Upcoming SlideShare
×

# Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

1,185 views
983 views

Published on

Center for Teaching Development (UCSD)
Weekly Workshop: Clickers 2: Writing Good Clicker Questions
January 31, 2013
ctd.ucsd.edu

Published in: Education
0 Likes
Statistics
Notes
• Full Name
Comment goes here.

Are you sure you want to Yes No
Your message goes here
• Be the first to comment

• Be the first to like this

Views
Total views
1,185
On SlideShare
0
From Embeds
0
Number of Embeds
25
Actions
Shares
0
11
0
Likes
0
Embeds 0
No embeds

No notes for slide

### Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

1. 1. slides and resources: http://tinyurl.com/CTDClickers2CTD WEEKLY WORKSHOPS:CLICKERS 2:WRITING GOOD CLICKERQUESTIONS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Thursday, January 31, 2013 12:30 – 1:30 pm Center Hall, Room 316
2. 2. traditional lecture student-centered instruction2 Clickers 2: Writing Good Clicker Questions
3. 3. peer instruction w clickers worksheets videos interactive demonstrations surveys of opinions reading quizzes discussions student-centered instruction3 Clickers 2: Writing Good Clicker Questions
4. 4. 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 2: Writing Good Clicker Questions
5. 5. Clicker question An ice cube is floating in a glass of water that is filled entirely to the brim. As the ice cube melts, the water level will A) stay the same, remain at the brim. B) rise, causing the water to spill. C) fall to a level below the brim. D) cannot say without knowing the density of ice.5 Clickers 2: Writing Good Clicker Questions
6. 6. In effective peer instruction  students teach each other while they students learn may still hold or remember their novice and practice misconceptions how to think,  students discuss the concepts in their communicate own language like experts  the instructor finds out what the students know (and don’t know) and reacts6 Clickers 2: Writing Good Clicker Questions
7. 7. Effective peer instruction requires 1. identifying key concepts, misconceptions today before 2. creating multiple-choice questions that require deeper thinking and learning class last week 3. facilitating peer instruction episodes that spark student discussion during class 4. resolving the misconceptions7 Clickers 2: Writing Good Clicker Questions
8. 8. What makes a good clicker question? clarity Students should waste no effort trying to figure out what’s being asked. context Is this topic currently being covered in class? connection to Does the question make students do the right learning goals thing to demonstrate they grasp the concept. distractors What do the “wrong” answers tell you about students’ thinking? difficulty Is the question too trivial? too hard? stimulates Will the question engage the students and thoughtful spark thoughtful discussions? discussion Is there potential for you to be “agile”?8 Clickers 2: Writing Good Clicker Questions (Adapted from Chasteen, CU Boulder)
9. 9. Clicker question (History) In your opinion, which had the most positive impact on the modern world? A) coffee B) tea C) chocolate D) spice E) sugarclarity context learning goals distractors difficulty discussion9 Clickers 2: Writing Good Clicker Questions
10. 10. Clicker question (intro Astronomy) Which of these are reasons for the seasons? i. the height of the Sun in the sky during the day ii. Earth’s distance from the Sun iii. how many hours the Sun is up each day A) ii only B) iii only C) i and ii D) i and iii E) i, ii and iiiclarity context learning goals distractors difficulty discussion10 Clickers 2: Writing Good Clicker Questions
11. 11. Clicker question (intro Astronomy) How 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 day A) none of them B) one C) two D) all threeclarity context learning goals distractors difficulty discussion11 Clickers 2: Writing Good Clicker Questions
12. 12. Clicker question (Calculus) 4 Evaluate: 2 3 x 1 x dx 0 32 2 32 A) 16 (65 ) C. (65 1) 9 16 1022 B) D. 9 3clarity context learning goals distractors difficulty discussion12 Clickers 2: Writing Good Clicker Questions (adapted from Bruff (2009))
13. 13. Clicker question (Calculus) Which of the following is an incorrect step when using the substitution method to evaluate the definite integral 4 2 3 x 1 x dx 0 3 1 4 A) u 1 x C. u du 3 0 du 2 B) x dx D. none of the above 3clarity context learning goals distractors difficulty discussion13 Clickers 2: Writing Good Clicker Questions (adapted from Bruff (2009))
14. 14. 14 Types of questions and when to ask them
15. 15. Clickers help students learn... the learning cycle BEFORE DURING AFTER setting up developing assessing instruction knowledge learning15 Clickers 2: Writing Good Clicker Questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
16. 16. Clickers help students learn... the learning cycle BEFORE DURING AFTER setting up developing assessing instruction knowledge learning16 Clickers 2: Writing Good Clicker Questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
17. 17. Clickers help students learn... the learning cycle BEFORE DURING AFTER setting up developing assessing instruction knowledge learning17 Clickers 2: Writing Good Clicker Questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
