Inverting the classroom                Why we need to and how                 you might go about it                       ...
Inverting the physics classroom                Why we need to and how                 you might go about it               ...
Disclaimer !Source : http://www.maximumpc.com/files/u46190/caution.jpg                                                    ...
Overview•  General premise•  Why we need to•  What we might do                           4
Overview•  General premise•  Why we need to•  What we might do                           5
Learning in phasesAcquisition - reading, listening, lectures etc.Assimilation - making meaning, connections, practice, dis...
7
8
There are 2 problems:•  We spend much class   contact time in   activities towards the   bottom•  We provide most   access...
Consequences:•  Lack of engagement,   possible loss of   confidence•  Strategic / shallow   learning, geared totally   tow...
‘Inverting the classroom’…Is about making more time for more  cognitively demanding tasks in class hoursAnd / orAbout find...
‘Inverting the classroom’…Is a long term strategic change process-  We’re at about 5 on a scale of 1-10.-  And coverage is...
Overview•  General premise•  Why we need to  –  Maths, concepts, data-handling, self-study•  What we might do             ...
15
Conceptual understandingDespite high grades, often large deficits in conceptual understanding in e.g.Newtonian MechanicsEl...
Force Concept Inventory       … a mature, established diagnostic test.                                                  20
Labs: the implicit curriculum     •  In practical work, we expect students        to acquire data analysis skills in      ...
Typical question (from UBC pre-prototype)                                            23
A!     24
B!     25
C!     26
D!     27
A!     B!C!          D!               28
No statisticallysignificant differencebetween 1st, 2nd and4th year classes.James Day and Doug BonnPhys. Rev. ST Phys. Educ...
30
Overview•  General premise•  Why we need to•  What we might do  –  Lectures, self-study                               34
Lectures           35
“ The complex cognitive skills required to  understand Physics cannot be  developed by listening to lectures… … any more t...
•  A “clicker”, a.k.a.  –  An Electronic Voting     System  –  A Personal Response     System  –  An Audience Response    ...
Underpinned College Learningand Teaching strategy	‘Loanership’ of 3000 handsets	                                   Wide ra...
“Although multiple choice questions may seemlimiting, they can be surprisingly good atgenerating the desired student engag...
•  What makes a   good question?  –  Concept-testing  –  Where known     misconceptions live  –  Spread of answers     exp...
“Electronic classroom response systems....aremerely tools, not a magic bullet.To significantly impact student learning (th...
•  Peer Instruction   –  Question   –  Individual poll   –  Students discuss   –  Repoll
Reproduced from Eric Mazur(source “Confessions of a converted lecturer” on YouTube)
•  The reduction in coverage  –  Departure from the A-Z content transmission  –  The A-Z must be elsewhere (pre-reading, w...
•  The first lecture is crucial  –  Why we are doing this  –  What we expect of them  –  Practice use with friendly questi...
•  What makes a good question ?•  How many to have each lecture ?•  Where to place it / them ?•  Beware shoe-horning conte...
But does it work ?                     53
Am. J. Phys. 66 1, January 1998                                  54
Reproduced from Eric Mazur(search “Confessions of a converted lecturer” on YouTube)                                       ...
Reproduced from Eric Mazur(search “Confessions of a converted lecturer” on YouTube)                                       ...
1A 2008-09 Diag Test            45            40            35            30Frequency            25                       ...
58
Self-study             59
The University of Edinburgh                                           Edinburgh, Scotland                                 ...
•  Web-based MCQ repository built by   students•  Students: –  develop new questions with    associated explanations –  an...
Student                   familiarity with                      Web 2.0The energy and                         Student crea...
63
64
65
66
67
68
69
70
•  To date  –    77 institutions  –    557 courses  –    33757 students have contributed  –    94207 questions have been w...
PeerWise was introduced in workshop sessions in Week 5Students worked throughstructured example taskand devised own Qsin g...
An assessment was set for the end ofWeek 6:Minimum requirements:•  Write one question•  Answer 5•  Comment on & rate 3Cont...
Uptake for in-course assessment                    Workshop   Live   Due                    training(class size of~200)350...
76
77
Quality of submissions:•  Average quality was very good•  Few trivial questions / nonsense distracters•  Highest quality q...
79
80
81
Student feedback                   83
Positives            84
Does degree of PeerWise use correlate with end of course performance?Yes, for the majority of students                    ...
Summary•  Are we really making the best use of   precious lecture / contact time?•  Are there more effective and efficient...
EdPER group website         bit.ly/EdPERTalk slides on Slideshare   EdPER_talkss.p.bates@ed.ac.uk                         ...
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
Bates inverted classroom
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Bates inverted classroom

