Make clickers work for you...Promoting engagement& formative assessment                                  In K12 classrooms...
Introducing Me                                              2   Science Education Initiativettp://colorado.edu/SEI     App...
U. Colorado clicker resources…                                 3  Videos of     http://STEMvideos.co  effective use of  cl...
And thanks to our sponsors today…       The Active Class is a multi-author blog that            provides a forum for educa...
Agenda 1.   Why use clickers? 2.   How can clickers be used as engagement, not      just quizzing? 3.   What makes a good ...
Why question?      6
Why would we want to use clickers to ask questions?                               8  Same goals as non-clicker questions ...
Via Derek Bruff, dere
Clickers are a tool for questioning                             10                But not a magic bullet!      What clicke...
A tested pedagogy: Peer Instruction                           11            Ask Question  …Lecture…          (vote on own ...
1. Ask Question                             12      • Several times per lecture      • Challenging, meaningful questions  ...
2. Peer Discussion                           13                         • Students learn more deeply by                   ...
3. Vote                              14      •Allow enough time      •But not so much that students get off trackMake Clic...
4. Wrap-Up Discussion                             15•Askstudents to defend their answers• Hear from multiple students• Emp...
QUESTION BREAK                             16         Ask Question …Lecture…        (Maybe vote)Class Discussion          ...
When can we ask questions?                              18      BEFOREtting up instruction                          DURING...
Which of these could be clicker questions?                              19      BEFOREtting up instruction                ...
Let’s try itWhich superpower would yourather have? The ability to…  A. Change the mass of things  B. Change the charge of ...
A biology example: Concepts and misconceptionsA small acorn over time can growinto a huge oak tree. The treecan weigh many...
Example question: EthicsIf you were a judge, how would you assess the   “responsibility” of the U.S. Government, for what ...
Mathematics calculation                             23If Leah is 6 years older than Sue, and  John is 5 years older than L...
What kinds of questions are “good”? It has to be something they want to discuss Use questions with a diversity of  Inst...
Some question strategies to consider Use a series of questions Rather than a set of one-offs. Use real-life scenarios an...
Let’s focus on question goals                              27      BEFOREtting up instruction                          DUR...
Goal: To motivate a lesson / demonstrate a principle                              28   One of you will be randomly selecte...
Goal: Application of a principlePlay students the “Jaws” theme after a break.Is your reaction an example of operant or cla...
Goal: Connect images to text                           30La filleporte (the girl is  wearing)A. Un chapeau (a hat)B. Des l...
Goal: Use visual representations / apply idea                              31   You look to the eastern horizon as the Moo...
Goal: Motivate a lesson  Demonstration predictions.  For example, show that a light bulb lights    up when it’s connected ...
Goal: Graphical analysis       The pie graph shows the energy of the      Skater, where could she be on the track?        ...
Goal: Apply principle / emphasize reasonsIs the following a run-on sentence?“The sly fox sometimes jumped over the lazy do...
Those are question goals We also want questions at a variety of levels of depthMake Clickers Work for You, Dr. Stephanie ...
A way to think about question depth:               Bloom’s Taxonomy                            36Classificati    on of    ...
A possible question-writing strategy1. Pick a goal. Preparing / Developing/ Assessing.    Let’s say I want to give my stud...
CHAT DISCUSSI            What could possibly go wrong?    ON                         39   What are some of the challenges ...
Peer Discussion                           46                       • How to encourage student discussion?                 ...
Wrap-Up Discussion                             49• How to create a respectful climate for discussion?•Consider whether to ...
TheMessage:     The answer is NOT         important.      The strategy for   getting the answer is          the goal.The s...
More “how to” tips…                            51tp://STEMvideos.colorado.edu Make Clickers Work for You, Dr. Stephanie Ch...
Tips for success                           52  Explain whyyou’re using clickers  Use them frequently  Ask questions at a v...
To Learn More…                                     53This short webinar can’t do it all…. Watch classes taught by expert ...
