SGTS Practical Stream - collegeclassroom.ucsd.edu2Beth SimonDirector, Center for Teaching DevelopmentFaculty member, CSEbsimon@cs.ucsd.eduMatthew HerbstDirector, Making of the Modern Worldprogram, Eleanor Roosevelt CollegeCenter for Teaching Development Fellowmtherbst@ucsd.eduPeter NewburyAssociate Director, Center for TeachingDevelopmentpnewbury@ucsd.eduLiz SpechtPh.D. candidate, Biological SciencesCTD Teaching Assistant Consultantliz.email@example.com
Who are you?SGTS Practical Stream - collegeclassroom.ucsd.edu3 name field/department what course are you teaching?While others introduce themselves, listen for someonedoing something similar to you – you can work togetherin future sessions.
Practical WorkshopsSGTS Practical Stream - collegeclassroom.ucsd.edu4The aim of the Practical Stream workshops is to give you a well-supported head start on many of the things you should do toprepare for your classes, like creating a syllabus working out an assessment scheme drafting learning outcomes deciding what kind(s) of student-centered, alternatives tolecture you’ll use, and developing those activities and more…These are the “nuts and bolts” of your course. You have to do itanyway so why not do it now, while there’s lots of peers andinstructors to help you work on it?
Example SyllabiBeth Matthew5SGTS Practical Stream - collegeclassroom.ucsd.eduComputer Science Making of the Modern World
Reminder: How People LearnSGTS Practical Stream - collegeclassroom.ucsd.edu6
How People Learn SGTS Practical Stream - collegeclassroom.ucsd.edu71. Teachers must draw out and work with the pre-existing understanding that their students bring withthem. Classrooms must be learner centered.2. Teachers must teach some subject matter in depth,providing many examples in which the same conceptis at work and providing a firm foundation offactual knowledge.3. The teaching of metacognitive (“thinking aboutthinking”) skills should be integrated into thecurriculum in a variety of subject areas.
SGTS Practical Stream - collegeclassroom.ucsd.edu9Alternatives to Lecturepeer instruction with clickersinteractive demonstrationssurveys of opinionsreading quizzesworksheetssimulationsdiscussionsvideosstudent-centered instruction
Typical episode of peer instructionSGTS Practical Stream - collegeclassroom.ucsd.edu10Alternating 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,smart phones, colored/ABCD voting cards,Poll Everywhere,…4. The instructor reacts, based on thedistribution of votes.
Clicker QuestionSGTS Practical Stream - collegeclassroom.ucsd.edu11The molecules making up the dry mass of wood thatforms during the growth of a tree largely come fromA) sunlight.B) the air.C) the seed.D) the soil.Question credit: Bill Wood
In effective peer instructionSGTS Practical Stream - collegeclassroom.ucsd.edu12 students teach each other whilethey may still hold or remembertheir novice preconceptions students discuss the concepts in theirown (novice) language the instructor finds out what the students know (anddon’t know) and reacts, building on their initialunderstanding and preconceptions.students learnand practicehow to think,communicatelike experts
Effective peer instruction requiresSGTS Practical Stream - collegeclassroom.ucsd.edu131. identifying key concepts, misconceptions2. creating multiple-choice questions thatrequire deeper thinking and learning3. facilitating peer instruction episodes thatspark student discussion4. resolving the misconceptions5. Reflecting: did you properly anticipatevotes? Did you hear any misconceptions?Make changes now for next year.beforeclassduringclassafterclass
t h e l e a r n i n g c y c l eClickers help students learn...SGTS Practical Stream - collegeclassroom.ucsd.edu15BEFORE DURING AFTERsetting upinstructiondevelopingknowledgeassessinglearningAdapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
t h e l e a r n i n g c y c l eClickers help students learn...SGTS Practical Stream - collegeclassroom.ucsd.edu16BEFORE DURING AFTERsetting upinstructiondevelopingknowledgeassessinglearningAdapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu17Melt chocolate over low heat. Remove the chocolatefrom 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)assess prior knowledge
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu18In your opinion, which had the most positive impact onthe modern world?A) coffeeB) teaC) chocolateD) spiceE) sugar(Herbst, UCSD)motivate
What do you think is mostinteresting about this picture?SGTS Practical Stream - collegeclassroom.ucsd.edu19A) lunar eclipseB) solar eclipseC) cloud blocking theSunD) sunspotsE) otherAstronomy Picture of the Day 2011 January 5discover(Newbury, Richer, UBC)
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu20A ball is rolling aroundthe inside of a circulartrack. The ballleaves the trackat point P.Which pathdoes the ballfollow?PABCDE(Mazur)predict
t h e l e a r n i n g c y c l eClickers help students learn...SGTS Practical Stream - collegeclassroom.ucsd.edu21BEFORE DURING AFTERsetting upinstructiondevelopingknowledgeassessinglearningAdapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu22How many of these are reasons for the seasons? the height of the Sun in the sky during the day Earth’s distance from the Sun how many hours the Sun is up each dayA) none of themB) oneC) twoD) all threeprobe misconception
