materials on specific aspects of peer instruction dr. stephanie v. chasteen physics department &...

Materials on Specific Aspects of Peer Instruction

Dr. Stephanie V. Chasteen Physics Department & Science Ed. InitiativeUniversity of Colorado – Boulderhttp://[email protected]

Co-presenters have included Steven Pollock, Jenny Knight, Trish Loeblein, and Kathy Perkins.

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Scince Education Initiative/ CU-Boulder

This Powerpoint provides our workshop slides organized by topic

This presentation is copyrighted under the Creative Commons LicenseAttribution Non-Commercial Share-Alike

That means: Please watch it, share it, and use it in your presentations. Just give us credit, don’t make money from it, and use the same kind of license on the works that you create from it.

More information about Creative Commons licenses here: http://creativecommons.org/licenses/

Credit should be given to: Stephanie Chasteen and the Science Education Initiative at the University of Colorado, http://colorado.edu/sei

About these slides

We have created a variety of workshops on clickers and Peer Instruction for faculty and K12 teachers. These slides represent the presentations and activities that we have produced through this work. You are free to use this material with proper attribution (see previous slide).

Not all slides or activities were used in every workshop.

Activities are designated with a peach background to the slide

You can find the full handouts and activity descriptions under Workshop Materials at http://STEMclickers.colorado.edu

To make your own workshop

We suggest including…IntroductionAbout Peer InstructionFacilitation OR Question

Writing

It is difficult to cover both Facilitation and Question Writing. In a general workshop, you might focus your activities on Facilitation and do some short activity on questions.

1. Choose your activities (typically one or two per section)

2. Choose your slides3. Make an outline/timeline

of your workshop to make sure you’re not trying to do too much.

All activities have accompanying handouts which you can find at http://STEMclickers.colorado.edu

http://STEMclickers.colorado.edu/

http://STEMclickers.colorado.edu/

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

T hese me t a -s l i des p rov ide a l i t t l e b i t o f i n f o rma t i on f o r you abou t ou r p resen t e r and

wha t we a re t r y i ng t o do w i t h ou r p ro f ess iona l deve lopmen t wo rkshops .

Overview

Introducing Me6

Applying scientific principles to improve science education – What are students learning, and which instructional approaches improve learning?

Science Education Initiative

Physics Education Research Group

One of largest PER groups in nation, studying technology, attitudes, classroom practice, & institutional change.

http://colorado.edu/SEI

http://PER.colorado.edu

Blogger & Consultant

http://sciencegeekgirl.comCreative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

U. Colorado clicker resources…7

Videos of effective use of clickers

http://STEMclickers.colorado.eduClicker resource page

http://STEMvideos.colorado.edu

2-5 mins long

• Instructor’s Guide• Question banks• Workshops• Literature / Articles


“Clickers” are really just a focal point

We aim to help instructors:Use student-centered, interactive teaching

techniquesBy the use of a tool (clickers) which makes a

transition to that pedagogy easier

Our talks are “how people learn” talks in disguise.

Bransford, Brown, Cocking (1999), How People Learn


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The typical pattern of professional development for faculty…

(we) Tell them how to do it (they) Try it (they) Fail or fade (we) Repeat (louder!)

In physics, half of faculty only use Peer Instruction for a single semester

What’s missing? We need to help faculty anticipate challenges and difficulties with

implementing peer instruction. Lose the rose-colored glasses! We also need to provide less prescriptive “do this, don’t do that”

recommendations, which are hard to remember, and instead provide a pedagogical strategy which will naturally lead to those “best practices”

These workshop materials are intended to help overcome some of the challenges to sustainable improvements in teaching, as based on the research on instructional change.


9

How we try to accomplish goals:

Give a clear introduction to peer instruction. What does it really look like?

Give experience in peer instruction. How does it feel as a student? As an instructor?

Provide disciplinary experience. Give examples from multiple disciplines; have instructors sit next to others who teach in their subject area

Why does it work? The research.Respect their experience. Answer their

questions/challenges, rather than being gung-ho salesman.Provide opportunity for practice and feedback. Especially

in writing questions and facilitation.Practice what we preach. Do all this in a student-centered,

interactive environment. Don’t lecture about how not to lecture.


