Teaching facultyabout effective use of clickers<br />Dr. Stephanie V. Chasteen <br />Physics Department & Science Ed. Init...
Agenda<br />2<br />The goals of our faculty PD<br />What ispeer instruction?<br />How do we make an effective PD experienc...
Introducing Me<br />3<br />Science Education Initiative<br />http://colorado.edu/SEI<br />Applying scientific principles t...
And thanks to our sponsors today…<br />The Active Class is a multi-author blog that provides a forum for educators to exch...
Agenda<br />5<br />The goals of our faculty PD<br />What ispeer instruction?<br />How do we make an effective PD experienc...
The typical pattern…<br />(we) Tell<br />(they) Try<br />(they) Fail or fade<br />(we) Repeat<br />Creative Commons – Attr...
What goes wrong?<br />Creative Commons – Attribution.   Please attribute Stephanie Chasteen / Science Education Initiative...
U. Colorado clicker resources…<br />8<br />http://STEMvideos.colorado.edu<br />Videos of effective use of clickers<br />2-...
 Question banks
 Workshops
 Literature / Articles</li></ul>Creative Commons – Attribution.   Please attribute Stephanie Chasteen / Science Education ...
Goals of our faculty PD<br />We want to help faculty to….<br />Recognize the benefit of using clickers                    ...
Our framework<br />Effective PD is….<br /><ul><li>Collaborative
Active and hands-on
Discipline-oriented
Instructor-driven
Respectful
Research-based
Sustained over time</li></li></ul><li>Agenda<br />11<br />The goals of our faculty PD<br />What ispeer instruction?<br />H...
What is Peer Instruction?<br />POLL:<br />Do you know what peer instruction is (in the context of clickers)?<br />Yes<br /...
Anatomy of a clicker question<br />13<br />Ask Question<br />(May vote individually)<br />…Lecture…<br />Peer Discussion<b...
14<br />1.  Ask Question<br /><ul><li> Based on learning goals
 Several times per lecture
 Challenging, meaningful question
 Based on common student difficulties</li></ul>14<br />Creative Commons – Attribution.   Please attribute Stephanie Chaste...
Example question: Biology<br />A small acorn over time can grow into a huge oak tree.  The tree can weigh many tons.Where ...
2.  Peer Discussion<br />16<br /><ul><li> Students learn more deeply by </li></ul>  teaching each other<br /><ul><li> Make...
 Lets you see inside their heads
Typically allow 2-5 mins</li></ul>Creative Commons – Attribution.   Please attribute Stephanie Chasteen / Science Educatio...
3.  Wrap-Up Discussion<br />17<br /><ul><li> Consider whether to show the </li></ul>  histogram immediately<br /><ul><li> ...
18<br />Ask Question<br />(May vote individually<br />…Lecture…<br />Peer Discussion<br />Debrief<br />Vote<br />Question ...
“Clickers” are really just a focal point<br />We aim to help instructors:<br />Use student-centered, interactive teaching ...
How we try to accomplish goals:<br />Give a clear introduction to peer instruction.  What does it really look like?<br />G...
Agenda<br />21<br />The goals of our faculty PD<br />What ispeer instruction?<br />How do we make an effective PD experien...
A Sample Outline (3 hrs)<br />Brief introduction to clickers  (30 min)<br /><ul><li>Poll questions
Why question?
Question cycle and goals
Video
Technology</li></ul>About Peer Instruction (1 ½ hour)<br /><ul><li>Practice question
Chance for questions
(Research)
Challenges
Best practices</li></ul>Question writing (1 hour)<br /><ul><li>Talk about best practices
Look at example questions
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Teaching faculty about effective use of clickers

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Geared specifically for those involved in faculty development and support (e.g., instructional technologists, faculty excellence programs, or other faculty professional developers), this webinar will cover best practices in helping faculty to use clickers to enhance their teaching. The webinar presenter has been creating faculty professional development materials around clicker use for years, and will share tips and techniques — many based on research — for helping faculty to see the potential power of this technology and learn to implement it effectively. Webinar components will include: (1) best practices in clicker use, (2) resources available for faculty learning to use clickers, (3) research-based techniques for faculty development around clickers, and (4) working with faculty resistance and alleviating frustration. HIghly recommended: Watch “Make Clickers Work for You” webinar recording at http://theactiveclass.com/speaking-events/ prior to this webinar, and/or the video “How to use clickers effectively” at http://STEMvideos.colorado.edu.