Thank you! Clickers resource page (videos, question banks,  workshops): http://STEMclickers.colorado.edu Web and blog: h...
Make Clickers Work for You, Dr. Stephanie Chasteen (CU-           Boulder).  Sponsored by i>clicker
Clickers can be used in ways that align with How                  People Learn      1. Motivation is essential for student...
Clickers can be used in ways that align with How                     People Learn         1. Motivation is essential for s...
Clickers can be used in ways that align with How                  People Learn               1. Motivation is essential fo...
Clickers can be used in ways that align with How                  People Learn        1. Motivation is essential for stude...
tradition the traditional way?  How much do students60                       learn Basic physics                          ...
But by actively      engaging    students...based on what they      know....        61
tradition          interactiveal          engagementlecture            Clickers only            (at CU)            Clicker...
Peer discussion: The research            Students answer a clicker               question individually         Students ta...
Are they learning from peers? Students answer Q1    individually.                     100                                 ...
Example questions                                        Consider…                                    1. Mechanics        ...
A question idea:                    In-class experiment                              76  One of you will be randomly selec...
A question idea: Are you done?                           77During a group or individual task:Click in with your progress:A...
A question idea:              Real-time confusion meter                           78A. I’m bored – speed upB. I’m with you...
A question idea:                Poll or opinion survey                           79If you saw a piece of trash in the stre...
Example question:              Application of a principlePlay students the “Jaws” theme after a break.Is your reaction an ...
Example question:            Using visual representations                              81   You look to the eastern horizo...
Example question:               Demonstration prediction  Demonstration predictions.  For example, show that a light bulb ...
Example question:                         Analyze graph       The pie graph shows the energy of the      Skater, where cou...
Example question:                Reinforce vocabulary                           84La filleporte (the girl is  wearing)A. U...
Peer Discussion                             85         Ask Question …Lecture…        (Maybe vote)Class Discussion         ...
What decisions do you have?                                                                                            Pub...
Peer discussions                     87      What are the practices that the instructor can      change during peer discus...
Whole Class Discussion                             88         Ask Question …Lecture…        (Maybe vote)Class Discussion  ...
Whole-class Discussion                     89     What are the practices that the instructor can     change during whole c...
Giving the answer stops student thinking!                      90
More “how to” tips…                            91tp://STEMvideos.colorado.edu Make Clickers Work for You, Dr. Stephanie Ch...
Tips for success                           92  Explain whyyou’re using clickers  Use them frequently  Ask questions at a v...
To Learn More…                                     93This short webinar can’t do it all…. Watch classes taught by expert ...
Thank you! Clickers resource page (videos, question banks,  workshops): http://STEMclickers.colorado.edu Web and blog: h...
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Make clickers work for you: Engagement and assessment in K12 classrooms

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This is from a webinar that I did for i>clicker aimed at K12 audiences, February 15th.
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We'll show you how classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. Challenging conceptual questions provide an opportunity for peer instruction as students discuss answers with their classmates, giving teachers a chance to hear student ideas and misconceptions by listening to their conversations. The real-time histogram of students responses to these multiple-choice questions also provide instant feedback to both teachers and students as to the precise level of student understanding on that particular topic. Clicker questions can also be posed before and after instruction, giving quantitative information about the effectiveness of a variety of types of instruction. We'll share ideas for question writing, give you practice to write your own questions and receive feedback, and provide a wealth of tips for facilitating class discussion and getting students to buy in to this teaching technique.

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  • Future webinars
  • How many times have you given a lecture and found that students hadn’t followed you?Can you rely on students to ask questions if they don’t understand something?Can you rely on students to know if they don’t understand something?What are the benefits of questioning?
  • Could have a poll here – why do you want to use clickers?
  • What comes first? Learning goals.
  • Instructor circulates, may need to show that you’re serious
  • During each section, ask people for examples of questions that they wrote that fall into this category. Give clicker booklet for responding.Point out the handout where each one is detailed more.
