Dr. Stephanie V. Chasteen Trish Loeblein€¦ · Make Clickers Work for You, Dr. Stephanie Chasteen...

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder)

While you’re coming in… How much have you used clickers? (A) A lot. (B) A little. (C) Not yet. (D) I don’t teach (E) Rutabega

Dr. Stephanie V. Chasteen Trish Loeblein Physics Department & Science Ed. Initiative, University of Colorado – Boulder

& Evergreen High School

 Take a clicker & turn it on  If the green light flashes, your vote has been counted


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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.com


A.  Math or science teacher B.  Language teacher C.  Humanities teacher D.  Another type of teacher E.  Instructional coordinator

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Videos of effective use of clickers

http://STEMclickers.colorado.edu Clicker resource page

http://STEMvideos.colorado.edu

2-5 mins long

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


1.  What are the basic steps in using clickers with peer instruction?

2.  Why does it work (ie., the research)?

3.  What makes a good question?

4.  How do we facilitate student discussions?

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A) Motivate attendance (with points) B) Reinforce concepts by letting students

practice C) Feedback to instructor D) Feedback to students E) Something else

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Handout 1: Tips for use

Clickers are a tool, not a magic bullet!


What aspects of clicker technology makes it helpful for student learning?

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GROUP DISCUSSION


12 Stowell & Nelson (2007) – Eastern Illinois University

98 92

82

0

20

40

60

80

100

120

Hand-raising Response Cards

Clickers

% correct during lecture

All about 60% correct on post-test


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Clickers in large lectures at University of Colorado

% large lecture sections

YMMV


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Ask Question

Peer Discussion

Vote

Class Discussion

…Lecture… (Maybe vote)

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


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•  Based on learning goals •  Several times per lecture •  Challenging, meaningful question •  Based on common student difficulties


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•  Students learn more deeply by teaching each other •  Makes them articulate answer •  Lets you see inside their heads


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•  Typically allow 2-5 minutes •  When buzz in room dies down, or •  When about 75% of students have clicked in.


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•  Consider whether to show the histogram immediately •  Ask multiple students to defend their answers •  Why are wrong answers wrong and why right answer is right

Ask multiple students to defend their


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Ask Question

Peer Discussion

Vote

Class Discussion



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We recommend extra credit for: • Mostly participation (eg., 2 points) • Some for correctness (eg., 1 point)

Motivate students to participate, without stressing over the right answer

A new research study (James & Willoughby, 2001) shows: Giving points for correctness creates less productive classroom conversations! See http://theactiveclass.com


  Students prefer: ◦ 2-5 questions ◦ Interspersed ◦ Peer discussion

  And we recommend: ◦ Manual timing ◦ Neighbors-only or informal groups

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Which superpower would you rather have? The ability to…

A. Change the mass of things B. Change the charge of things C. Change the magnetization of things D. Change the boiling point of things

Question: Ian Beatty, UMass-Amherst Image: Thibault fr on Wikimedia

Which superpower would you rather have? The ability to…

Change the mass of things

This is an example of a “no one right answer” question. What is the goal? How “deep” is this question?


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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 soil B) Organic matter in the soil C) Gases in the air D) Sunlight

What is the goal? How “deep” is this question?


If Leah is 6 years older than Sue, and John is 5 years older than Leah, and the total of all three of their ages is 41, how old is Sue?

A.  8 B.  10 C.  14 D.  19 E.  21 25

What is the goal? How “deep” is this question?