18. 18. Clickers help students learn... the learning cycle BEFORE DURING AFTER setting up developing assessing instruction knowledge learning18 Clickers 2: Writing Good Clicker Questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
19. 19. Clickers help teachers teach... the learning cycle BEFORE DURING AFTER setting up developing assessing instruction knowledge learning19 Clickers 2: Writing Good Clicker Questions
20. 20. Clickers help teachers teach... Are they ready for the next topic? What do they already know? Do they care about this? the learning What DO they care about, anyway? cycle BEFORE DURING AFTER setting up developing assessing instruction knowledge learning20 Clickers 2: Writing Good Clicker Questions
21. 21. Clickers help teachers teach... Where are they in the activity? Are they getting it? Do I need to intervene? the learning Did they notice key idea X? cycle BEFORE DURING AFTER setting up developing assessing instruction knowledge learning21 Clickers 2: Writing Good Clicker Questions
22. 22. Clickers help teachers teach... Did they get it? Can I move to the next topic? Did that activity work? the learning c yHow dideI do? cl BEFORE DURING AFTER setting up developing assessing instruction knowledge learning22 Clickers 2: Writing Good Clicker Questions
23. 23. Let’s try it… Gather around a whiteboard in groups of 2 – 3.23 Clickers 2: Writing Good Clicker Questions
24. 24. Clicker question (at driving school) 24 Learning outcome: [after this lesson, you will be able to] change lanes from a slower lane into a faster lane. 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 for clarity context learning goals distractors difficulty discussionCreating good clicker questions
25. 25. Resources 1. Peer instruction resources from the Carl Wieman Science Education Initiative at the Univ. of British Columbia : www.cwsei.ubc.ca/resources/clickers.htm 2. Bruff, D. (2009). Teaching with Classroom Response Systems. San Francisco: Jossey-Bass. cft.vanderbilt.edu/teaching-guides/technology/clickers/ 3. Peer Instruction network blog.peerinstruction.net 4. Resources from Clickers 1, Clickers 2, Clickers 3 workshops at the Center for Teaching Development ctd.ucsd.edu/programs/winter-2013-teaching-and-learning-workshops/25 Clickers 2: Writing Good Clicker Questions
26. 26. slides and resources: http://tinyurl.com/CTDClickers2CTD WEEKLY WORKSHOPS: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, March 7, 2013 12:30 – 1:30 pm Center Hall, Room 316
27. 27. predict Clicker question A ball is rolling around C the inside of a circular B D track. The ball A E leaves the track at point P. P Which path does the ball follow?27 Clickers 2: Writing Good Clicker Questions (Mazur)
28. 28. What do you think is most discover interesting about this picture? A) lunar eclipse B) solar eclipse C) cloud blocking the Sun D) sunspots E) other Astronomy Picture of the Day 2011 January 528 Clickers 2: Writing Good Clicker Questions (Newbury, Richer, UBC)
29. 29. predict Clicker question An ice cube is floating in a glass of water that is filled entirely to the brim. As the ice cube melts, the water level will A) stay the same, remain at the brim. B) rise, causing the water to spill. C) fall to a level below the brim. D) cannot say without knowing the density of ice.29 Clickers 2: Writing Good Clicker Questions (Heiner, UBC)
30. 30. probe misconception Clicker question If this is the phase of the Moon when it rises: what is the phase of the Moon 12 hours later? A B C D E30 Clickers 2: Writing Good Clicker Questions (Prather, UAriz)
31. 31. exercise skill Clicker question Susan throws a ball straight up into the air. It goes up and then falls back into her hand 2 seconds later. Draw a graph showing the velocity of the ball from the moment it leaves her hand until she catches it again. velocity time 0 2 sec31 Clickers 2: Writing Good Clicker Questions (CWSEI UBC)
32. 32. Which one is the closest match to your graph? exercise skillvelocity velocity A B time time 0 2 sec 0 2 secvelocity velocity C D time time 0 2 sec 0 2 sec E) some other graph32 Clickers 2: Writing Good Clicker Questions (CWSEI UBC)
33. 33. analysis Clicker question John is walking to school. This graph shows his position as a function of time. When is John moving with the greatest velocity? position time A B C D E33 Clickers 2: Writing Good Clicker Questions (CWSEI UBC)
34. 34. evaluation Clicker question Which of the following is an incorrect step when using the substitution method to evaluate the definite integral 4 2 3 x 1 x dx 0 3 1 4 A) u 1 x C. u du 3 0 du 2 B) x dx D. none of the above 334 Clickers 2: Writing Good Clicker Questions (Bruff, Vanderbilt)
35. 35. check knowledge 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 histogram35 Clickers 2: Writing Good Clicker Questions (Peck, mathquest.carroll.edu/resources.html)
36. 36. real-world application Clicker question What happens to the brightness of the first light bulb when you close the switch? A) gets brighter B) gets fainter C) stays the same36 How people learn physics
37. 37. “big picture” Clicker question In your opinion, which had the most positive impact on the modern world? A) coffee B) tea C) chocolate D) spice E) sugar37 Clickers 2: Writing Good Clicker Questions (Herbst, UCSD)
38. 38. exit poll Clicker question Would you like to learn more about MOOCs next class? A) yes B) no38 Clickers 2: Writing Good Clicker Questions (Newbury, UCSD)