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Bates inverted classroom

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Talk given during visit to UKZN 16th-20th May 2011.

Inverting the Classroom

Presented by: SImon Bates

Published in: Education
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Bates inverted classroom

  1. 1. Inverting the Physics Classroom Simon Bates Dean of Learning and Teaching Professor of Physics Education College of Science and Engineering School of Physics & Astronomy s.p.bates@ed.ac.uk 1Sunday, 22 May 2011
  2. 2. Overview • General premise • Why we need to • What we might do 2Sunday, 22 May 2011
  3. 3. Overview • General premise • Why we need to • What we might do 3Sunday, 22 May 2011
  4. 4. Learning in phases Acquisition - reading, listening, lectures etc. Assimilation - making meaning, connections, practice, discussion, integrating …. 4Sunday, 22 May 2011
  5. 5. 5Sunday, 22 May 2011
  6. 6. 6Sunday, 22 May 2011
  7. 7. There are 2 problems: • We spend much class contact time in activities towards the bottom • We provide most access to expert help and guidance during class hours 7Sunday, 22 May 2011
  8. 8. Consequences: • Lack of engagement • Strategic / shallow learning, geared totally towards passing exam • Helplessness, general 8Sunday, 22 May 2011
  9. 9. ‘Inverting the classroom’… Is about making more time for more cognitively demanding tasks in class hours And / or About finding new ways to engage participants outside class hours. 9Sunday, 22 May 2011
  10. 10. ‘Inverting the classroom’… Is a long term strategic change process - We’re at about 5 on a scale of 1-10. - And coverage is patchy 10Sunday, 22 May 2011
  11. 11. Overview • General premise • Why we need to – Maths, concepts, data-handling, self-study • What we might do 11Sunday, 22 May 2011
  12. 12. Sunday, 22 May 2011
  13. 13. 13Sunday, 22 May 2011
  14. 14. MathsA-level paper 1988!Sunday, 22 May 2011
  15. 15. MathsA-level paper 2007Sunday, 22 May 2011
  16. 16. Sunday, 22 May 2011
  17. 17. Sunday, 22 May 2011
  18. 18. Sunday, 22 May 2011
  19. 19. Conceptual understanding Despite high grades, often large deficits in conceptual understanding in e.g. Newtonian Mechanics Electricity and magnetism Scientific thinking ….. 17Sunday, 22 May 2011
  20. 20. Force Concept Inventory … a mature, established diagnostic test. 18Sunday, 22 May 2011
  21. 21. Force Concept Inventory … a mature, established diagnostic test. 18Sunday, 22 May 2011
  22. 22. Force Concept Inventory … a mature, established diagnostic test. 18Sunday, 22 May 2011
  23. 23. Force Concept Inventory … a mature, established diagnostic test. 18Sunday, 22 May 2011
  24. 24. Labs: the implicit curriculum • In practical work, we expect students to acquire data analysis skills in parallel to practical abilities. • Frequently, these generic skills are not explicitly taught and not effectively assessed. HEA Phys Sci Centre 19Sunday, 22 May 2011 Development Project 2009-10
  25. 25. HEA Student Employability Profiles HEA Phys Sci Centre 20Sunday, 22 May 2011 Development Project 2009-10
  26. 26. HEA Student Employability Profiles HEA Phys Sci Centre 20Sunday, 22 May 2011 Development Project 2009-10
  27. 27. Typical question (from UBC pre-prototype) HEA Phys Sci Centre 21Sunday, 22 May 2011 Development Project 2009-10
  28. 28. A HEA Phys Sci Centre 22Sunday, 22 May 2011 Development Project 2009-10
  29. 29. B HEA Phys Sci Centre 23Sunday, 22 May 2011 Development Project 2009-10
  30. 30. C HEA Phys Sci Centre 24Sunday, 22 May 2011 Development Project 2009-10
  31. 31. D HEA Phys Sci Centre 25Sunday, 22 May 2011 Development Project 2009-10
  32. 32. A B C D HEA Phys Sci Centre 26Sunday, 22 May 2011 Development Project 2009-10
  33. 33. HEA Phys Sci Centre 27Sunday, 22 May 2011 Development Project 2009-10
  34. 34. HEA Phys Sci Centre 27Sunday, 22 May 2011 Development Project 2009-10
  35. 35. HEA Phys Sci Centre 27Sunday, 22 May 2011 Development Project 2009-10
  36. 36. HEA Phys Sci Centre 27Sunday, 22 May 2011 Development Project 2009-10
  37. 37. No statistically significant difference between 1st, 2nd and 4th year classes. HEA Phys Sci Centre 27Sunday, 22 May 2011 Development Project 2009-10
  38. 38. 16.0000 14.5000 Mean Test Score 13.0000 11.5000 10.0000 1st 2nd 3rd 4th 5th Year of Study Edinburgh Physics year-by-year mean test scores 28Sunday, 22 May 2011