Handouts, session recording, and saved chat are available at http://theactiveclass.com/speaking-events and http://STEMclickers.colorado.edu..

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  • Future webinars
  • Faculty see the benefit of using clickers to encourage student discussionBut they go into the classroom and it often doesn’t work for themAnd they give up, or stop using it. In physics, over half only use for a semester.
  • Faculty see the benefit, and we give them tools and ideas, but we don’t help support them in developing an underlying pedagogical strategy, or in facing the challenges that come up in using clickers with peer instruction
  • So we created clicker resources but we needed more
  • We often stop at #1.
  • What comes first? Learning goals.
  • Instructor circulates, may need to show that you’re serious
  • Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  • Teaching faculty about effective use of clickers

    1. 1. Teaching facultyabout effective use of clickers<br />Dr. Stephanie V. Chasteen <br />Physics Department & Science Ed. Initiative<br />University of Colorado - Boulder<br />THERE IS A POLL OPEN. Do you see it? If not, select “polling” from the dropdown menu on your toolbar. <br />Web and blog: http://sciencegeekgirl.com<br />Email: stephanie@sciencegeekgirl.com<br />Technical Difficulties?<br />Contact 1-866-229-3239<br />There are handouts for this session that may be helpful at http://theactiveclass.com (see most recent post about this webinar)<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    2. 2. Agenda<br />2<br />The goals of our faculty PD<br />What ispeer instruction?<br />How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully?<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    3. 3. Introducing Me<br />3<br />Science Education Initiative<br />http://colorado.edu/SEI<br />Applying scientific principles to improve science education – What are students learning, and which instructional approaches improve learning?<br />Physics Education Research Group<br />http://PER.colorado.edu<br />One of largest PER groups in nation, studying technology, attitudes, classroom practice, & institutional change.<br />Blogger & Consultant<br />http://sciencegeekgirl.com<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    4. 4. And thanks to our sponsors today…<br />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.<br />
    5. 5. Agenda<br />5<br />The goals of our faculty PD<br />What ispeer instruction?<br />How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully?<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    6. 6. The typical pattern…<br />(we) Tell<br />(they) Try<br />(they) Fail or fade<br />(we) Repeat<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    7. 7. What goes wrong?<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    8. 8. U. Colorado clicker resources…<br />8<br />http://STEMvideos.colorado.edu<br />Videos of effective use of clickers<br />2-5 mins long<br />Clicker resource page<br />http://STEMclickers.colorado.edu<br /><ul><li> Instructor’s Guide
    9. 9. Question banks
    10. 10. Workshops
    11. 11. Literature / Articles</li></ul>Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    12. 12. Goals of our faculty PD<br />We want to help faculty to….<br />Recognize the benefit of using clickers and peer instruction to promote student engagement<br />Begin to put together a pedagogical strategy for using clickers, including thoughtful question-writing<br />Be prepared for some common challenges and strategies to overcome them<br />Technical training is separate from pedagogical training<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    13. 13. Our framework<br />Effective PD is….<br /><ul><li>Collaborative
    14. 14. Active and hands-on
    15. 15. Discipline-oriented
    16. 16. Instructor-driven
    17. 17. Respectful