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T hese s l i des f r ame t he message o f t he wo rkshop : t ha t we a re t a l k i ng abou t e f f ec t i ve ques t i on ing t echn iques , and how c l i c ke r s he lp t o f ac i l i t a t e t ha t ques t i on ing . We emphas i ze

t ha t t he t echno logy i s no t t he same as t he pedagogy.

Introduction: Questioning

I f you s tar t wi th technology, they focus on technology.

Frame i t as a workshop about quest ion ing .Don’ t equate the technology and the pedagogy

What do you teach?

A. ScienceB. Engineering or MathC. Social sciencesD. HumanitiesE. Other

Show of hands

Have you used response systems (clickers) in your teaching?

A. Not at all, and I haven’t seen them usedB. Not at all, but I’ve observed their use

somewhatC. I’ve used them a littleD. I’ve used them a lotE. I could be (should be?) giving this workshop

Take a clicker & turn it on If the green light flashes,

your vote has been counted

How familiar are you with “Peer Instruction”

A. Fairly familiar, and I like itB. Fairly familiar, but I’m not sure that I like itC. I’ve heard of it but only have a vague idea

what it isD. Not familiar at allE. Not sure

Colored cards

Warm-Up Activities

The following slides outline several possible warm-up activities to focus the participants on the purposes of questioning in the classroom

See the handouts for full descriptions and for participant worksheets

Warm Up #1: Why question?

Why do we ask questions? When might we use questions? What is the purpose of clicker questions?


Warm up activityDiscuss in small groups, making notes in handout. Then share-out.

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Warm Up #2: Why clickers?

What goals might clickers be used to achieve? Or, put another way, what might you use clicker questions to accomplish in your class?

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Warm up activityBrainstorm on your own, then discuss in small groups, making notes in handout. Then share-out. What does this tool help

us to do?

The toughest thing about asking questions in class is…

A. Writing good questionsB. Getting students to really think about themC. Getting students to answer the questions /

Nobody respondsD. The same students always respond / Not

everybody respondsE. It takes too long / I have a lot of content to

cover


Warm Up #3: Clicker question about questions18

Warm Up #4: Goals of Questions19

Warm up activityWatch a short mini lecture and write up one or two questions you could ask students to assess learning or facilitate understanding (not multiple choice).

Choose your favorite to share.

What is the goal of your question?A. Setting up

instructionB. Developing

knowledgeC. Assess LearningD. Something else

Question Cycle: Before / During / After

Credit: Rosie Piller and Ian Beatty.

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BEFORESetting up instruction

E.g.:MotivateAssess prior knowledge… (handout!)

DURINGDeveloping knowledge

ApplicationElicit misconception…

AFTER Assessing learning

Relate to big pictureDemonstrate success…

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Question Cycle: Before/During/After


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MotivateDiscoverPredict outcomeProvoke thinkingAssess prior knowledge


Check knowledgeApplicationAnalysisEvaluationSynthesisExercise skillElicit misconception


Relate to big pictureDemonstrate successReview or recapExit poll

Two way conversations with students are vital...23

...because students can misunderstand what we say


T h e s e s l i d e s o u t l i n e h o w a c l i c k e r w o r k s , w h a t t h e b e n e f i t s a r e o f u s i n g c l i c k e r s , a n d e x p l a i n p e e r i n s t r u c t i o n ( t h e

p e d a g o g i c a l t e c h n i q u e u s i n g c l i c k e r s f o r i n - c l a s s q u e s t i o n i n g ) .

I t s e e m s i m p o r t a n t t o s h o w e x a m p l e q u e s t i o n s e a r l y i n t h e w o r k s h o p , t h o u g h t h i s c a n a l s o b e d o n e l a t e r w h e n d i s c u s s i n g f e a t u r e s o f g o o d q u e s t i o n s . S e e i n g l o t s o f e x a m p l e s s e e m s t o

b r o a d e n p a r t i c i p a n t s ’ t h i n k i n g a b o u t c l i c k e r q u e s t i o n s , a n d g i v e s t h e m s o m e c o n c r e t e e x a m p l e s t o r e f e r t o a s y o u d i s c u s s

t h e a b s t r a c t p e d a g o g y.