  39. 39. 16.0000 14.5000 Mean Test Score 13.0000 11.5000 10.0000 1st 2nd 3rd 4th 5th Year of Study Edinburgh Physics year-by-year mean test scores 28Sunday, 22 May 2011
  40. 40. 16.0000 14.5000 Mean Test Score 13.0000 11.5000 10.0000 1st 2nd 3rd 4th 5th Year of Study Edinburgh Physics year-by-year mean test scores 28Sunday, 22 May 2011
  41. 41. 16.0000 14.5000 Mean Test Score 13.0000 11.5000 10.0000 1st 2nd 3rd 4th 5th Year of Study Edinburgh Physics year-by-year mean test scores 28Sunday, 22 May 2011
  42. 42. 16.0000 14.5000 Mean Test Score 13.0000 11.5000 10.0000 1st 2nd 3rd 4th 5th Year of Study Edinburgh Physics year-by-year mean test scores 28Sunday, 22 May 2011
  43. 43. 16.0000 14.5000 Mean Test Score 13.0000 11.5000 10.0000 1st 2nd 3rd 4th 5th Year of Study Edinburgh Physics year-by-year mean test scores 28Sunday, 22 May 2011
  44. 44. Sunday, 22 May 2011
  45. 45. Sunday, 22 May 2011
  46. 46. Sunday, 22 May 2011
  47. 47. Sunday, 22 May 2011
  48. 48. Sunday, 22 May 2011
  49. 49. Sunday, 22 May 2011
  50. 50. Overview • General premise • Why we need to • What we might do – Lectures, workshops, self-study 32Sunday, 22 May 2011
  51. 51. Lectures 33Sunday, 22 May 2011
  52. 52. Sunday, 22 May 2011
  53. 53. “ The complex cognitive skills required to understand Physics cannot be developed by listening to lectures… … any more than one can learn to play tennis by watching tennis matches.”Sunday, 22 May 2011
  54. 54. “ The complex cognitive skills required to understand Physics cannot be developed by listening to lectures… … any more than one can learn to play tennis by watching tennis matches.”Sunday, 22 May 2011
  55. 55. “ The complex cognitive skills required to understand Physics cannot be developed by listening to lectures… … any more than one can learn to play tennis by watching tennis matches.” Sunday, 22 May 2011
  56. 56. “ The complex cognitive skills required to understand Physics cannot be developed by listening to lectures… … any more than one can learn to play tennis by watching tennis matches.” Hestenes, D. Am. J. Phys., 66, 465-7 (1998)Sunday, 22 May 2011
  57. 57. • A “clicker”, a.k.a. – An Electronic Voting System – A Personal Response System – An Audience Response SystemSunday, 22 May 2011
  58. 58. Sunday, 22 May 2011
  59. 59. Sunday, 22 May 2011
  60. 60. Sunday, 22 May 2011
  61. 61. Sunday, 22 May 2011
  62. 62. Underpinned College Learning and Teaching strategy ‘Loanership’ of 2500 handsets Wide range of disciplines Science, Eng,Vet. Med.Sunday, 22 May 2011
  63. 63. Sunday, 22 May 2011
  64. 64. “Although multiple choice questions may seem limiting, they can be surprisingly good at generating the desired student engagement and guiding student thinking. They work particularly well if the possible answers embody common confusions or difficult ideas.”Sunday, 22 May 2011
  65. 65. “Although multiple choice questions may seem limiting, they can be surprisingly good at generating the desired student engagement and guiding student thinking. They work particularly well if the possible answers embody common confusions or difficult ideas.”Sunday, 22 May 2011
  66. 66. “Although multiple choice questions may seem limiting, they can be surprisingly good at generating the desired student engagement and guiding student thinking. They work particularly well if the possible answers embody common confusions or difficult ideas.”Sunday, 22 May 2011
  67. 67. “Although multiple choice questions may seem limiting, they can be surprisingly good at generating the desired student engagement and guiding student thinking. They work particularly well if the possible answers embody common confusions or difficult ideas.” Wieman, C. and Perkins K., Physics Today (2005) 36-42.Sunday, 22 May 2011
  68. 68. Sunday, 22 May 2011
  69. 69. • What makes a good question?Sunday, 22 May 2011
  70. 70. • What makes a good question?Sunday, 22 May 2011
  71. 71. • What makes a good question? – Concept-testingSunday, 22 May 2011
  72. 72. • What makes a good question? – Concept-testingSunday, 22 May 2011
  73. 73. • What makes a good question? – Concept-testing – Where known misconceptions liveSunday, 22 May 2011
  74. 74. • What makes a good question? – Concept-testing – Where known misconceptions live – Spread of answers expectedSunday, 22 May 2011