    18. 18. Research-based
    19. 19. Sustained over time</li></li></ul><li>Agenda<br />11<br />The goals of our faculty PD<br />What ispeer instruction?<br />How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully?<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    20. 20. What is Peer Instruction?<br />POLL:<br />Do you know what peer instruction is (in the context of clickers)?<br />Yes<br />No<br />Maybe, not sure<br />i.e., does this look familiar? <br />Mazur(1996), Peer Instruction<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    21. 21. Anatomy of a clicker question<br />13<br />Ask Question<br />(May vote individually)<br />…Lecture…<br />Peer Discussion<br />Debrief<br />Vote<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />* See also: Peer Instruction, A User’s Manual. E. Mazur. <br />
    22. 22. 14<br />1. Ask Question<br /><ul><li> Based on learning goals
    23. 23. Several times per lecture
    24. 24. Challenging, meaningful question
    25. 25. Based on common student difficulties</li></ul>14<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    26. 26. Example question: Biology<br />A small acorn over time can grow into a huge oak tree. The tree can weigh many tons.Where does most of the mass come from as the tree grows?<br />Minerals in the soil<br />Organic matter in the soil<br />Gases in the air<br />Sunlight<br />Common misconception leads to answers (A) and (B). Correct answer: C<br />15<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    27. 27. 2. Peer Discussion<br />16<br /><ul><li> Students learn more deeply by </li></ul> teaching each other<br /><ul><li> Makes them articulate answer
    28. 28. Lets you see inside their heads
    29. 29. Typically allow 2-5 mins</li></ul>Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    30. 30. 3. Wrap-Up Discussion<br />17<br /><ul><li> Consider whether to show the </li></ul> histogram immediately<br /><ul><li> Ask multiple students to defend their </li></ul>answers, respectfully<br /><ul><li> Why are wrong answers wrong and </li></ul> why right answer is right<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    31. 31. 18<br />Ask Question<br />(May vote individually<br />…Lecture…<br />Peer Discussion<br />Debrief<br />Vote<br />Question break<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    32. 32. “Clickers” are really just a focal point<br />We aim to help instructors:<br />Use student-centered, interactive teaching techniques<br />By the use of a tool (clickers) which makes a transition to that pedagogy easier<br />Our talks are “how people learn” <br />talks in disguise. <br />Bransford, Brown, Cocking (1999), How People Learn<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    33. 33. How we try to accomplish goals:<br />Give a clear introduction to peer instruction. What does it really look like?<br />Give experience in peer instruction. How does it feel as a student? As an instructor?<br />Why does it work? The research.<br />Respect their experience. Answer their questions/challenges, rather than being gung-ho salesman.<br />Provide opportunity for practice and feedback.Especially in writing questions and facilitation.<br />Practice what we preach. Do all this in a student-centered, interactive environment. Don’t lecture about how not to lecture.<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    34. 34. Agenda<br />21<br />The goals of our faculty PD<br />What ispeer instruction?<br />How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully?<br />BP<br />This symbol indicates conscious attempt to use Best Practices in PD(Collaborative, Active, Respectful, Hands-on, Teacher-driven, Research-based)<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    35. 35. A Sample Outline (3 hrs)<br />Brief introduction to clickers (30 min)<br /><ul><li>Poll questions
    36. 36. Why question?
