Effective Peer Instruction with Clickers

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Slides for our Center for Teaching Development Weekly Workshop about effective peer instruction using lcickers.

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Effective Peer Instruction with Clickers

  1. 1. READY, and handout: ctd.ucsd.edu/2012/10/peer-instruction-with- slides SET, REACT! clickers/GETTING THE MOST OUT OFPEER INSTRUCTION WITHCLICKERS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca #ctducsd Cynthia Heiner Department of Physics Free University of Berlin, Germany cynthia.heiner@fu-berlin.de Teaching and Learning Weekly Workshop, November 1, 2012
  2. 2. Typical Peer InstructionEpisode poses a conceptually-challenging1. Instructor multiple-choice question.2. Students think about question on their own.3. Students vote for an answer using clickers, coloured cards, ABCD voting cards,...4. The instructor reacts, based on the distribution of votes.Ready, Set, React!
  3. 3. In effective peer instruction students teach each other immediately, students learn while they may still hold or remember and practice their novice misconceptions how to students discuss the concepts in theirthink, commu own language nicate like experts the instructor finds out what the students know (and don’t know) and reactsReady, Set, React!
  4. 4. Effective peer instructionrequires key1. identifying concepts, misconceptions before class2. creating multiple-choice questions that require deeper thinking and learning3. facilitating peer instruction episodes during that spark student discussion class4. resolving the misconceptionsReady, Set, React!
  5. 5. Example Questions Don’t concentrate only on the content of the example questions. Watch the “choreography”, too.Ready, Set, React!
  6. 6. Clicker questionThe amplitude and frequency A)of 4 light waves are shown.The waves are representative B)of one instant in time and areall travelling in vacuum. Whichwave travels the fastest? C) D) E) all the same speedReady, Set, React!
  7. 7. Clicker question X Are features X and Y ridges or valleys? A) X=ridge, Y=valle y B) X=valley, Y=ridg e Y C) both are ridges D) both are valleysReady, Set, React!
  8. 8. Clicker choreographyTo be effective, the instructor needs to run the peerinstruction in a way that gives students sufficienttime to think about, discuss and resolve theconcepts.We want students to participate without everhaving to stop and think, “What am I supposed todo now?”Ready, Set, React!
  9. 9. Clicker choreography1. Present the question. Don’t read it aloud. Reasons for not reading the question aloud: • your voice may give away key features or even the answer • you might read the question you hoped to ask, not the words that are actually there • the students are not listening anyway – they’re trying to read it themselves and your voice may, in fact, distract themReady, Set, React!
  10. 10. Clicker choreography2. “Please answer this on your own.” Goals of the first, solo vote: • get the students to commit to a choice in their own minds • get the students to commit to a choice so they’ll be curious about the answer • get the students prepared to have a discussion with their peers, if necessary If they discuss the question right way: • students are making choices based on someone else’s reasoning • those students cannot contribute to the peer instruction as they have no ideas of their ownReady, Set, React!
  11. 11. Clicker choreography2. “Please answer this on your own.” Students may be reluctant to quietly think on their own. After all, they have a better chance of picking the right choice after talking to their friends. If you’re going to impose a certain behaviour on the students, getting their “buy-in” is critical. Explain to them why the solo vote is so important. Explain it to them early in the term and remind them when they start drifting to immediate discussions.Ready, Set, React! www.cwsei.ubc.ca/resources/SEI_video.html
  12. 12. Clicker choreography3. Don’t start the i>clicker poll. Instead give the students sufficient time to make a choice. What is sufficient? • Turn to the screen, read and answer the question as if you are one of your students. • Another possibility: keep facing the class, helping those with confused stares. • Another possibility: model how to think about the question by “acting it out.” • When you notice students picking up their clickers and getting restless, they are prepared to vote.Ready, Set, React!
  13. 13. Clicker choreography4. When you have made a choice or when you see the class getting restless, ask the students, “Do you need more time?” If many students are not ready to vote, they will not have committed to a choice and will be unprepared to discuss the question. Some students may be uncomfortable asking for more time. Make it clear, from the first class, that you’ll honour the request with no repercussions.5. “Yes!” Give them a few more seconds. “[silence]” Ask them to prepare to vote.Ready, Set, React!
  14. 14. Clicker choreography6. “Please vote.” If you’ve given them sufficient time to commit to a choice, the voting should take very little time. Another option: watch the number of votes and when most of the votes are in say, “Can I have your final answers, please?” Don’t wait for every last student to vote. Some may be choosing not to vote.Ready, Set, React!
  15. 15. Clicker choreography7. Check distribution of votes on the i>clicker receiver. Don’t show the histogram to the class (yet): • if there is a popular choice, students are apt to choose it in a 2nd vote, without reasoning why. • a student who picked an unpopular choice is unlikely to participate in peer or class discussion You can motivate students without showing the histogram, e.g., by saying “there seem to be two popular answers” The students’ behaviours will change when they see the histogram, probably not for the rightReady, Set, React!
  16. 16. Clicker choreography8. Depending on the distribution of votes, proceed. We’ll discuss reacting to various distribution scenarios in a few moments.Ready, Set, React!
  17. 17. Clicker choreography9. At the end, confirm the answer(s) and continue with the class. Even if more than 80–90% of the students have picked the correct choice, some students are still not sure why that choice is correct. Briefly confirm the correct choice: • explain why the correct choice is correct • explain why popular distractors are incorrect • allows those who chose the correct answer to make sure they had the correct reasoningReady, Set, React!
  18. 18. Reacting to their votesYou don’t know what’s going to happen but you cananticipate and prepare yourself for the likely outcomes. When you know the first-vote distribution (but they don’t) you have lots of options. This is where you show your “agility.”Ready, Set, React!
  19. 19. What do you think you should dowith this first-vote distribution? A B C D EA. “Turn to your neighbours and convince them you’re right”B. move on – everyone got itC. confirm correct answer and move onD. “Can someone who answered C tell us why they made that choice?”E. otherReady, Set, React!
  20. 20. What do you think you should dowith this first-vote distribution? A B C D EA. “Turn to your neighbours and convince them you’re right”B. confirm correct answer and move onC. “Can someone who answered B tell us why they made that choice?”D. show the vote distributionE. otherReady, Set, React!
  21. 21. What do you think you should dowith this first-vote distribution? A B C D EReady, Set, React!
  22. 22. What do you think you should dowith this first-vote distribution?(C is not the correct answer) A B C D EReady, Set, React!
  23. 23. What do you think you should do ifthis is the second-vote distribution? A B C D EReady, Set, React!
  24. 24. Reacting to their votesWhen you know the first-vote distribution (but theydon’t) there are many options. You can  confirm and move on  ask the students to discuss with their peers  ask students to advocate for the choices they made  check that the question made sense  eliminate one or more choices before re- voting  and more... This is where you show your agility.Ready, Set, React!
  25. 25. slides and handout: ctd.ucsd.edu/2012/10/peer-instruction-with- clickers/Resourceswww.cwsei.ubc.ca/resources/clickers.htmlinks to collections of peer instruction questionspeerinstruction4cs.orgBeth Simon and Cynthia Lee, UCSDexcellent guide to what to do before term, on the first day, how toget student buy-in, and more. CWSEI Eric Mazur Derek Bruff Doug Duncan (1996) (2009) (2004, 2005)Ready, Set, React!

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