Better Learning Through Voting: Using classroom response systems to improve student engagement and understanding

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Slides from the first portion of a workshop on classroom response systems (clickers) given to faculty at Ferris State University, 23 August 2013. Facilitated by Robert Talbert, PhD., Department of Mathematics, Grand Valley State University.

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Better Learning Through Voting: Using classroom response systems to improve student engagement and understanding

  1. 1. Better learning through voting Using classroom response systems to improve student engagement and understanding Ferris State University 21 August 2013 Robert Talbert, PhD Department of Mathematics Grand Valley State University Monday, August 19, 13
  2. 2. Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MI Dad, nerd, runner, learner talbertr@gvsu.edu | http://proftalbert.com Twitter: @RobertTalbert Google+: http://gplus.to/rtalbert Casting Out Nines blog: http://chronicle.com/ blognetwork/castingoutnines Monday, August 19, 13
  3. 3. Plan for the workshop Monday, August 19, 13
  4. 4. Plan for the workshop Part 1: What is a classroom response system and how can it be used in class? 10:00--10:30 Monday, August 19, 13
  5. 5. Plan for the workshop Part 1: What is a classroom response system and how can it be used in class? 10:00--10:30 Part 2: Designing your own CRS questions 10:30--11:00 Monday, August 19, 13
  6. 6. Plan for the workshop Part 1: What is a classroom response system and how can it be used in class? 10:00--10:30 Part 2: Designing your own CRS questions 10:30--11:00 Part 3: Show and tell 11:00--11:30 Monday, August 19, 13
  7. 7. Plan for the workshop Part 1: What is a classroom response system and how can it be used in class? 10:00--10:30 Part 2: Designing your own CRS questions 10:30--11:00 Part 3: Show and tell 11:00--11:30 Part 4: Q&A and next steps 11:30--12:00 Monday, August 19, 13
  8. 8. Monday, August 19, 13
  9. 9. Effective teaching involves Monday, August 19, 13
  10. 10. Effective teaching involves analyzing student knowledge Monday, August 19, 13
  11. 11. Effective teaching involves analyzing student knowledge in real time Monday, August 19, 13
  12. 12. http://www.flickr.com/photos/barbourians/ Monday, August 19, 13
  13. 13. I’m talkative http://www.flickr.com/photos/barbourians/ Monday, August 19, 13
  14. 14. I’m talkative I’m shy/scared http://www.flickr.com/photos/barbourians/ Monday, August 19, 13
  15. 15. I’m talkative I’m shy/scared I have contributions to make and things I need to learn http://www.flickr.com/photos/barbourians/ Monday, August 19, 13
  16. 16. Monday, August 19, 13
  17. 17. Wanted: Monday, August 19, 13
  18. 18. Wanted: Simple method Monday, August 19, 13
  19. 19. Wanted: Simple method for collecting information about student knowledge Monday, August 19, 13
  20. 20. Wanted: Simple method for collecting information about student knowledge and catching + repairing misconceptions Monday, August 19, 13
  21. 21. Wanted: Simple method for collecting information about student knowledge and catching + repairing misconceptions from all students Monday, August 19, 13
  22. 22. Wanted: Simple method for collecting information about student knowledge and catching + repairing misconceptions from all students without freaking them out Monday, August 19, 13
  23. 23. Wanted: Simple method for collecting information about student knowledge and catching + repairing misconceptions from all students without freaking them out in as close to real time as possible Monday, August 19, 13
  24. 24. Wanted: Simple method for collecting information about student knowledge and catching + repairing misconceptions from all students without freaking them out in as close to real time as possible that provides actionable data for teaching and learning Monday, August 19, 13
  25. 25. Classroom response systems (CRS, “clickers”) Monday, August 19, 13
  26. 26. 120 1 2 3 4 5 6 7 8 9 10 11 1000 0 100 200 300 400 500 600 700 800 900 Time (t) [months] Sales At what time were this company’s sales increasing at the fastest rate? (a) t = 0 (b) t = 3 (c) t = 4 (d) t = 6 (e) t = 8 (f) None of the above Monday, August 19, 13
  27. 27. Types of CRS questions See also Derek Bruff, Teaching with Classroom Response Systems Monday, August 19, 13