    37. 37. Question cycle and goals
    38. 38. Video
    39. 39. Technology</li></ul>About Peer Instruction (1 ½ hour)<br /><ul><li>Practice question
    40. 40. Chance for questions
    41. 41. (Research)
    42. 42. Challenges
    43. 43. Best practices</li></ul>Question writing (1 hour)<br /><ul><li>Talk about best practices
    44. 44. Look at example questions
    45. 45. Practice writing & revising</li></ul>Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    46. 46. Introduction<br />Some quick poll questions<br />Workshop framing: Why question? (worksheet) <br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    47. 47. The toughest thing about asking questions in class is…<br />Writing good questions<br />Getting students to really think about them<br />Getting students to answer the questions / Nobody responds<br />The same students always respond / Not everybody responds<br />It takes too long / I have a lot of content to cover<br />This is an example question about questions. Have others? Share in the chat!<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    48. 48. WHEN to ask? Questioning Cycle<br />25<br />BEFORE<br />Setting up instruction<br />Motivate<br />Check knowledge/comprehension<br />Discover<br />Application<br />Predict-and-show<br />Analysis<br />Provoke thinking<br />DURING<br />Developing knowledge<br />Assess prior knowledge<br />“Big picture”<br />Evaluation<br />Demonstrate success<br />Synthesis<br />Review / Recap<br />Elicit misconception<br />Exit poll<br />AFTER <br />Assessing learning<br />Exercise skill<br />Credit: Rosie Piller and Ian Beatty. <br />
    49. 49. Which is the goal of most of your in-class verbal questions?<br />Setting up instruction<br />Developing knowledge<br />Assess Learning<br />Something else <br />OR… What is the goal of your question?<br />26<br />Setting up instruction:<br /><ul><li>Assess prior knowledge
    50. 50. Provoke thinking about something new
    51. 51. Stimulate discussion
    52. 52. Predict-and-show
    53. 53. Induce cognitive conflict</li></ul>Develop Knowledge<br /><ul><li>Elicit misconception
    54. 54. Exercise skill
    55. 55. Conceptual understanding</li></ul>Assess Learning:<br /><ul><li>Exit poll
    56. 56. Probe limits of understanding
    57. 57. Demonstrate success
    58. 58. Review</li></ul>Ian Beatty, UNC<br />
    59. 59. Then show a video<br />27<br />http://STEMvideos.colorado.edu<br />2-5 mins long<br />The hard sell<br />Brief snapshot <br />Detailed look at<br />Implementation <br /> Helpful resource<br />We want to show them what it really looks like<br />BP<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    60. 60. Why clickers?<br />28<br />Discussion: What aspects of clicker technology makes it helpful for student learning?<br />I make sure that we mention:<br /><ul><li>Anonymity
    61. 61. Accountability
    62. 62. Instant feedback (histogram)
    63. 63. How the system actually works
    64. 64. But not tech training…</li></ul>Again, we’re trying to give a pedagogical framework<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    65. 65. A Sample Outline (3 hrs)<br />Brief introduction to clickers (30 min)<br /><ul><li>Poll questions
    66. 66. Why question?
    67. 67. Question cycle and goals
    68. 68. Video
    69. 69. Technology</li></ul>About Peer Instruction (1 ½ hour)<br /><ul><li>Practice question
    70. 70. Pause for questions
    71. 71. Challenges
    72. 72. (Research)
    73. 73. Best practices</li></ul>Question writing (1 hour)<br /><ul><li>Talk about best practices
    74. 74. Look at example questions
    75. 75. Practice writing & revising</li></ul>Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    76. 76. The Practice Question<br />How do you choose an authentic question that your audience can all understand, and thus see the value of discussion?<br />BP<br />Got any good practice questions? Share them in the chat!<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    77. 77. One possible question (my fave)<br />If you could have any of the following superpowers, which would it be? The ability to…<br />Change the magnetization of things<br />Change the electric charge of things<br />Change the mass of things<br />No one right answer encourages discussion.<br />Courtesy Ian Beatty, UNC<br />
    78. 78. Another question<br />Your sister in law calls to say that she’s having twins. Which of the following is the most likely? (Assume she’s having fraternal, not identical, twins)<br />Twin boys<br />Twin girls<br />One girl and one boy<br />All are equally likely<br />32<br />Courtesy Derek Bruff, Vanderbilt<br />
    79. 79. Another possible question<br />A tennis racket and can of balls together costs $110. The tennis racket alone costs $100 more than the can of balls. How much does the can of balls alone cost?<br />$5<br />$10<br />$11<br />$100<br />None of these<br />Most people at first glance say that the balls cost $10. Silent vote: 35% right. After discussion: 75%. (Right answer is A).<br />Courtesy Steven Pollock, CU-Boulder<br />
