Teaching Mathematics with Classroom Response Systems

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Slides from my virtual presentation at the Muskegon Community College Math & Tech Workshop, August 10, 2010

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  • Now’s a good time to talk about distribution options. At some schools, students purchase clickers at the bookstore like textbooks and use them for multiple courses. In these cases, students typically register their clicker through a course management system like Blackboard or WebCT. Instructors can then download that registration info so they can link clicker responses with students for grading purposes.At other schools, departments or schools purchase sets of clickers that instructors borrow on a per-class or per-semester basis. Students pick up clickers on the way into class and return them at the end of class. In these cases, students can be instructed to pick up the same clicker each time, allowing instructors to link clicker responses with students for grading purposes.
  • Teaching Mathematics with Classroom Response Systems

    1. 1. Teaching with Classroom Response Systems<br />Derek BruffVanderbilt University<br />
    2. 2. About Me<br />
    3. 3.
    4. 4. About You<br />
    5. 5. What is your experience with clickers?<br />What is a clicker?<br />I’ve heard about clickers but haven’t seen them used.<br />I’ve seen a demo, but not used them.<br />I’ve been a student in a class that used clickers.<br />I’ve used clickers a small amount in my teaching.<br />I’ve used clickers extensively in my teaching.<br />
    6. 6. Which best describes your attitude towards teaching with clickers?<br />I’m interested in using them regularly.<br />I’m interested in experimenting with them a little.<br />I’ll need to hear more about them before deciding to try them.<br />I don’t think I’ll be using clickers anytime soon.<br />
    7. 7. In which courses might you be most interested in using clickers?<br />College Algebra / Precalculus<br />Single-Variable Calculus<br />Multi-Variable Calculus<br />Linear Algebra<br />Statistics<br />Math for Pre-Service Teachers<br />Other<br />
    8. 8. Demonstration<br />
    9. 9. Considering that a tiny acorn can grow into a mighty oak tree, which of the following contributes the majority of the mass of the tree?<br />Soil<br />Air<br />Water<br />Sunlight<br />
    10. 10. A Few Clicker Vendors<br />Turning Technologies<br />i>clicker<br />Qwizdom<br />InterWrite PRS<br />eInstruction<br />
    11. 11. Next Generation Clickers<br />Cell Phones as ClickersExample – Poll Everywhere(www.polleverywhere.com) <br />
    12. 12. Next Generation Clickers<br />Smart Phones as Clickers<br />Example – ACU’s iPhone Initiative (www.acu.edu/connected)<br />
    13. 13. Questions?<br />
    14. 14. Multiple-choice questions can assess more than just factual recall.<br />Shift #1<br />
    15. 15. Precalculus<br />Which of the following graphs could be that ofy = abx if b > 1?<br />Source: ConcepTests to Accompany Calculus, 4th ed., by Hughes-Hallet et al.<br />
    16. 16. Calculus<br />You were once exactlythree feet tall.<br />True<br />False<br />Source: GoodQuestions Project, Cornell University<br />
    17. 17. Calculus<br />A boat is drawn close to a dock by pulling in a rope as shown.  How is the rate at which the rope is pulled in related to the rate at which the boat approaches the dock?<br />They are equal.<br />One is a constant multiple of the other.<br />It depends on how close the boat is to the dock.<br />Source: GoodQuestions Project, Cornell University<br />
    18. 18. Linear Algebra<br />Is it possible for the standard matrix of a linear transformation not to have an eigenvalue?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />Source: Derek Bruff, Vanderbilt University<br />
    19. 19. Linear Algebra<br />Is it possible for the standard matrix of a linear transformation not to have an eigenvalue?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />
    20. 20. Linear Algebra<br />Is it possible for the standard matrix of a linear transformation not to have an eigenvalue?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />
    21. 21. Statistics<br />Following an example in which a 95% confidence interval for the mean of the population of birth weights of babies born in the US in a particular year was found to be (6.85, 7.61):Is it correct to say that 95% of all birth weights will be between 6.85 and 7.61 pounds?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />Source: Derek Bruff, Vanderbilt University<br />
    22. 22. Procedural Questions<br />Write the formula for the following sequence (starting with n = 1): 1, -3, 9, -27, 81, …<br />Source: Angela Sharp, University of Minnesota-Duluth<br />
    23. 23. Procedural Questions<br />Source: Adam Lucas, St. Mary’s College of California<br />
    24. 24. Questions?<br />
    25. 25. Clicker Questions can be used not only to assess students, but to engage them. <br />Shift #2<br />
    26. 26. Generating Discussion<br />
    27. 27. Peer Instruction<br />
    28. 28. Creating “Times for Telling”<br />
    29. 29. Creating “Times for Telling”<br />Through accounting procedures, it is known that about 10% of the employees in a store are stealing. The managers would like to fire the thieves, but their only tool in distinguishing them from the honest employees is a lie detector test that is only 90% accurate. That is, if an employee is a thief, he or she will fail the test with probability 0.9, and if an employee is not a thief, he or she will pass the test with probability 0.9. If an employee fails the test, what is the probability that he or she is a thief?<br />90%<br />75%<br />66 2/3%<br />50%<br />
    30. 30. Creating “Times for Telling”<br />Through accounting procedures, it is known that about 10% of the employees in a store are stealing. The managers would like to fire the thieves, but their only tool in distinguishing them from the honest employees is a lie detector test that is only 90% accurate. That is, if an employee is a thief, he or she will fail the test with probability 0.9, and if an employee is not a thief, he or she will pass the test with probability 0.9. If an employee fails the test, what is the probability that he or she is a thief?<br />90%<br />75%<br />66 2/3%<br />50%<br />
    31. 31. Assisting Peer Assessment<br />
    32. 32. Turning Quizzes into Learning Experiences<br />
    33. 33. Structuring Class Time<br />
    34. 34. Making Class More Fun<br />
    35. 35. Which of these approaches to engaging students would you like to try?<br />
    36. 36. Questions?<br />
    37. 37. Practicing Agile Teaching need not feel too chaotic.<br />Shift #3<br />
    38. 38. Uncovering Student Learning<br />
    39. 39. Agile Teaching<br />
    40. 40. Responding to Results?<br />Consider whether or not to display initial voting results to students.<br />If students are mostly correct, hear from a couple of students to confirm.<br />If students are split, have them reengage with the question and then revote.<br />If students are mostly wrong, they will likely need some assistance before they can reengage with the question.<br />
    41. 41. Shift #4<br />The technology, while not necessary to good pedagogy, can enhance teaching practices.<br />
    42. 42. Why Clickers?<br />Stowell & Nelson (2007) – Eastern Illinois Univ., clickers vs. response cards vs. hand-raising<br />
    43. 43. Derek Bruff<br />derek.bruff@vanderbilt.edu<br />Blog: www.derekbruff.com<br />Flickr Photo Credits<br /><ul><li>“Oak Tree” by MunstiSue
    44. 44. “Mentos + Diet Coke” by the Cobras
    45. 45. “Score Cards” by Poundcommapound
    46. 46. “Survey” by Cocoen
    47. 47. “Structure” by Eric M Martin
    48. 48. “In the Lead” by Sifter
    49. 49. “Macbook X-Ray” by Pipeapple
    50. 50. “nose slide” by B.A.D.</li>

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