  75. 75. • What makes a good question? – Concept-testing – Where known misconceptions live – Spread of answers expectedSunday, 22 May 2011
  76. 76. • What makes a good question? – Concept-testing – Where known misconceptions live – Spread of answers expectedSunday, 22 May 2011
  77. 77. Sunday, 22 May 2011
  78. 78. • What if you don’t know what misconceptions exist?Sunday, 22 May 2011
  79. 79. • What if you don’t know what misconceptions exist?Sunday, 22 May 2011
  80. 80. • What if you don’t know what misconceptions exist? – Get students to tell you; the “1 minute paper”Sunday, 22 May 2011
  81. 81. • What if you don’t know what misconceptions exist? – Get students to tell you; the “1 minute paper” – Feedback loop from end-of-course assessmentSunday, 22 May 2011
  82. 82. • What if you don’t know what misconceptions exist? – Get students to tell you; the “1 minute paper” – Feedback loop from end-of-course assessmentSunday, 22 May 2011
  83. 83. Sunday, 22 May 2011
  84. 84. “Electronic classroom response systems....are merely tools, not a magic bullet. To significantly impact student learning (they) must be employed with skill in the service of a sound, coherent pedagogy.Sunday, 22 May 2011
  85. 85. “Electronic classroom response systems....are merely tools, not a magic bullet. To significantly impact student learning (they) must be employed with skill in the service of a sound, coherent pedagogy. This is not easy.”Sunday, 22 May 2011
  86. 86. “Electronic classroom response systems....are merely tools, not a magic bullet. To significantly impact student learning (they) must be employed with skill in the service of a sound, coherent pedagogy. This is not easy.” Sunday, 22 May 2011
  87. 87. “Electronic classroom response systems....are merely tools, not a magic bullet. To significantly impact student learning (they) must be employed with skill in the service of a sound, coherent pedagogy. This is not easy.” Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Am. J. Phys 2006Sunday, 22 May 2011
  88. 88. Sunday, 22 May 2011
  89. 89. Sunday, 22 May 2011
  90. 90. • Peer InstructionSunday, 22 May 2011
  91. 91. • Peer InstructionSunday, 22 May 2011
  92. 92. • Peer InstructionSunday, 22 May 2011
  93. 93. • Peer InstructionSunday, 22 May 2011
  94. 94. • Peer Instruction – QuestionSunday, 22 May 2011
  95. 95. • Peer Instruction – QuestionSunday, 22 May 2011
  96. 96. • Peer Instruction – QuestionSunday, 22 May 2011
  97. 97. • Peer Instruction – Question – Individual pollSunday, 22 May 2011
  98. 98. • Peer Instruction – Question – Individual pollSunday, 22 May 2011
  99. 99. • Peer Instruction – Question – Individual poll – Students discussSunday, 22 May 2011
  100. 100. • Peer Instruction – Question – Individual poll – Students discussSunday, 22 May 2011
  101. 101. • Peer Instruction – Question – Individual poll – Students discuss – RepollSunday, 22 May 2011
  102. 102. • Peer Instruction – Question – Individual poll – Students discuss – RepollSunday, 22 May 2011
  103. 103. • Peer Instruction – Question – Individual poll – Students discuss – RepollSunday, 22 May 2011
  104. 104. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube)Sunday, 22 May 2011
  105. 105. Sunday, 22 May 2011
  106. 106. • The reduction in coverageSunday, 22 May 2011
  107. 107. • The reduction in coverageSunday, 22 May 2011
  108. 108. • The reduction in coverage – Departure from the A-Z content transmissionSunday, 22 May 2011
  109. 109. • The reduction in coverage – Departure from the A-Z content transmissionSunday, 22 May 2011
  110. 110. • The reduction in coverage – Departure from the A-Z content transmission – The A-Z must be elsewhere (book, web, tutorial…)Sunday, 22 May 2011
  111. 111. • The reduction in coverage – Departure from the A-Z content transmission – The A-Z must be elsewhere (book, web, tutorial…)Sunday, 22 May 2011
  112. 112. • The reduction in coverage – Departure from the A-Z content transmission – The A-Z must be elsewhere (book, web, tutorial…) – The students must buy-in to “the learning contract”Sunday, 22 May 2011
  113. 113. Sunday, 22 May 2011
  114. 114. • The first lecture is crucial – Why we are doing this – What we expect of them – Practice use with friendly questionsSunday, 22 May 2011
  115. 115. • The first lecture is crucial – Why we are doing this – What we expect of them – Practice use with friendly questions • There is a learning curve – This is not an “out of the box” solution – Whole-team buy-inSunday, 22 May 2011
