practical stream, week 1

Summer Graduate Teaching Scholars

May 1 and 3, 2013

Practical 1:

Introductions, Syllabus, Alt2Lect

your name

Dept and/or Course you’re teaching

SGTS Practical Stream - collegeclassroom.ucsd.edu

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Beth Simon

Director, Center for Teaching Development

Faculty member, CSE

[email protected]

Matthew Herbst

Director, Making of the Modern World

program, Eleanor Roosevelt College

Center for Teaching Development Fellow

[email protected]

Peter Newbury

Associate Director, Center for Teaching

Development

[email protected]

Liz Specht

Ph.D. candidate, Biological Sciences

CTD Teaching Assistant Consultant

[email protected]

Who are you?


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name

field/department

what course are you teaching?

While others introduce themselves, listen for someone

doing something similar to you – you can work together

in future sessions.

Practical Workshops


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The aim of the Practical Stream workshops is to give you a well-

supported head start on many of the things you should do to

prepare for your classes, like

creating a syllabus

working out an assessment scheme

drafting learning outcomes

deciding what kind(s) of student-centered, alternatives to

lecture you’ll use, and developing those activities

and more…

These are the “nuts and bolts” of your course. You have to do it

anyway so why not do it now, while there’s lots of peers and

instructors to help you work on it?

Example Syllabi

Beth Matthew

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Computer Science Making of the Modern World

Reminder: How People Learn


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How People Learn [1]


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1. Teachers must draw out and work with the pre-

existing understanding that their students bring with

them. Classrooms must be learner centered.

2. Teachers must teach some subject matter in depth,

providing many examples in which the same concept

is at work and providing a firm foundation of

factual knowledge.

3. The teaching of metacognitive (“thinking about

thinking”) skills should be integrated into the

curriculum in a variety of subject areas.


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student-centered instruction traditional lecture


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Alternatives to Lecture peer instruction with clickers

interactive demonstrations

surveys of opinions

reading quizzes

worksheets

simulations

discussions

videos

student-centered instruction

Typical episode of peer instruction


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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.

Clicker Question


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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

In effective peer instruction


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students teach each other 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

Effective peer instruction requires


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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

5. Reflecting: did you properly anticipate votes? Did you hear any misconceptions? Make changes now for next year.

before

class

during

class

after

class

Figure 2. Yearly middle school physical science gains, estimated by hierarchical logistic

regression.Note.

Sadler P M et al. Am Educ Res J 2013;0002831213477680

Copyright © by American Educational Research Association

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

Clickers help students learn...


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BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen




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BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


Clicker question


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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


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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

What do you think is most

interesting about this picture?


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A) lunar eclipse

B) solar eclipse

C) cloud blocking the

Sun

D) sunspots

E) other

Astronomy Picture of the Day 2011 January 5

discover

(Newbury, Richer, UBC)

Clicker question


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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




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BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


Clicker question


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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


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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


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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


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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) SGTS Practical Stream - collegeclassroom.ucsd.edu

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BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


Clicker question


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Which point on the phylogenetic tree represents the

closest relative of the frog?

A

B

C D

E

(UBC CWSEI)

demonstrate success

Clicker question


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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 without knowing actual numbers

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

review / recap

Clicker question


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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?


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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)


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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)


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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)


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How many of these are reasons for the seasons?

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


Clicker question (Calculus)


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Evaluate: A)

B)


4

0

32 1 dxxx

23)65(16

9

16

C)

D)

)165(9

2 23

3

1022


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

B)

C)

D) none of the above

Clicker question (Calculus)


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4

0

32 1 dxxx

31 xu

dxxdu 2

3

4

03

1duu



Let’s try it…


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Gather around a whiteboard in groups of 2 – 3.

Clicker question (at driving school)


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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


As a group, write a clicker question for

one of your classes:


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Pick a question

from an exam identify the

learning

outcomes being

assessed

write a clicker

question that supports

that outcome

Resources


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1. National Research Council (2000). How People Learn: Brain,

Mind, Experience, and School: Expanded Edition. J.D.

Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC:

The National Academies Press.

2. Collections of peer instruction questions:

http://www.cwsei.ubc.ca/resources/clickers.htm

Practical 2: May 8 or 10


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running peer instruction in your class

best practices for other alternatives to lecture

(we’ll be asking you before then to select 1 or 2

alt2lect activities you’re interested in implementing)

Watch your inboxes and

collegeclassroom.ucsd.edu