  • During each section, ask people for examples of questions that they wrote that fall into this category. Give clicker booklet for responding.Point out the handout where each one is detailed more.
  • Answer: 8
  • During each section, ask people for examples of questions that they wrote that fall into this category. Give clicker booklet for responding.Point out the handout where each one is detailed more.
  • What comes first? Learning goals.
  • Instructor circulates, may need to show that you’re serious
  • 20% of class periods were observed for each course, a total for between 30-60 Clicker questions per class. For every PI episode we observed whether out not particular actions occurred.Faculty participation during PI varies (leaving the stage, answering student questions (faculty responds to an interaction initiated by the student through gesture or hand raised), or discussed with students (interaction initiated by the faculty).Faculty who leave the stage are more likely to be found answering students’ questions and discussing with students.In classes, where faculty-student interaction occurs often students report more favorably about clickers—are more likely to state that articulating their reasoning during PI is important, that they are comfortable discussing physics with their peers. Different instructional practices create different classroom norms (expectations for students).The idea here is that there is large variability in what happens in the classroom, and this does impact classroom norms – students perception of the importance of articulating reasoning, of what matters is the process vs what matters is the answer. Just as with designing questions … guide implementation by research on learning.
  • Make clickers work for you: Engagement and assessment in K12 classrooms

    1. 1. Make clickers work for you...Promoting engagement& formative assessment In K12 classrooms There are handouts for this session that may be helpfulat theactiveclass.com THERE IS A POLL OPEN. Do you see it? If not, select Dr. Stephanie V. Chasteen “polling” from the Physics Department & Science Ed. Initiative dropdown menu on University of Colorado – Boulder your toolbar. http://blog.sciencegeekgirl.com Stephanie.Chasteen@colorado.edu Technical Difficulties? Contact 1-866-229- 3239 Sponsored by i>clicker Image: ehow.Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    2. 2. Introducing Me 2 Science Education Initiativettp://colorado.edu/SEI Applying scientific principles to improve science education – What are students learning, and which instructional approaches improve learning? Physics Education Research Grouphttp://PER.colorado.edu One of largest PER groups in nation, studying technology, attitudes, classroom practice, & institutional change. Blogger & Consultanttp://sciencegeekgirl.com Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    3. 3. U. Colorado clicker resources… 3 Videos of http://STEMvideos.co effective use of clickers lorado.edu2-5 mins long Clicker resource page http://STEMclickers. colorado.edu • Instructor’s Guide • Question banks • Workshops • Literature / Articles Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    4. 4. And thanks to our sponsors today… The Active Class is a multi-author blog that provides a forum for educators to exchange ideas about teaching and learning with technology. Visit us at www.theactiveclass.com.
    5. 5. Agenda 1. Why use clickers? 2. How can clickers be used as engagement, not just quizzing? 3. What makes a good question? 4. How do we facilitate student discussions? Note: This webinar is technology agnostic There are handouts for this session that may be helpful attheactiveclass.com 5Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    6. 6. Why question? 6
    7. 7. Why would we want to use clickers to ask questions? 8  Same goals as non-clicker questions  Multiple choice  Anonymous (to peers)  Every student has a voice  Students are accountable for answers In other words:  Forced wait time What does this tool  Histogram gives instant feedback help us to do? Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    8. 8. Via Derek Bruff, dere
