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CTD WEEKLY WORKSHOPS:ALTERNATIVES TO LECTURE
Peter Newbury Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
slides and resources: http://tinyurl.com/AlternativesToLecture
Thursday, January 10, 2013 12:30 – 1:30 pmCenter Hall, Room 316
Alternatives to Lecture2
student-centered instruction
listening
interacting
engaged
learning
traditional lecture
listening
Alternatives to Lecture3
how much of that you learnedby the end of the course
<g> = how much you didn’t know
at the beginning of the course
Alternatives to Lecture4
student-centered instruction
listening
interacting
engaged
learningpeer instruction w clickersworksheetsvideosinteractive demonstrationssurveys of opinionsreading quizzesdiscussions
Alternatives to Lecture5
Clicker questionA pitching machine throws baseballs at a batter taking batting practice.Here are test pitches from 4 different machines. Which one would you buy?
Daniel L. Schwartz & Taylor Martin (2004): Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction, Cognition and Instruction, 22:2, 129-184
A B
C D
Alternatives to Lecture6
Typical peer instruction episode
1. Instructor poses a conceptually-challengingmultiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers, coloured cards, ABCD voting cards,...
4. The instructor reacts, based on the distribution of votes.
Alternatives to Lecture7
In effective peer instruction students teach each other immediately,
while they may still hold or remembertheir novice misconceptions
students discuss the concepts in theirown language
the instructor finds out what the students know (and don’t know) and reacts
students learn and practice how to think, communicate like experts
Alternatives to Lecture8
Effective peer instruction requires1. identifying key concepts,
misconceptions2. creating multiple-choice questions
that require deeper thinking and learning
3. facilitating peer instruction episodes that spark student discussion
4. resolving the misconceptions
beforeclass
duringclass
Watch for our series of peer instruction workshops:
Jan 21: Intro to peer instructionJan 28: Writing clicker questionsFeb 7: Click it up a level
Alternatives to Lecture9
In-class worksheetsLooking at Distant Objects
Recall that a light-year (ly) is a distance, the distance light travels in one year.In groups of 2 or 3, work on the worksheet. Make sure everyone in your group agrees on the answer to each question before you write it down.
Alternatives to Lecture10
Clicker questionImagine that you simultaneously receive the satellite transmission of two pictures of two people that live on planets orbiting two different stars. Each image shows the people at their 21st birthday parties. Consider the following possible interpretations that could be made from your observations. Which do you think is the most plausible interpretation?
A) Both people are the same age but at different distances from you.
B) The people are actually different ages but at the same distance from you.
C) The person that is closer to you is actually the older of the two people.
D) The person that is farther from you is actually the older of the two people.
Alternatives to Lecture11
In-class worksheets Worksheets guide students through a concept
they can learn from the worksheet, not just practicea skill
Do not “go over” the worksheet afterwards encourages students to not do the work and just
wait for the answers Assess their work by, for example, asking a
follow-up clicker question successful on worksheet successful on clicker
question(not successful on clicker q not successful on worksheet)
Alternatives to Lecture12
In-class worksheets: structure Worksheet is “stand-alone” and complete.
students can complete it later, do it again when studying
easier to integrate into lessons First questions are “trivial”
check that student read intro gives them confidence to proceed
Last question is the “zinger” questions build towards the deep question, each
one building the skill needed to answer next question
Plenty of opportunity for formative feedback
Alternatives to Lecture13
In-class worksheet: resources
Washington Tutorials (physics)www.phys.washington.edu/groups/peg/tut.html
Lecture-Tutorials for Introductory Astronomyastronomy101.jpl.nasa.gov/teachingstrategies/
teachingdetails/?StrategyID=9
Format and structure can be adapted to other fields: use the astronomy LT’s as a template
Alternatives to Lecture14
In-class videoThere are times when a video is the perfect resource.
Paul Hewitt demonstrates Archimedes’ Principle:
http://www.youtube.com/watch?v=g6aErhwFXsg
Alternatives to Lecture15
In-class videoWas the Paul Hewitt demo engaging? entertaining? interactive? deep or surface learning?
Alternatives to Lecture16
In-class videoOur expert eyes know what details or events to look for when to start watching carefully – we can
anticipate the key event what to ignoreStudents don’t know what to look for. Before showing a video, prime them, prepare them:
“In this video, pay particular attention to the…”
“I want you to count how many times she says…”
Alternatives to Lecture17
In-class demonstrationsIn most demos, the instructor sets up the equipment, flicks a switch, “Taa-daaa!”
students don’t know where to look, don’t see important event amongst too many distractions
To engage students and focus their attention on the key event, get students to make a prediction.
(Get the full story of Interactive Lecture Demos (ILDs) at serc.carleton.edu/introgeo/demonstrations/index.html)
Alternatives to Lecture
Clicker question
18
A ball is rolling around the inside of a circulartrack. The ballleaves the trackat point P.
Which pathdoes the ballfollow?
P
AB
CD
E
(Mazur)
Alternatives to Lecture19
student-centered instruction
listening
interacting
engaged
learningpeer instruction w clickersworksheetsvideosinteractive demonstrationssurveys of opinionsreading quizzesdiscussions
CTD WEEKLY WORKSHOPS:ALTERNATIVES TO LECTURE
Peter Newbury Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
slides and resources: http://tinyurl.com/AlternativesToLecture
Thursday, January 10, 201312:30 – 1:30 pm