Wi13 Workshop - Clickers3: Click it up a level
Upcoming SlideShare
Loading in...5
×
 

Wi13 Workshop - Clickers3: Click it up a level

on

  • 273 views

Center for Teaching Development (UCSD)

Center for Teaching Development (UCSD)
Weekly Workshop: Clickers 3: Click it up a level
February 7, 2013
ctd.ucsd.edu

Statistics

Views

Total Views
273
Views on SlideShare
268
Embed Views
5

Actions

Likes
0
Downloads
1
Comments
0

1 Embed 5

http://ctd.ucsd.edu 5

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Wi13 Workshop - Clickers3: Click it up a level Wi13 Workshop - Clickers3: Click it up a level Presentation Transcript

  • slides and resources: http://tinyurl.com/CTDClickers3CTD WEEKLYWORKSHOPS:CLICKERS 3:CLICK IT UP A LEVEL Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Thursday, February 7, 2013 12:30 – 1:30 pm Center Hall, Room 316
  • traditional lecture student-centered instruction2 Clickers 3: Click it up a level
  • peer instruction w clickers worksheets videos interactive demonstrations surveys of opinions reading quizzes discussions student-centered instruction3 Clickers 3: Click it up a level
  • Typical Peer Instruction Episode 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, colored/ABCD voting cards,... 4. The instructor reacts, based on the distribution of votes.4 Clickers 3: Click it up a level
  • Effective peer instruction requires 1. identifying key concepts, misconceptions Clickers 2 2. creating multiple-choice questions that before require deeper thinking and learning class Clickers 1 3. facilitating peer instruction episodes that spark student discussion during class 4. resolving the misconceptions5 Clickers 3: Click it up a level
  • In effective peer instruction  students teach each other while they students learn may still hold or remember their novice practice and misconceptions how to think,  students discuss the concepts in theircommunicate own language like experts  the instructor finds out what the students know (and don’t know) and reacts Clickers 36 Clickers 3: Click it up a level
  • Reacting to their votes You don’t know what’s going to happen but you can anticipate and prepare yourself for the likely outcomes. When you know the first-vote distribution (but they don’t) you have lots of options. This is where you show your “agility.” (Image: Peter Newbury)7 Clickers 3: Click it up a level
  • Ideally… …every 1st (“solo”) vote should be followed by 1. “Please turn to your neighbors and convince them you’re right.” 2. peer discussion 3. 2nd (“group”) vote 4. instructor-led group discussion (“What did your group talk about?”) 5. confirmation/clarification of the correct answer(s) and incorrect answers8 Clickers 3: Click it up a level
  • Let’s try it…9 Clickers 3: Click it up a level
  • Ideally… …every 1st (“solo”) vote should be followed by 1. “Please turn to your neighbors and convince them you’re right.” 2. peer discussion 3. 2nd (“group”) vote 4. instructor-led group discussion (“What did your group talk about?”) 5. confirmation/clarification of the correct answer(s) and incorrect answers10 Clickers 3: Click it up a level
  • In reality…  not every question works out the way your were expecting (especially the first time)  it’s gets a bit boring, for them and for you When you’re comfortable with the clicker choreography, click it up a level. Adjust your reaction to wring every ounce of learning out of the teachable moment.11 Clickers 3: Click it up a level
  • What do you think you should do with this first-vote distribution? A B C D E A) “Turn to your neighbours and convince them you’re right” B) move on – everyone got it C) confirm correct answer and move on D) “Can someone who answered C tell us why they made that choice?” E) other12 Clickers 3: Click it up a level
  • What do you think you should do with this first-vote distribution? A B C D E A) “Turn to your neighbours and convince them you’re right” B) confirm correct answer and move on C) “Can someone who answered B tell us why they made that choice?” D) show the vote distribution E) other13 Clickers 3: Click it up a level
  • What do you think you should do with this first-vote distribution? A B C D E14 Clickers 3: Click it up a level
  • What do you think you should do with this first-vote distribution? (C is not the correct answer) A B C D E15 Clickers 3: Click it up a level
  • What do you think you should do if this is the second-vote distribution? A B C D E16 Clickers 3: Click it up a level
  • Reacting to their votes When you know the first-vote distribution (but they don’t) there are many options. You can  confirm and move on  ask the students to discuss with their peers  ask students to advocate for the choices they made  check that the question made sense  eliminate one or more choices before re- voting  and more...17 Clickers 3: Click it up a level
  • Resources  www.cwsei.ubc.ca/resources/clickers.htm Rich resource, including links to collections of peer instruction questions  peerinstruction4cs.org Beth Simon and Cynthia Lee, UCSD Excellent guide to what to do before term, on the first day, how to get student buy-in, and more. CWSEI Eric Mazur Derek Bruff Doug Duncan (1996) (2009) (2004)18 Clickers 3: Click it up a level
  • Sample Questions
  • Clicker question A thin bar of gold is placed next to a bar of chocolate. Which of the following is true? A) Both take up the same space and are equally heavy. B) The chocolate is lighter but both take up the same space. C) The gold is heavier and takes up less space. (Sujatha Raghu from Braincandy via20 Clickers 3: Click it up a level LearningCatalytics)
  • Clicker question Copper pennies turn from a rosy pink color to a dark brown and even green over time. The color change: A) happens when copper reacts with oxygen. B) is from accumulation of dirt on the pennies. C) happens when the top sheen wears off and the color (Question: Sujatha Raghu from Braincandy via LearningCatalytics) underneath shows Floor: Hotel Congress by cobalt123 on flickr CC) (Image: Penny up.21 Clickers 3: Click it up a level
  • Clicker question Water is boiling in a pot. What are the bubbles made up of ? A) Hot air B) Water vapor C) Heat waves D) Nothing (bubbles are empty) (Question: Sujatha Raghu from Braincandy via LearningCatalytics) (Image: Hubble, Bubble by canonsnapper on flickr CC)22 Clickers 3: Click it up a level
  • Clicker question 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)23 Clickers 3: Click it up a level
  • Clicker question A leopard goes into a deep cave where there is no light. After an hour, can it see in the dark? A) No because there is no light. B) No because its eyes have not had enough time to adjust. C) Yes because its eyes have adjusted to the darkness. D) Yes because leopards can see in the LearningCatalytics) (Question: Paul Simeon from Braincandy via dark. (Image: Villy at the “door” of his cave by Tambako the Jaguar on flickr24 Clickers 3: Click it up a level CC)
  • Clicker question 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 from the given histogram (Peck, mathquest.carroll.edu/resources.html)25 Clickers 3: Click it up a level
  • Clicker question If you lower a 1.5 kg mass on a string into a 5 kg beaker filled with water, what happens to the reading on the scale? A) increases to 6.5 kg B) increases to a value < 6.5 kg C) increases to a value > 6.5 kg D) stay the same (UBC CWSEI)26 Clickers 3: Click it up a level
  • Clicker question 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: Bill Wood) (Image: Hubble, Bubble by canonsnapper on flickr CC)27 Clickers 3: Click it up a level
  • Clicker question Which point on the phylogenetic tree represents the closest relative of the frog? A B E D C (UBC CWSEI)28 Clickers 3: Click it up a level