    9. 9. Clickers are a tool for questioning 10 But not a magic bullet! What clicker pedagogy might help student learning?Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    10. 10. A tested pedagogy: Peer Instruction 11 Ask Question …Lecture… (vote on own Class Discussion Peer Discussi Vote * See also: Peer Instruction, AMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    11. 11. 1. Ask Question 12 • Several times per lecture • Challenging, meaningful questions •Based on learning goals • Based on common student difficulties 12Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    12. 12. 2. Peer Discussion 13 • Students learn more deeply by teaching each other • Makes them articulate answer BUT Instructor must encourage discussionMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    13. 13. 3. Vote 14 •Allow enough time •But not so much that students get off trackMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    14. 14. 4. Wrap-Up Discussion 15•Askstudents to defend their answers• Hear from multiple students• Emphasize reasoningMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    15. 15. QUESTION BREAK 16 Ask Question …Lecture… (Maybe vote)Class Discussion Peer Discussion Vote Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    16. 16. When can we ask questions? 18 BEFOREtting up instruction DURING Motivate Developing knowledge Discover Predict outcome Check knowled Provoke thinking Application Analysis Assess prior knowledge Evaluation Synthesis AFTER Relate to bigExercise skil picture Assessing Demonstrate success miscon Elicit learning Review or recap Exit poll Credit: Rosie Pille Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    17. 17. Which of these could be clicker questions? 19 BEFOREtting up instruction DURING Motivate Developing knowledge Discover Predict outcome Check knowled Provoke thinking Application Analysis Assess prior knowledge Evaluation Synthesis AFTER Relate to bigExercise skil picture Assessing Demonstrate success miscon Elicit learning Review or recap Exit poll Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    18. 18. Let’s try itWhich superpower would yourather have? The ability to… A. Change the mass of things B. Change the charge of things C. Change the magnetization of things D. Change the boiling point of things This is an example of a “no one right answer” question. What is the goal? How “deep” is this question? Question: Ian Beatty, UMass-Am 20 Image: Thibault fr on WikimeMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    19. 19. A biology example: Concepts and misconceptionsA small acorn over time can growinto a huge oak tree. The treecan weigh many tons. Wheredoes most of the mass come fromas the tree grows?A)Minerals in the soilB)Organic matter in the soilC)Gases in the airD)Sunlight 21Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    20. 20. Example question: EthicsIf you were a judge, how would you assess the “responsibility” of the U.S. Government, for what happened in the world between 1933 and 1945?A. Not responsibleB. Minimally responsibleC. ResponsibleD. Very responsible Origin unknown 22 Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    21. 21. Mathematics calculation 23If Leah is 6 years older than Sue, and John is 5 years older than Leah, and the total of all three of their ages is 41, how old is Sue?A. 8B. 10C. 14D. 19 What is the goal?E. 21 How “deep” is this question?Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    22. 22. What kinds of questions are “good”? It has to be something they want to discuss Use questions with a diversity of  Instructional goals (before / during / after)  Bloom’s levels Based on common difficulties (distractors!) Focused on key learning goals How might you find suchMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    23. 23. Some question strategies to consider Use a series of questions Rather than a set of one-offs. Use real-life scenarios and current events for surveys To keep lessons fresh and relevant Ask predictive questions So students have a chance to weigh in first. More important for understanding than recall questions, but used less often Use images in question choices To give students a chance to connect words and visual/graphic Pose summarizing questions To get students thinking about effects. Pose a series of outcomes and vote on consequences Sidney-Eve Matrix on tMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    24. 24. Let’s focus on question goals 27 BEFOREtting up instruction DURING Motivate Developing knowledge Discover Predict outcome Check knowled Provoke thinking Application Analysis Assess prior knowledge Evaluation Synthesis AFTER Relate to bigExercise skil picture Assessing Demonstrate success miscon Elicit learning Review or recap Exit poll Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    25. 25. Goal: To motivate a lesson / demonstrate a principle 28 One of you will be randomly selected to be a winner! Pick one: A. You can receive $1.00 (cash) right now B. You can receive $1.05 (cash) during the next meeting of this class Results: 66% of class took $1 now (but 33% if $1 on next to last day of class instead ofmesIII at http://www.youtube.com/watch?v=CnnP0uCqD4k last day of class) Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    26. 