We a l s o h a v e t h e m p a r t i c i p a t e i n a m o d e l p e e r i n s t r u c t i o n q u e s t i o n .

About clickers and peer instruction

What is special about clicker questions?

Similar goals as other types of questioning techniques

Multiple choiceAnonymous (to peers)Every student has a voice –

the loud ones and the shy ones

Forced wait timeYou can withhold the answer

until everyone has had time to think (choose when to show the histogram)

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What does this tool help us to do?

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But not a magic bullet!

Clickers are a tool for questioning

Don’t equate the pedagogy with the technology.

So what IS the pedagogy?

Browsing Questions Activity

Three different activities follow which allow the participants to browse a variety of questions

This serves to expose participants to a wide variety of types of clicker questions, and to open participants’ eyes to the wide variety of possible uses of clicker/peer instruction questions, so that they may be able to gain a broad vision of how this tool might be used in their classroom. These activities also help ground the abstract pedagogy in concrete examples.

Browsing Questions 1: Gallery Walk

With a partner, look at the “example questions” trios on the wall.

What do you think an instructor would be trying to accomplish with such questions?

Jot down any ideas next to the question

5 minutes

Aihofanz2010 on Wikimedia

Browsing Questions #2: Treasure Hunt


Question Rating SheetBrowse the questions on the handout. In your groups, rate them on a 4-point scale, with “1” being “terrible” and “4” being “terrific.”

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Browsing Questions 3: Powerpoint


PowerpointShow a series of questions via Powerpoint and discuss.

30

Why use peer instruction?31

Here we show one of two videos from http://STEMvideos.colorado.edu Anatomy of a Clicker Question (for

audiences that are already bought-in to using clickers)

Students and Teachers Speak (for audiences that could benefit from some persuasion), first few minutes

Each shows the process of teaching using peer instruction, from which we can extract the “anatomy of peer instruction” on the next slide

Anatomy of a clicker question32

Ask Question

Peer Discussion

Vote

Debrief

…Lecture…(May vote individually)

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

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1. Asking Question

Best practices•Ask several times during lecture•Ask challenging, meaningful questions•Questioning is integral to lecture

Why do it?•Students can learn by considering a question•Breaks up lecture• Learning is in the application of knowledge

Example question: Biology

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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 soilB)Organic matter in the soilC)Gases in the airD)Sunlight

Common misconception leads to answers (A) and (B). Correct answer: C


34

2. Peer Discussion35


Why do it?•Students learn more deeply by teaching each other• Makes them articulate answer• Lets you see inside their heads Best Practices:

•Make it clear why you’re doing this• Circulate and ask questions / model•Use questions they want to discuss•Allow enough time (2-5 mins)•Focus on reasoning in wrap-up• Show students you value their ideas

3. Wrap-Up Discussion. 36

Best practices:•Establish culture of respect•Don’t always show the histogram immediately• Ask multiple students to defend their answers• Emphasize reasoning: Why are wrong answers wrong and why right answer is right

Why do it?•Student ideas are important•Instructor feedback is important•So students know answer and reasoning by the end

37

Ask Question

Peer Discussion

Vote

Debrief

…Lecture…(May vote individually

Question break


The Practice Question

Following are a series of practice questions that you can use to demonstrate Peer Instruction. Choose one.

A practice question provides the experience of engaging in PI as a participant, which serves to outline a model PI cycle and highlight the value of the technique


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Practice question #1: Superpowers

Which superpower would you rather have? The ability to…

A. Change the mass of thingsB. Change the charge of thingsC. Change the magnetization of thingsD. Change the boiling point of things

Question: Ian Beatty, UNC Greensboro Image: Thibault fr on Wikimedia

39

Practice Question #2: Twins

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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 boysB)Twin girlsC)One girl and one boyD)All are equally likely

Courtesy Derek Bruff, Vanderbilt

40

Practice Question #3: Tennis Anyone?

A tennis racket and can of balls together costs $110. The tennis racket alone costs $100 more than the can of balls. How much does the can of balls alone cost?

