slides about “questioning” for clicker workshops dr. stephanie v. chasteen physics department...

Slides about “Questioning” for Clicker Workshops

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

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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

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 Me5

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…6

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.


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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.

15

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?

16

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 questions17

Warm Up #4: Goals of Questions18

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

Credit: Rosie Piller and Ian Beatty.

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BEFORESetting up instruction

MotivateDiscoverPredict outcomeProvoke thinkingAssess prior knowledge

DURINGDeveloping knowledge

Check knowledgeApplicationAnalysisEvaluationSynthesisExercise skillElicit misconception

AFTER Assessing learning

Relate to big pictureDemonstrate successReview or recapExit poll

Two way conversations with students are vital...22

...because students can misunderstand what we say

slides about “questioning” for clicker workshops dr. stephanie v. chasteen physics department...

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