26. Goal: Application of a principlePlay students the “Jaws” theme after a break.Is your reaction an example of operant or classical conditioning? Discuss with your neighbor.(A) Yes (B) No (C) It depends 29Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    27. 27. Goal: Connect images to text 30La filleporte (the girl is wearing)A. Un chapeau (a hat)B. Des lunettes (glasses)C. Unecasquette(a cap)D. Un manteau(a coat)E. Plus qu’un / quelquechosed’autre(m ore than one/ Tabetha Huth something else) 30Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    28. 28. Goal: Use visual representations / apply idea 31 You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase. Later that same day when the moon is setting, which of the moon phases shown below would the Moon have looked like? Center for Astronomy Education, Ed PMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    29. 29. Goal: Motivate a lesson Demonstration predictions. For example, show that a light bulb lights up when it’s connected to a power source through a weak acid. What will happen if I use a 100% acid solution? (A) Brighter (B) Dimmerends up being opposite of what y 32 Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    30. 30. Goal: Graphical analysis The pie graph shows the energy of the Skater, where could she be on the track? KE 33 A B C DE PEthy Perkins, CU Boulder 33 Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    31. 31. Goal: Apply principle / emphasize reasonsIs the following a run-on sentence?“The sly fox sometimes jumped over the lazy dog unless it was Thursday.”A. YesB. NoC. Not sure What is the goal? How “deep” is this question?Origin unknown 34 Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    32. 32. Those are question goals We also want questions at a variety of levels of depthMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    33. 33. A way to think about question depth: Bloom’s Taxonomy 36Classificati on of Higher order cognitive levels -------------- Lower order Do the questions you use intellectually challenge your students or simply assess their factual knowledge?Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    34. 34. A possible question-writing strategy1. Pick a goal. Preparing / Developing/ Assessing. Let’s say I want to give my students a chance to try applying some ideas we’ve been learning about pressure.2. Look for verbs at the right level I use the Bloom’s Taxonomy sheet to look for verbs at the right level. In this case, “Apply” has the verbs, “choose,” “select,” “sketch” or “predict.” I like “predict.”3. Try writing a clear, targeted question. Revise for wording. Consider common misconceptions.Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    35. 35. CHAT DISCUSSI What could possibly go wrong? ON 39 What are some of the challenges in using clickers and peer instruction? How might you overcome those challenges? Ask Question …Lecture… (Maybe vote)Class Discussion Peer Discussion Vote Make Clickers Work for You, Dr. Stephanie Chasteen (CU- * See also: Peer Instruction, A User’s Manual. Boulder). Sponsored by i>clicker
    36. 36. Peer Discussion 46 • How to encourage student discussion? • Circulate • Give enough time • Explain why you’re doing this • Respect ideas in wrap-upMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    37. 37. Wrap-Up Discussion 49• How to create a respectful climate for discussion?•Consider whether to show the histogram immediately• Ask multiple students to defend their answers• Why are wrong answers wrong and why right answer is rightMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    38. 38. TheMessage: The answer is NOT important. The strategy for getting the answer is the goal.The student must be convinced thatunderstanding strategies = high exam score. 50
    39. 39. More “how to” tips… 51tp://STEMvideos.colorado.edu Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    40. 40. Tips for success 52 Explain whyyou’re using clickers Use them frequently Ask questions at a variety of levels of difficulty Encourage discussion and listen to students Emphasize reasoning Use a variety of techniques and goals Start small Handout: Tips for SuccessMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    41. 41. To Learn More… 53This short webinar can’t do it all…. Watch classes taught by expert users Find mentors, and form user groups Videos at http://STEMvideos.colorado.edu There are lots of great books  Teaching with Classroom Response Systems (Derek Bruff)  Peer Instruction (Eric Mazur)  Clickers in the Classroom (Douglas Duncan)  Clickers in Chemistry (Margaret Asirvatham)Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    42. 42. Thank you! Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu Web and blog: http://sciencegeekgirl.com The Active Class blog: http://theactiveclass.com. Email: stephanie@sciencegeekgirl.com Upcoming travel to: SF Bay Area, LA, W. Virginia U., Pittsburgh, Chicago Look for the Make Clickers Work for You session recording, and announcements of future webinars at theactiveclass.comor our twitter stream @iclickercliqueMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    43. 43. Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    44. 44. Clickers can be used in ways that align with How People Learn 1. Motivation is essential for student learning OR Handout 4: How People LearnMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    45. 45. Clickers can be used in ways that align with How People Learn 1. Motivation is essential for student learning 2. People learn by actively constructing their own understanding.i.e., not this…. So, this webinar Handout 4: isn’t How People Learn Make Clickers Work for You, Dr. Stephanie Chasteen (CU- enough! Boulder). Sponsored by i>clicker
    46. 46. Clickers can be used in ways that align with How People Learn 1. Motivation is essential for student learning 2. People learn by actively constructing their own understanding. 3. People learn by building on what they already know.Fish is Fish L. Lionni Dragonfly Handout 4: Books How People LearnMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    47. 47. Clickers can be used in ways that align with How People Learn 1. Motivation is essential for student learning 2. People learn by actively constructing their own understanding. 3. People learn by building on what they already know. 4. People have a finite cognitive load “Mr. Osbourne, may I be Handout 4: excused? My (c) Gary Larson, The Far Side People Learn HowMake Clickers Work for You,is Stephanie ” brain Dr. by i>clicker full. Chasteen (CU- Boulder). Sponsored
    48. 48. tradition the traditional way? How much do students60 learn Basic physics force concept al survey lectureTake home message: Students learn less than 25% of the most basic concepts (that they don’t already know). 0.25 0.50 Learned less Learned Fraction learned moreR. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98). Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    49. 49. But by actively engaging students...based on what they know.... 61
    50. 50. tradition interactiveal engagementlecture Clickers only (at CU) Clickers and more (at CU) 0.25 0.50 Learned less Learned more Fraction learned 62
    51. 51. Peer discussion: The research Students answer a clicker question individually Students talk to neighbors and answer the same clicker question again Before discussion After discussion Are students A B C A B C learning? Just Just OR Mazur, 1997 guessing Not quite guessingNot quite sure Are they sure fp.prenhall.com/bigcovers/0 http://vig-Make Clickers Work for You, Dr. Stephanie being Chasteen (CU- Pretty sure Sponsored by i>clicker 135654416.jpg Boulder).
    52. 52. Are they learning from peers? Students answer Q1 individually. 100 100 90 80 Percent 80 Students talk to 70 60 60 Percent neighbors 50 Q1 Q1a Q2and answer Q1 again 40 40 30 (Q1AD = Q1“After 20 20 10 Discussion”). 0 0 Q1 Q1A Q2 Q1 Q1a Q2 Students answer Q2 Individ Indiv individually . ual D idual Aftern= 350Q2 tests same concept Discuss students as Q1. ion CU FacultyThen explain answers More research at Researchers: to Q1 and Q2 Tin Tin Su (CU STEMclickers.colorado.edu Smith et al., Science. MCDB Dept)Make Clickers Work for You, Dr. Stephanie323(5910):122. 2009, Chasteen (CU- Boulder). Michelle Smith Sponsored by i>clicker
    53. 53. Example questions Consider… 1. Mechanics 2. Depth 3. Goals How might some of these examples Handout 6: inform your own 75 TEFA question examples question writing?i>clickerMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by
    54. 54. A question idea: In-class experiment 76 One of you will be randomly selected to be a winner! Pick one: A. You can receive $1.00 (cash) right now B. You can receive $1.05 (cash) during the next meeting of this class Results: 66% of class took $1 now (but 33% if $1 on next to last day of class instead ofmesIII at http://www.youtube.com/watch?v=CnnP0uCqD4k last day of class) Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    55. 55. A question idea: Are you done? 77During a group or individual task:Click in with your progress:A. Still workingB. Almost doneC. FinishedMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    56. 56. A question idea: Real-time confusion meter 78A. I’m bored – speed upB. I’m with youC. Slow down a littleD. I’m totally lostMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    57. 