Which is the goal of most of your in-class verbal questions? A.  Setting up

instruction B.  Developing

knowledge C.  Assess Learning D. Something else

Handout 2: Goals of TEFA

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Assess Learning: • Exit poll • Probe limits of understanding • Demonstrate success • Review

Develop Knowledge • Elicit misconception • Exercise skill • Conceptual understanding

Setting up instruction: • Assess prior knowledge • Provoke thinking about something new • Stimulate discussion • Predict-and-show • Induce cognitive conflict

Ian Beatty, U Mass

Which is the goal of most of your in-class verbal questions? A. Setting up

instruction B. Developing

knowledge C. Assess Learning Assess Learning

Something else Assess Learning Something else

Handout 2: Goals of TEFA

knowledge Assess Learning knowledge Assess Learning


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I opened an online course on a topic I know nothing about, clicked through without reading anything, and took the assessment. I passed! What does that suggest? A.  I am a genius! B.  The assessment was too easy. C.  Maybe the online course was too easy, too. D.  Maybe the course didn’t even need to be written. E.  B, C, and D

Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/


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Do the questions you use intellectually challenge your students or simply assess their factual knowledge?

Classification of cognitive levels Higher order

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

Lower order

Classification of Classification of cognitive levelscognitive levelsClassification of cognitive levelscognitive levels

Handout 3: Bio in Bloom

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The Message: �The answer is NOT important.�

The strategy for getting the answer is the goal.

The student must be convinced that understanding strategies = high exam score.


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What are some of the challenges in using clickers and peer instruction? How might you overcome those challenges?

DISCUSS WITH NEIGHBOR


� � �

1.  Motivation is essential for student learning

Dr. Stephanie Chasteen (CU-Boulder)

Handout 4: How People Learn



2.  People learn by actively constructing their own understanding.

i.e., not this….

So, this webinar isn’t enough!


Fish is Fish L. Lionni

Dragonfly Books



3.  People learn by building on what they already know.




3.  People learn by building on what they already know.

“Mr. Osbourne, may I be excused? My brain is full.”

4. People have a finite cognitive load

(c) Gary Larson, The Far Side


Students answer a clicker question individually

Students talk to neighbors and answer the same clicker question again

Just guessing

Not quite sure

Before discussion

Pretty sure

B C A

Just guessing Not quite

sure

After discussion

B C A

Mazur, 1997 http://vig-fp.prenhall.com/bigcovers/0135654416.jpg

C

http://vig-fp.prenhall.com/bigcovers/0135654416.jpg

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


Students answer Q1 individually.

Students talk to neighbors and answer Q1 again �

(Q1AD = Q1“After Discussion”).

n= 350 students

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

CU Faculty Researchers: �Tin Tin Su (CU MCDB Dept)

Michelle Smith (CU SEI)

Q2 Individual

Q1 Individual

Q1AD After

Discussion

20

40

60

80

100

0

Perc

ent

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

Then explain answers to Q1 and Q2 � More research at STEMclickers.colorado.edu


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Ask Question

Peer Discussion

Vote

Class Discussion



Take on minute to think about a question you could ask about a topic you’re teaching next week.

During the rest of the workshop, shop for ideas to improve it.

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1. Question Mechanics 2. Question Depth 3. Question Goals

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Handout 5: Writing Questions



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 Clear wording  Use tempting distractors

 Sources of distractors: ◦ Student answers on homework & exams ◦ Common misconceptions

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Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/

When is it NOT a good idea to avoid negative questions? A.  Never B.  Sometimes C.  Always D.  What?



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COLTT CU 2009 Clicker Use in Upper-Level Courses

Completely useless

Mostly useless

Somewhat useful

Useful

Very useful

Challenging conceptual

Recalling a previous fact

Recalling a recent fact Plugging numbers into equation

Types of clicker questions:

0% 10% 20% 30% 40% 50% 60% % of students

91% 35% 36% 18%

N=4 courses, 66

students

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But how do we increase the level of questioning?