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Bates inverted classroom

  1. 1. Inverting the classroom Why we need to and how you might go about it Simon BatesDean of Learning and Teaching Professor of Physics EducationCollege of Science and Engineering School of Physics & Astronomy s.p.bates@ed.ac.uk 1
  2. 2. Inverting the physics classroom Why we need to and how you might go about it Simon BatesDean of Learning and Teaching Professor of Physics EducationCollege of Science and Engineering School of Physics & Astronomy s.p.bates@ed.ac.uk 2
  3. 3. Disclaimer !Source : http://www.maximumpc.com/files/u46190/caution.jpg 3
  4. 4. Overview•  General premise•  Why we need to•  What we might do 4
  5. 5. Overview•  General premise•  Why we need to•  What we might do 5
  6. 6. Learning in phasesAcquisition - reading, listening, lectures etc.Assimilation - making meaning, connections, practice, discussion, integrating …. 6
  7. 7. 7
  8. 8. 8
  9. 9. 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 9
  10. 10. Consequences:•  Lack of engagement, possible loss of confidence•  Strategic / shallow learning, geared totally towards passing exam 10
  11. 11. ‘Inverting the classroom’…Is about making more time for more cognitively demanding tasks in class hoursAnd / orAbout finding new ways to engage & support participants outside class hours. 11
  12. 12. ‘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 12
  13. 13. Overview•  General premise•  Why we need to –  Maths, concepts, data-handling, self-study•  What we might do 13
  14. 14. 15
  15. 15. Conceptual understandingDespite high grades, often large deficits in conceptual understanding in e.g.Newtonian MechanicsElectricity and magnetismScientific thinking….. 19
  16. 16. Force Concept Inventory … a mature, established diagnostic test. 20
  17. 17. Labs: the implicit curriculum •  In practical work, we expect students to acquire data analysis skills in parallel to practical abilities. •  Frequently, these important skills are not explicitly taught and not effectively assessed. HEA Phys Sci Centre Development Project 2009-10 21
  18. 18. Typical question (from UBC pre-prototype) 23
  19. 19. A! 24
  20. 20. B! 25
  21. 21. C! 26
  22. 22. D! 27
  23. 23. A! B!C! D! 28
  24. 24. No statisticallysignificant differencebetween 1st, 2nd and4th year classes.James Day and Doug BonnPhys. Rev. ST Phys. Educ. Res. 7, 010114 (2011) 29
  25. 25. 30
  26. 26. Overview•  General premise•  Why we need to•  What we might do –  Lectures, self-study 34
  27. 27. Lectures 35
  28. 28. “ 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)
  29. 29. •  A “clicker”, a.k.a. –  An Electronic Voting System –  A Personal Response System –  An Audience Response System
  30. 30. Underpinned College Learningand Teaching strategy ‘Loanership’ of 3000 handsets Wide range of disciplines Science, Eng,Vet. Med.
  31. 31. “Although multiple choice questions may seemlimiting, they can be surprisingly good atgenerating the desired student engagement andguiding student thinking.They work particularly well if the possible answersembody common confusions or difficult ideas.”Wieman, C. and Perkins K., Physics Today (2005) 36-42.
  32. 32. •  What makes a good question? –  Concept-testing –  Where known misconceptions live –  Spread of answers expected
  33. 33. “Electronic classroom response systems....aremerely tools, not a magic bullet.To significantly impact student learning (they)must be employed with skill in the service of asound, coherent pedagogy.This is not easy.”Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Am. J. Phys 2006
  34. 34. •  Peer Instruction –  Question –  Individual poll –  Students discuss –  Repoll
  35. 35. Reproduced from Eric Mazur(source “Confessions of a converted lecturer” on YouTube)
  36. 36. •  The reduction in coverage –  Departure from the A-Z content transmission –  The A-Z must be elsewhere (pre-reading, web, tutorial…) –  The students must buy-in to “the learning contract”
  37. 37. •  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-in
  38. 38. •  What makes a good question ?•  How many to have each lecture ?•  Where to place it / them ?•  Beware shoe-horning content in
  39. 39. But does it work ? 53
  40. 40. Am. J. Phys. 66 1, January 1998 54
  41. 41. Reproduced from Eric Mazur(search “Confessions of a converted lecturer” on YouTube) 55
  42. 42. Reproduced from Eric Mazur(search “Confessions of a converted lecturer” on YouTube) 56
  43. 43. 1A 2008-09 Diag Test 45 40 35 30Frequency 25 Pre Post 20 15 10 5 0 Bin 57
  44. 44. 58
  45. 45. Self-study 59
  46. 46. The University of Edinburgh Edinburgh, Scotland 5th July, 2010 PeerWise bridging the gap between online learning and social mediaPaul DennyDepartment of Computer ScienceThe University of AucklandNew Zealand
  47. 47. •  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 leaderboards
  48. 48. Student familiarity with Web 2.0The energy and Student creativity of a generated large class questions
  49. 49. 63
  50. 50. 64
  51. 51. 65
  52. 52. 66
  53. 53. 67
  54. 54. 68
  55. 55. 69
  56. 56. 70
  57. 57. •  To date –  77 institutions –  557 courses –  33757 students have contributed –  94207 questions have been written –  2308854 answers have been submitted
  58. 58. PeerWise was introduced in workshop sessions in Week 5Students worked throughstructured example taskand devised own Qsin groups. 72
  59. 59. An assessment was set for the end ofWeek 6:Minimum requirements:•  Write one question•  Answer 5•  Comment on & rate 3Contributed ~3% to course assessment 73
  60. 60. Uptake for in-course assessment Workshop Live Due training(class size of~200)350 questionsin total~3500 answers~2000 comments 74
  61. 61. 76
  62. 62. 77
  63. 63. Quality of submissions:•  Average quality was very good•  Few trivial questions / nonsense distracters•  Highest quality questions were EXCEPTIONALLY good 78
  64. 64. 79
  65. 65. 80
  66. 66. 81
  67. 67. Student feedback 83
  68. 68. Positives 84
  69. 69. Does degree of PeerWise use correlate with end of course performance?Yes, for the majority of students 86
  70. 70. Summary•  Are we really making the best use of precious lecture / contact time?•  Are there more effective and efficient ways that we can engage and support students outside class time? 89
  71. 71. EdPER group website bit.ly/EdPERTalk slides on Slideshare EdPER_talkss.p.bates@ed.ac.uk 90

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