57. A question idea: Poll or opinion survey 79If you saw a piece of trash in the street, would you pick it up?A. YesB. NoC. It dependsMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    58. 58. Example question: Application of a principlePlay students the “Jaws” theme after a break.Is your reaction an example of operant or classical conditioning? Discuss with your neighbor.(A) Yes (B) No (C) It depends Consider… 1. Mechanics 2. Depth 3. Goals 80Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    59. 59. Example question: Using visual representations 81 You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase. Later that same day when the moon is setting, which of the moon phases shown below would the Moon have looked like? Consider… 1. Mechanics 2. Depth 3. Goals Center for Astronomy Education, Ed PMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    60. 60. Example question: Demonstration prediction Demonstration predictions. For example, show that a light bulb lights up when it’s connected to a power source through a weak acid. What will happen if I use a 100% acid solution? (A) Brighter (B) Dimmer Consider… 1. Mechanics 2. Depth 3. Goalsends up being opposite of what y 82 Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    61. 61. Example question: Analyze graph The pie graph shows the energy of the Skater, where could she be on the track? KE 83 A B C DE PEthy Perkins, CU Boulder 83 Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    62. 62. Example question: Reinforce vocabulary 84La filleporte (the girl is wearing)A. Un chapeau (a hat)B. Des lunettes (glasses)C. Unecasquette(a cap)D. Un manteau(a coat)E. Plus qu’un / quelquechosed’autre(m ore than one/ Tabetha Huth something else) 84Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    63. 63. Peer Discussion 85 Ask Question …Lecture… (Maybe vote)Class Discussion Peer Discussion Vote Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    64. 64. What decisions do you have? Public PI Solution Voting Discussion Stage 100%PercenQuesti 90% 80% t of 70% ons 60% 50% 40% 30% 20% 10% 0% Leaves Stage Answers Student Discusses with Wrong Answer(s) Student Questions Students Discussed Explanation(s) heard C. Turpen and N.D. Finkelstein, “Not all interactive engagement is the same: Variations in Physics professors’ implementation of Peer Instruction.” Phys. Rev. ST Physics Ed. Research 5, 020101. Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    65. 65. Peer discussions 87 What are the practices that the instructor can change during peer discussion? •Allow plenty of time for discussion •Encourage discussion •Circulate classroom (to listen in) Handout 7: Discussion PeerMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    66. 66. Whole Class Discussion 88 Ask Question …Lecture… (Maybe vote)Class Discussion Peer Discussion Vote Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    67. 67. Whole-class Discussion 89 What are the practices that the instructor can change during whole class discussion? •Do not reveal the answer immediately •Hide the histogram until after discussion •Hear arguments from students (more than one!)Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    68. 68. Giving the answer stops student thinking! 90
    69. 69. More “how to” tips… 91tp://STEMvideos.colorado.edu Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    70. 70. Tips for success 92 Explain whyyou’re using clickers Use them frequently Ask questions at a variety of levels of difficulty Encourage discussion and listen to students Emphasize reasoning Use a variety of techniques and goals Start small Handout 1: Tips for SuccessMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    71. 71. To Learn More… 93This short webinar can’t do it all…. Watch classes taught by expert users Find mentors, and form user groups Videos at http://STEMvideos.colorado.edu There are lots of great books  Teaching with Classroom Response Systems (Derek Bruff)  Peer Instruction (Eric Mazur)  Clickers in the Classroom (Douglas Duncan)  Clickers in Chemistry (Margaret Asirvatham)Make Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
    72. 72. Thank you! Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu Web and blog: http://sciencegeekgirl.com The Active Class blog: http://theactiveclass.com. Email: stephanie@sciencegeekgirl.com Upcoming travel to: SF Bay Area, LA, W. Virginia U., Pittsburgh, Chicago Look for the Make Clickers Work for You session recording, and announcements of future webinars at theactiveclass.comor our twitter stream @iclickercliqueMake Clickers Work for You, Dr. Stephanie Chasteen (CU- Boulder). Sponsored by i>clicker
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