  116. 116. Sunday, 22 May 2011
  117. 117. • What makes a good question ?Sunday, 22 May 2011
  118. 118. • What makes a good question ?Sunday, 22 May 2011
  119. 119. • What makes a good question ? • How many to have each lecture ?Sunday, 22 May 2011
  120. 120. • What makes a good question ? • How many to have each lecture ?Sunday, 22 May 2011
  121. 121. • What makes a good question ? • How many to have each lecture ? • Where to place it / them ?Sunday, 22 May 2011
  122. 122. • What makes a good question ? • How many to have each lecture ? • Where to place it / them ?Sunday, 22 May 2011
  123. 123. • What makes a good question ? • How many to have each lecture ? • Where to place it / them ? • Beware shoe-horning content inSunday, 22 May 2011
  124. 124. But does it work ? 50Sunday, 22 May 2011
  125. 125. Am. J. Phys. 66 1, January 1998 51Sunday, 22 May 2011
  126. 126. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube) 52Sunday, 22 May 2011
  127. 127. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube) 53Sunday, 22 May 2011
  128. 128. 54Sunday, 22 May 2011
  129. 129. 55Sunday, 22 May 2011
  130. 130. 55Sunday, 22 May 2011
  131. 131. The University of Edinburgh Edinburgh, Scotland 5th July, 2010 PeerWise bridging the gap between online learning and social media Paul Denny Department of Computer Science The University of Auckland New ZealandSunday, 22 May 2011
  132. 132. Student familiarity with Web 2.0 The energy and Student creativity of a generated large class questionsSunday, 22 May 2011
  133. 133. • Web-based MCQ repository built by students • Students: – develop new questions with associated explanations – answer existing questions and rate them for quality and difficulty – take part in discussions – compete with other students to appear on leaderboardsSunday, 22 May 2011
  134. 134. 80Sunday, 22 May 2011
  135. 135. 81Sunday, 22 May 2011
  136. 136. 82Sunday, 22 May 2011
  137. 137. 83Sunday, 22 May 2011
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  139. 139. 85Sunday, 22 May 2011
  140. 140. 86Sunday, 22 May 2011
  141. 141. 87Sunday, 22 May 2011
  142. 142. • To date – 77 institutions – 557 courses – 33757 students have contributed – 94207 questions have been written – 2308854 answers have been submittedSunday, 22 May 2011
  143. 143. PeerWise was introduced in workshop sessions in Week 5 Students worked through structured example task and devised own Qs in groups. 89Sunday, 22 May 2011
  144. 144. An assessment was set for the end of Week 6: Minimum requirements: • Write one question • Answer 5 • Comment on & rate 3 Contributed ~3% to course assessment 90Sunday, 22 May 2011
  145. 145. Uptake for in- course assessment Workshop Live Due training (class size of ~200) 350 questions in total ~3500 answers ~2000 comments 91Sunday, 22 May 2011
  146. 146. Uptake towards exam: No more questions submitted Assessed coursework deadline Exam ~170 answers 92Sunday, 22 May 2011
  147. 147. 93Sunday, 22 May 2011
  148. 148. 94Sunday, 22 May 2011
  149. 149. Quality of submissions: • Average quality was very good • Few trivial questions / nonsense distracters • Highest quality questions were EXCEPTIONALLY good 95Sunday, 22 May 2011
  150. 150. 96Sunday, 22 May 2011
  151. 151. 96Sunday, 22 May 2011
  152. 152. 96Sunday, 22 May 2011
  153. 153. 96Sunday, 22 May 2011
  154. 154. 97Sunday, 22 May 2011
  155. 155. Perceptions We sought student feedback both in ‘wash-up’ sessions after the assessment and in the end of course questionnaire 98Sunday, 22 May 2011
  156. 156. Positives 99Sunday, 22 May 2011
  157. 157. Positives 100Sunday, 22 May 2011
  158. 158. Negatives 101Sunday, 22 May 2011
  159. 159. The big question: does it improve performance? Don’t know. Yet. 102Sunday, 22 May 2011
  160. 160. A different question: Does degree of PeerWise use correlate with end of course performance? Yes, for the majority of students 103Sunday, 22 May 2011
  161. 161. Overall Statistics Median Split for Mean CA4 mark N Mean Exam Std. Error Mean p-value effect size lgCA4 LPA 25 107 55.49 1.46 0.000 0.2 MPA 40 87 62.85 1.76Sunday, 22 May 2011
  162. 162. Sunday, 22 May 2011
  163. 163. EdPER group website bit.ly/EdPER s.p.bates@ed.ac.uk 106Sunday, 22 May 2011

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