the lectures and the contact time instead focuses on developing understanding.TRANSCRIPT
Physics Education Research The University of Edinburgh
Going all the way: Use of clickers for peer instruction
and just-in-time teaching
Ross Galloway School of Physics & Astronomy
University of Edinburgh
‘Clickers Reloaded’ 7th December 2011
Physics Education Research The University of Edinburgh
Acknowledgements
The Physics 1A Course Team: Simon Bates & Richard Massey Workshop heads of class and Teaching Assistants Secretaries and technicians
Physics Education Research The University of Edinburgh
Outline
• Motivation • What we did • What happened • What the students thought • Some personal reflections
Physics Education Research The University of Edinburgh
Motivation: the Traditional Classroom
Physics Education Research The University of Edinburgh
Motivation: the Inverted Classroom
• Move information transfer out of the classroom.
• Devote in-class learning time to higher level activities.
Physics Education Research The University of Edinburgh
Motivation: the Inverted Classroom
Physics Education Research The University of Edinburgh
Week n + 1
Workshops
What we did: Physics 1A Course Structure
Week n - 1
Personal Reading
Online Reading
Quiz
Week n
Peer Instruction Lectures
“What I still don’t understand
is…”
Hand-in Assignment
Physics Education Research The University of Edinburgh
What happened
• Students (mostly) did the reading! • Students (mostly) did the quiz! • Students (mostly) came to lectures!
Physics Education Research The University of Edinburgh
What happened
Physics Education Research The University of Edinburgh
preprepostg
−
−=
%100 :gain Normalised
-0.10
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1.00
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
PI session
Norm
alis
ed g
ain
<g>
Physics Education Research The University of Edinburgh
What happened: diagnostic test results Pre-test Scores
0
5
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15
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30
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Score
Freq
uenc
y
Pre-test n=161
Post-test Scores
0
5
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Score
Freq
uenc
y
Post-test n=161
52.0=g
Physics Education Research The University of Edinburgh
What happened: diagnostic test results
0.00
0.10
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0 20 40 60 80 100
Mean Post-test Score (%)
Nor
mal
ised
Gai
n <g
>
Other universities Physics 1A
Data taken from R.R. Hake, Am. J. Phys. 66(1), 1998
Physics Education Research The University of Edinburgh
What the students thought
N = 90
Physics Education Research The University of Edinburgh
What the students thought
Physics Education Research The University of Edinburgh
Some personal reflections
• Can be scary at first • But you soon get into the rhythm • Forget about carefully planned timing • Great classroom atmosphere • Freedom from ‘coverage’ • Focus on what matters