  28. 28. Information gathering Approximately how much of the reading for today’s class did you do? (a) 0% (b) 1-25% (c) 26-50% (d) 51-75% (e) 75-99% (f) 100% Monday, August 19, 13
  29. 29. Information recall An infinite series in which any two consecutive terms have a common ratio is called (a) Convergent (b) Divergent (c) Geometric (d) Harmonic (e) Tectonic Monday, August 19, 13
  30. 30. Information recall An infinite series in which any two consecutive terms have a common ratio is called (a) Convergent (b) Divergent (c) Geometric (d) Harmonic (e) Tectonic Monday, August 19, 13
  31. 31. Concept checking The sequence 2, 2.1, 2.11, 2.111, 2.1111, . . . (a) Converges, and I am sure (b) Converges, but I am not sure (c) Diverges, but I am not sure (d) Diverges, and I am sure Monday, August 19, 13
  32. 32. Concept checking The sequence 2, 2.1, 2.11, 2.111, 2.1111, . . . (a) Converges, and I am sure (b) Converges, but I am not sure (c) Diverges, but I am not sure (d) Diverges, and I am sure Monday, August 19, 13
  33. 33. Misconception catching Suppose we are given the infinite series a0 + a1 + a2 + a3 + a4 + · · · and we know that the terms ai are all positive and approach 0 as i ! 1. Then (a) The series converges (b) The series diverges (c) No conclusion can be drawn about convergence/divergence of the series based on this information alone Monday, August 19, 13
  34. 34. Misconception catching Suppose we are given the infinite series a0 + a1 + a2 + a3 + a4 + · · · and we know that the terms ai are all positive and approach 0 as i ! 1. Then (a) The series converges (b) The series diverges (c) No conclusion can be drawn about convergence/divergence of the series based on this information alone Monday, August 19, 13
  35. 35. Discussion starting n (b) P an diverges (c) Not enough information to determine convergence or divergence of P 2. The best way to test the series 1X n=1 ln n n for convergence or divergence is (a) Looking at the sequence of partial sums (b) Using rules for geometric series (c) The Integral Test (d) Using rules for p-series (e) The Comparison Test (f) The Limit Comparison Test 3. The series 1X n=1 cos2 n n2 + 1 (a) Converges (b) Diverges 1X 1.4 1.2Monday, August 19, 13
  36. 36. Discussion starting n (b) P an diverges (c) Not enough information to determine convergence or divergence of P 2. The best way to test the series 1X n=1 ln n n for convergence or divergence is (a) Looking at the sequence of partial sums (b) Using rules for geometric series (c) The Integral Test (d) Using rules for p-series (e) The Comparison Test (f) The Limit Comparison Test 3. The series 1X n=1 cos2 n n2 + 1 (a) Converges (b) Diverges 1X 1.4 1.2Monday, August 19, 13
  37. 37. Peer instruction Brief presentation of concept Conceptual question Students vote using classroom response system Debrief, address any remaining misconceptions Next topic Peer discussion -- students argue for right answer + against wrong answers Revisit concept < 30% correct 30-75% correct > 75% correct Monday, August 19, 13
  38. 38. Data from MTH 227-01 and -02, 2013-02-25 Matrix Operations and Matrix Inverses Monday, August 19, 13
  39. 39. Data from MTH 227-01 and -02, 2013-02-25 Matrix Operations and Matrix Inverses Monday, August 19, 13
  40. 40. Data from MTH 227-01 and -02, 2013-02-25 Matrix Operations and Matrix Inverses Monday, August 19, 13
  41. 41. Data from MTH 227-01 and -02, 2013-02-25 Matrix Operations and Matrix Inverses Normalized gain = 1 Monday, August 19, 13
  42. 42. Data from MTH 227-01 and -02, 2013-02-25 Matrix Operations and Matrix Inverses Normalized gain = 1 Normalized gain = 0.42 ...? Monday, August 19, 13
  43. 43. Monday, August 19, 13
  44. 44. I can make my voice heard, gauge my knowledge, and engage with the material Monday, August 19, 13
  45. 45. I can make my voice heard, gauge my knowledge, and engage with the material Me too Monday, August 19, 13
  46. 46. I can make my voice heard, gauge my knowledge, and engage with the material Me tooMe too Monday, August 19, 13
  47. 47. I can make my voice heard, gauge my knowledge, and engage with the material Me tooMe too Me too Monday, August 19, 13
  48. 48. I can make my voice heard, gauge my knowledge, and engage with the material Me tooMe too Me too Me too Monday, August 19, 13
  49. 49. End of Part 1 Next up: Designing your own clicker questions Monday, August 19, 13

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