A. $5B. $10C. $11D. $100E. None of these

Courtesy Steven Pollock, CU-Boulder

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Practice Question #4: Clicker Challenges

A. Writing good questionsB. Getting students to really think about the

questionsC. Getting students to share their reasoning with

the whole classD. Getting students to discuss the questions with

each other (peer discussion)E. It takes too long / I have a lot of content to cover

I think the toughest thing about using clickers and peer instruction in class is / will be:

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F o l l ow ing a re a va r i e t y o f s l i des h i gh l i gh t i ng key f i nd ings r ega rd ing t he e f f ec t i veness o f c l i c ke rs . We l i ke t o h i gh l i gh t t he r esea rch t o show t ha t we ’ re no t “ se l l i ng snake o i l , ” bu t

a t t he same t ime we f i nd t ha t t oo much t ime on t he r esea rch can be du l l . P rev ious s t ud ies have f ound t ha t i ns t r uc t o r s

a ren ’ t * conv inced* t o use a new t echn ique based on resea rch : r a t he r, t hey a re conv inced because a t echn ique seems l i ke good t each ing , o r a co l l eague pe rsuades t hem, and t hen t hey use t he resea rch t o * j us t i f y * wha t t hey have

chosen t o do . T hus , i t i s good t o show t ha t t he re i s r esea rch t o back up t he t echn ique bu t no t spend t oo much

t ime on i t . L i nks t o key s t ud ies a re a t h t t p : / / s t em c l i c ke r s . Co lo rado . Edu .

Research about peer instruction

Peer instruction helps students learn

Research shows that:Students can better answer a similar question

after talking to their peersPeer discussion + instructor explanation of

question works better than either one aloneStudents like peer instructionPeer instruction classes outperform

traditional lectures on a common test

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See http://STEMclickers.colorado.edu for various references

Clicker Question

Honestly, I think that I’m most likely to modify this technique of peer instruction to suit me and my students. I know that there are at least ___ parts of the technique that I’ll be changing:

A. NoneB. OneC. Two-threeD. Four or more

Is there a problem with modifications?

I won’t tell you how to teach. You’re smart & you care about instruction.

Be strategic about modifications. Know the research.

Some research on modifications

63.5% of faculty (in physics) say they are familiar with Peer Instruction

30% report that they use Peer Instruction50% of those use Peer Instruction in the way

described by developersOften dropped are:

Student discussion Use of conceptual questions Whole-class voting

Dancy & Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct 2010.Web survey of 722 physics faculty at various institutions, initial sample of 2000.

Is this a problem?Probably.

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Talking brings convergence49

Eric Mazur - Harvard

U.

Before discussion

B CA

After discussion

B CA

Mazur, 1997

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

The hypothesis: If students learn from peer discussion, they should show better performance on a similar question. Ask a second, similar question without any instructor input: Q2

Undergrad introductory genetics course. 16 Q1/Q2 pairs.

Smith et al., Science. 2009, 323(5910):122.

Research by Michelle Smith, Bill Wood, Wendy Adams, Carl Wieman, Jenny Knight, Nancy Guild, Tin Tin Su, MCDB.

n= 350 students


Are they learning from peers?

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Q1AD

After Discussion

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0Percent

Then explain answers to Q1 and Q2

Students answer Q1 individually.

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Students talk to neighbors and answer Q1 again (Q1AD = Q1“After

Discussion”).

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

3)

Easy(5 questions)

Medium(7 questions)

Difficult(4 questions)

Perc

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Can students answer difficult questions correctly after discussion?

Q1

Q1after discussion

Q2

Very few students knew correct answer to Q1, but after discussion, many more answer correctly: students are constructing their own knowledge



I n t h i s s e c t i o n o f t h e w o r k s h o p , w e a d d r e s s b e s t - p r a c t i c e s i n f a c i l i t a t i o n o f P e e r I n s t r u c t i o n . I n a w o r k s h o p f o c u s e d o n

f a c i l i t a t i o n , t h i s f o r m s a b o u t h a l f t h e w o r k s h o p . I n a w o r k s h o p f o c u s e d o n q u e s t i o n - w r i t i n g o r a n i n t r o d u c t i o n t o P e e r

I n s t r u c t i o n , w e m u s t c h o o s e a s m a l l s u b s e t o f t h e s e s l i d e s a n d a c t i v i t i e s t o g i v e a n o v e r v i e w.