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu23Select the line that youfeel has the strongestimagery in “Fast rodethe knight” by StephenCrane (1905).analysisFast rode the knightWith spurs, hot and reeking,Ever waving an eager sword,"To save my lady!"Fast rode the knight,And leaped from saddle to war.Men of steel flickered and gleamedLike riot of silver lights,And the gold of the knights good bannerStill waved on a castle wall.. . . . .A horse,Blowing, staggering, bloody thing,Forgotten at foot of castle wall.A horseDead at foot of castle wall.ABCDEFGHIJKLMNOP(David Kurtz, via LearningCatalytics)
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu24Which of the following is an incorrect step when usingthe substitution method to evaluate the definite integralA)B) 40321 dxxx31 xu dxxdu 23C.D. none of the above4031duu(adapted from Bruff (2009))evaluation
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu25Susan throws a ball straight up into the air. It goes upand then falls back into her hand 2 seconds later.Draw a graph showing the velocity of the ball from themoment it leaves her hand until she catches it again.timevelocity2 sec0exercise skill(CWSEI UBC)
timevelocity2 sec0Atimevelocity2 sec0Btimevelocity2 sec0Ctimevelocity2 sec0DE) some other graphWhich one is the closest match to your graph? exercise skill(CWSEI UBC)SGTS Practical Stream - collegeclassroom.ucsd.edu26
t h e l e a r n i n g c y c l eClickers help students learn...SGTS Practical Stream - collegeclassroom.ucsd.edu27BEFORE DURING AFTERsetting upinstructiondevelopingknowledgeassessinglearningAdapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu28Which point on the phylogenetic tree represents theclosest relative of the frog?ABCDE(UBC CWSEI)demonstrate success
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu29For the data set displayed in the following histogram,which would be larger, the mean or the median?A) meanB) medianC) can’t tell without knowing actual numbers(Peck, mathquest.carroll.edu/resources.html)review / recap
Clicker questionSGTS Practical Stream - collegeclassroom.ucsd.edu30In your opinion, which had the most positive impact onthe modern world?A) coffeeB) teaC) chocolateD) spiceE) sugar“big picture”(Herbst, UCSD)
What makes a good clicker question?SGTS Practical Stream - collegeclassroom.ucsd.edu31clarity Students should waste no effort trying to figureout what’s being asked.context Is this topic currently being coveredin class?connection tolearning goalsDoes the question make students do the rightthing to demonstrate they grasp the concept.distractors What do the “wrong” answers tell you aboutstudents’ thinking?difficulty Is the question too trivial? too hard?stimulatesthoughtfuldiscussionWill the question engage the students andspark thoughtful discussions?Is there potential for you to be “agile”?(Adapted from Chasteen, CU Boulder)
Clicker question (History)SGTS Practical Stream - collegeclassroom.ucsd.edu32In your opinion, which had the most positive impact onthe modern world?A) coffeeB) teaC) chocolateD) spiceE) sugarclarity context learning goals distractors difficulty discussion
Clicker question (intro Astronomy)SGTS Practical Stream - collegeclassroom.ucsd.edu33Which of these are reasons for the seasons?i. the height of the Sun in the sky during the dayii. Earth’s distance from the Suniii. how many hours the Sun is up each dayA) ii onlyB) iii onlyC) i and iiD) i and iiiE) i, ii and iiiclarity context learning goals distractors difficulty discussion
Clicker question (intro Astronomy)SGTS Practical Stream - collegeclassroom.ucsd.edu34How many of these are reasons for the seasons?height: height of the Sun in the sky during the daydistance: Earth’s distance from the Sunhours: how many hours the Sun is up each dayA) none of themB) oneC) twoD) all threeclarity context learning goals distractors difficulty discussion
Which of the following is an incorrect step when usingthe substitution method to evaluate the definiteintegralA)B)C)D) none of the aboveClicker question (Calculus)SGTS Practical Stream - collegeclassroom.ucsd.edu36 40321 dxxx31 xu dxxdu 234031duuclarity context learning goals distractors difficulty discussion(adapted from Bruff (2009))
Let’s try it…SGTS Practical Stream - collegeclassroom.ucsd.edu37Gather around a whiteboard in groups of 2 – 3.
Clicker question (at driving school)SGTS Practical Stream - collegeclassroom.ucsd.edu38Learning outcome: [after this lesson, you will be ableto] change lanes on a busy freeway.While you’re writing it, think about what type of question is it? (predict, assess...) when would you present it? (before, during, after) critique your question forclarity context learning goalsdistractors difficulty discussion
As a group, write a clicker question forone of your classes:SGTS Practical Stream - collegeclassroom.ucsd.edu39Pick a questionfrom an examidentify thelearningoutcomes beingassessedwrite a clickerquestion that supportsthat outcome
ResourcesSGTS Practical Stream - collegeclassroom.ucsd.edu401. National Research Council (2000). How People Learn: Brain,Mind, Experience, and School: Expanded Edition. J.D.Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC:The National Academies Press.2. Collections of peer instruction questions: http://www.cwsei.ubc.ca/resources/clickers.htm
Practical 2: May 8 or 10SGTS Practical Stream - collegeclassroom.ucsd.edu41 running peer instruction in your class best practices for other alternatives to lecture(we’ll be asking you before then to select 1 or 2alt2lect activities you’re interested in implementing)Watch your inboxes andcollegeclassroom.ucsd.edu