    80. 80. Discuss Peer Instruction Challenges<br />Chat discussion: What do you think are the main PI sticking points for faculty?<br />3 approaches….<br />1. Small Groups<br />What are the challenges they foresee? What are some solutions? Share out.<br />2. Pre-seeded sheets<br />Have common challenges written down on sheets of paper, give one to each group. Each group discusses, brainstorms, and share-out<br />3. Discuss within each section of PI best-practices<br /><ul><li>Writing questions / Peer discussion / Wrap-up discussion</li></ul>BP<br />34<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    81. 81. What are the challenges?<br />POLL: Which do you think is the most common challenge cited by teachers?<br />Writing good questions<br />Technical issues<br />Tough to get students to discuss questions<br />I have too much content to cover / takes too much time<br />Something else<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    82. 82. (The Research)<br />Show some basic messages of “How People Learn”<br />Data the interactive engagement works (e.g., Hake study)<br />Data that peer instruction works (Mazur + Smith studies)<br />BP<br />See powerpoints from my workshops at http://STEMclickers.colorado.edu, and past webinars at http://theactiveclass.com for examples. <br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    83. 83. Best Practices in Facilitation<br />Question-writing<br />Peer discussion phase<br />Whole-group wrap-up discussion<br />This is a nice follow-up to the “challenges” discussion; addressing their questions, rather than preaching. Tough part of the workshop. <br />2 approaches….<br />1. Small Groups<br />Brainstorm in groups, aided by worksheet<br />2. Didactic<br />Just tell them<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    84. 84. 38<br />But does discussion of best practices lead to best practices???<br />Role-play<br />Then, give small groups a question to try teaching. (Seed a “ringer” group that will do a poor job!)<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    85. 85. A Sample Outline (3 hrs)<br />Brief introduction to clickers (30 min)<br /><ul><li>Poll questions
    86. 86. Why question?
    87. 87. Question cycle and goals
    88. 88. Video
    89. 89. Technology</li></ul>About Peer Instruction (1 ½ hour)<br /><ul><li>Practice question
    90. 90. Pause for questions
    91. 91. Challenges
    92. 92. (Research)
    93. 93. Best practices</li></ul>Question writing (1 hour)<br /><ul><li>Best practices
    94. 94. Example questions
    95. 95. Practice writing & revising</li></ul>Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    96. 96. Best practices in question-writing<br />2 approaches….<br />1. Three facets<br />Mechanics / Depth / Goals. Bloom’s Taxonomy. Show examples to illustrate.<br />2. Handouts<br />Give handouts / discuss. Which will be most challenging for you?<br />Example questions are hard to find that work for a multi-disciplinary audience. Note that humanities questions tend to be a bit different from sciences.<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    97. 97. Example questions<br />I’ve found that looking through example questions is valuable in getting ideas and putting ideas into context. Be sensitive to discipline! Use a variety of types of questions. I have example questions you can use.<br />3 approaches….<br />1. Gallery walk<br />Post questions around room. Visit. Discuss.<br />2. Question rating sheet<br />Sheet of questions – with partner, rate them as good, bad, or ugly. <br />Find the theme<br />Give each group 3 questions and ask to find the theme. Share.<br />Powerpoint<br />Show a bunch of examples in PPT slides and discuss as group<br />
    98. 98. Writing their own question<br />Draft question “on something you’ll teach next week”<br />Or, give a learning goal<br />Then ask them to shop for ideas to improve it during the discussion<br />Work with a neighbor to revise the question.<br />BP<br />If time… they can then use this question in a role-play<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    99. 99. What do you think?<br />CHAT DISCUSSION<br />What additional ideas, questions, or concerns do you have about teaching effective question writing techniques?<br />Do you think this will work with your faculty?<br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />
    100. 100. To Learn More… (this webinar can’t do it all!)<br />44<br />BruffTeaching with Classroom Response Systems<br />Mazur Peer Instruction<br />Duncan Clickers in the Classroom<br />Asirvatham Clickers in Chemistry<br />Watch expert users<br />Read books<br />http://sciencegeekgirl.com<br />stephanie@sciencegeekgirl.com<br />STEMclickers.colorado.edu<br />Watch our videos; get resources<br />Contact me<br />Look for the session recording & future webinars at<br />iclicker.com(user community) or our twitter stream @iclicker<br />Next: Connecting with Participatory Culture: Clickers and Deep Learning<br />Derek Bruff / November 3rd, 1pm EST. <br />Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder <br />

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