We h i g h l i g h t b e s t p r a c t i c e s b y e x p l i c i t l y a d d r e s s i n g c o m m o n c h a l l e n g e s a s s o c i a t e d w i t h t h e t e c h n i q u e . T h e r e a r e s e v e r a l

p o s s i b l e a c t i v i t i e s w e h a v e u s e d . T h e P e d a g o g i c a l P h i l o s o p h i e s a c t i v i t y l e a d s i n t o b e s t - p r a c t i c e s t h r o u g h

d i s c u s s i o n o f t h e u n d e r l y i n g b e l i e f s t h a t w o u l d b e r e q u i r e d t o f a c i l i t a t e P e e r I n s t r u c t i o n . T h e o t h e r “ C h a l l e n g e s ” a c t i v i t i e s

g e t p a r t i c i p a n t s b r a i n s t o r m i n g a b o u t c o m m o n h u r d l e s a n d s o l u t i o n s .

Common Challenges / Facilitation

Activity: Pedagogical Philosophy


Core Philosophies exercise

What are the underlying principles that make this work?• Why might this be an effective

teaching strategy?• What must the instructor believe?• What must the students believe?

Discuss in groups, and then share-out.

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Some core philosophies of mine

Students learn by … teaching each other… articulating their ideas

It’s important for me to …. hear student ideas… know what my students understand I value and respect student ideas

I want students to … know that I value student ideas… feel safe sharing their ideas

Clicker questions are an integral part of my lecture

Activity: Challenges in the Classroom

You ask students a question, and ask them to discuss.

You then ask them to share their answers and reasoning in a whole-class discussion

What could possibly go wrong?

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In groups of 3-5 brainstorm some of the challenges you imagine in using this.

Brainstorm some solutions that are in line with your core philosophies

Write on your handout and then scribe on board

10 mins

What are the challenges?

What do you think is the toughest thing about using Peer Instruction?

A. Writing good questionsB. Technical issuesC. Tough to get students to discuss questionsD. I have too much content to cover / takes too

much timeE. Something else


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58

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1. Ask Question

What are some challenges/ philosophies / solutions related to asking the question?

Best practices•Ask several times during lecture•Ask challenging, meaningful questions•Don’t post until ready & give time to read

Philosophies•Questions are integral to lecture•Students can learn by considering a question

Question Cycle: Before / During / After


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2. Peer Discussion60

What are core philosophies in peer discussion?

Philosophies: • Students learn through discussion• Students need to know that you value their ideas & that it’s safe to share

Solutions:•Make it clear why you’re doing this• Circulate and ask questions / model•Use questions they want to discuss•Allow enough time (2-5 mins)•Focus on reasoning in wrap-up

What are challenges / how can you help make it work?

Student buy-in is key!

Here we show a portion of the video, “Tell Students Why” at http://STEMvideos.colorado.edu. This highlights the importance of student buy-in and gives an example of an instructor speech to a class on why he is using Peer Instruction

3. Wrap-Up Discussion62

Philosophies? Challenges? What might you do to facilitate an effective wrap-up discussion?

Solutions:•Establish culture of respect•Consider whether to show the histogram immediately• Ask multiple students to defend their answers• Emphasize reasoning: Why are wrong answers wrong and why right answer is right

Philosophies:•Student ideas are important•Students need to feel safe

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Giving the answer stops student thinking!

Effects of increased wait time

Changes in student behavior: More students respond More students respond without being asked (unsolicited) Student responses are longer More alternative explanations are offered Student confidence increases There are more speculative responses Students ask more questions

Other changes (on teacher!) Quantity of questions decreased Quality of questions increased Expectations of slower students were revised Teacher reactions to answers were more appropriate

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Rowe, Mary Budd (1974)

All from a few more seconds!

Other things we haven’t talked about?

Other challenges / solutions / philosophies?

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T hese s l i des a re used i n wo rkshops whe re we a re f ocus ing on t he sk i l l s and p rocess o f w r i t i ng good c l i c ke r ques t i ons .