  Handout with handy verbs and question stems for different levels, e.g.: ◦  UNDERSTAND: match, paraphrase, restate ◦  APPLY: choose, explain, show ◦  ANALYZE: compare, classify, categorize ◦  EVALUATE: judge, criticize, defend ◦  SYNTHESIS: combine, develop, design

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Handout 6: Bloom’s Taxonomy

Back to Bloom’s Taxonomy



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Develop Knowledge • Elicit misconception • Exercise skill • Conceptual understanding

Setting up instruction: • Assess prior knowledge • Provoke thinking about something new • Stimulate discussion • Predict-and-show • Induce cognitive conflict

Assess Learning: • Exit poll • Probe limits of understanding • Demonstrate success • Review


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Consider… 1. Mechanics 2. Depth 3. Goals

Handout 6: TEFA question

examples

How might some of these examples inform your own question writing?


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You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase. Later that same day when the moon is setting, which of

the moon phases shown below would the Moon have looked like?

Center for Astronomy Education, Ed Prather

Consider… 1.  Mechanics 2.  Depth 3.  Goals


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Demonstration predictions. For example, show that a light bulb lights

up when it’s connected to a power source through a weak acid.

What will happen if I use a 100% acid solution?

(A) Brighter (B) Dimmer

The answer ends up being opposite of what you’d expect!

Consider… 1.  Mechanics 2.  Depth 3.  Goals


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� � �

The pie graph shows the energy of the Skater, where could she be on the track?

PE

KE A

B

CD EPE

KE KE KE KE KE KE KE KE

Kathy Perkins, CU Boulder


One of you will be randomly selected to be a winner! Pick one:

A.  You can receive $1.00 (cash) right now B.  You can receive $1.05 (cash) during the

next meeting of this class

57 From DrJamesIII at http://www.youtube.com/watch?v=CnnP0uCqD4k

Results: 66% of class took $1 now (but 33% if $1 on next to last day of class

instead of last day of class)


During a group or individual task:

Click in with your progress: A.  Still working B.  Almost done C.  Finished

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A.  I’m bored – speed up B.  I’m with you C.  Slow down a little D.  I’m totally lost

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If you saw a piece of trash in the street, would you pick it up?

A.  Yes B.  No C.  It depends

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Ask Question

Peer Discussion

Vote


Class Discussion

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder) Make Clickers Work for You Dr. Stephanie Chasteen (CU-Boulder)

PI Voting Stage Public Solution

Discussion

Perc

ent o

f Q

uest

ions

C. Turpen and N.D. Finkelstein, “Not all interactive engagement is the same: Variations in Physics professors’ implementation of Peer Instruction.” Phys. Rev. ST Physics Ed. Research 5, 020101.


 What are the practices that the instructor can change during peer discussion?

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• Allow plenty of time for discussion • Encourage discussion • Circulate classroom (to listen in)

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Handout 7: Peer Discussion


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Ask Question

Peer Discussion

Vote


Class Discussion Peer Discussion

(Maybe vote)


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 What are the practices that the instructor can change during whole class discussion?

• Do not reveal the answer immediately • Hide the histogram until after discussion • Hear arguments from students (more than one!) • Hear arguments for right and wrong answers • Make sure students know correct answer and reasoning by the end

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Giving the answer stops student thinking!


67 http://STEMvideos.colorado.edu


 Explain why you’re using clickers  Use them frequently  Ask questions at a variety of levels of

difficulty  Encourage discussion and listen to

students  Emphasize reasoning  Use a variety of techniques and goals  Start small

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Dr. Stephanie Chasteen (CU-Boulder)

Handout 1: Tips for Success


This short workshop can’t do it all….

 Watch classes taught by expert users   Find mentors, and form user groups  Videos at

http://STEMvideos.colorado.edu   There are lots of great books ◦  Teaching with Classroom Response Systems (Derek Bruff) ◦  Peer Instruction (Eric Mazur) ◦  Clickers in the Classroom (Douglas Duncan) ◦  Clickers in Chemistry (Margaret Asirvatham) 69


  Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu

  Web and blog: http://sciencegeekgirl.com   Email: [email protected]

  You can view some webinar session recordings at http://theactiveclass.com

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Dr. Stephanie V. Chasteen Trish Loeblein€¦ · Make Clickers Work for You, Dr. Stephanie Chasteen...

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