I n a wo rkshop t ha t i s t r y i ng t o g i ve an ove rv i ew, we m igh t on l y do a b r i e f “ bes t p rac t i ces i n w r i t i ng ques t i ons ” s l i de . I n

a l onge r wo rkshop f ocused on w r i t i ng ques t i ons

Writing Questions

Writing Questions Activity

Following are two possible activities where participants write a draft question

They have a chance to revisit and revise the question after additional workshop material is presented, later

Writing Questions #1: Pedagogical Goal

Choose one of the pedagogical goals from the “Question Cycle”

Write a draft clicker question that aims to achieve this goal.

3 minutes

Question Cycle: Before/During/After


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MotivateDiscoverPredict outcomeProvoke thinkingAssess prior knowledge


Check knowledgeApplicationAnalysisEvaluationSynthesisExercise skillElicit misconception


Relate to big pictureDemonstrate successReview or recapExit poll

Writing Questions #2: Content Goal

Choose a content learning goal that relates to your discipline

Write a draft clicker question that aims to help students achieve this learning goal

3 minutes

Learning Goals

Biology: Recognize the components of a cell and describe why each is necessary for the function of a cell

Physics: Identify the different ways that light can interact with an object (i.e., transmitted, absorbed, reflected).

Chemistry: Explain trends in boiling points in terms of intermolecular interactions

Earth science: Understand the formation of the three major types of rocks (igneous, sedimentary, and metamorphic) and the processes by which they form, relating them by the rock cycle.

Math: Solve a system of linear equations in two variables using algebra or graphing.

Writing Questions #3: Revise Existing Question

A. The change in the earth’s distance from the sun during the year

B. The tilt of the earths axisC. Changes in the sun’s brightnessD. Changes in cloudsE. None of the above

What causes the seasons?

Consider the following question. How might you improve upon this question, or write it differently? What is the pedagogical goal of this question?



Bad question. Students can

answer by memorizing a word (“tilt”)

Can we make a better question on the SAME topic? Yes…


Writing Questions #3: Revise Existing Question

What would happen to the seasons if the earth’s orbit around the sun was made a perfect circle (but

nothing else changed) ?

A. There would be no seasonsB. The seasons would remain pretty much as

they are todayC. Winter to spring would differ much less

than nowD. Winter to spring would differ much more

than nowMuch better question. Requires reasoning!

Better seasons example

Question-writing tips

Move away from simple quizzesUse questions that prompt discussionUse questions that emphasize reasoning or

processUse clear wordingUse tempting distractersUse questions for a variety of instructional

goalsUse questions at a mixture of cognitive depthAsk challenging questions – don’t just test

memorized factsSee handout

Effective multiple-choice questions have believable “distracters.”

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1)Talking with other instructors that have taught the course in the past.

2)Talking with your students one-on-one before class, after class, during office hours.

3)Using student responses to open-ended questions that you include in HW and exams.

4)Asking your students to come up with answers that will be used as the choices.

5)Use researched and documented student misconceptions.

D. Duncan, Univ. of Colorado

Remember the Question Cycle (pedagogical goals)


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Use questions at a variety of cognitive depth78

Do the questions you

use intellectually

challenge your students

or simply assess their

factual knowledge?

Higher order

----------------

Lower order

handout

Bloom’s Taxonomy of the Cognitive Domain

Writing Questions (follow-up): Revise your question

Use what we’ve just talked about, and the “tips” in your handouts, to revise your question

If you wish, swap with your neighbor and discuss.

5 minutes

Writing Questions#4: Rate and swap

Use the Bloom’s Taxonomy worksheet to rate the Bloom’s level of your question

Swap your question with a neighbor. Do you agree on the Bloom’s level of your question?

Use the verbs on the detailed Bloom’s handout to “Bloomify up” the level of your question.

5 minutes

Writing Questions #4 (variation): Rate and Bloom it up

Use the Bloom’s Taxonomy worksheet to rate the Bloom’s level of this question

Use the verbs on the detailed Bloom’s handout to “Bloomify up” the level of this question

5 minutes




Share out

What did you learn in this process?What worked well, what was challenging?How might you go about writing questions in

your class?

But…

The perfect question doesn’t solve all problems!

Action Plan

Take a few minutes to write down your action plan to implement ideas you heard about in the workshop

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