How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
Phystec Conference: The Gentle Art of Questioning. Writing Great Clicker Qu...Stephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in physics. We will focus on "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. Finally, we will look at writing questions that align with our goals for students, discuss the elements of effective questions, and practice writing questions and work on improving them.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
This is a workshop that I presented for the Faculty Teaching Excellence Program of CU-Boulder in Feb 2012.
---
This workshop will focus on writing those questions for use with peer instruction that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. We will practice writing questions that align with our goals for students, discuss the elements of effective questions, and look at various examples to get ideas for our own courses.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
Phystec Conference: The Gentle Art of Questioning. Writing Great Clicker Qu...Stephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in physics. We will focus on "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. Finally, we will look at writing questions that align with our goals for students, discuss the elements of effective questions, and practice writing questions and work on improving them.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
This is a workshop that I presented for the Faculty Teaching Excellence Program of CU-Boulder in Feb 2012.
---
This workshop will focus on writing those questions for use with peer instruction that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. We will practice writing questions that align with our goals for students, discuss the elements of effective questions, and look at various examples to get ideas for our own courses.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
SIO Workshop: Course Design 2 - Alternatives to LecturePeter Newbury
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 14, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. They provide an opportunity to gather real-time feedback on student understanding. If you are new to clickers or need fresh ideas for using clickers in the classroom, please join us as we explore best clicker practices and provide tips and suggestions for using clickers in your class and for writing great questions.
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
SIO Workshop: Course Design 2 - Alternatives to LecturePeter Newbury
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 14, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. They provide an opportunity to gather real-time feedback on student understanding. If you are new to clickers or need fresh ideas for using clickers in the classroom, please join us as we explore best clicker practices and provide tips and suggestions for using clickers in your class and for writing great questions.
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
20110816 learning files questioning the questionslievle
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: questioning the questions.
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
Slides from the workshop given by Jeff Loats and Christy Cummings on March 30th, 2012. Please contact either one of us to get a copy of the handout (which includes a thorough list of scholarly references).
ere is a severe shortage of quali ed secondary physics teachers in
the United States: 63% of all high school physics teachers lack either a degree in physics or teacher certi cation. A fundamental cause is that few physics departments are engaged in the preparation of physics teachers, due to lack of professional rewards, negative attitudes about teaching among faculty, di culty working with the college of education, and other factors. Despite such barriers, each year a select few physics departments manage to graduate ve or more quali ed physics teachers annually from their teacher preparation programs. What can we learn from such “thriving programs” to help other programs emulate such results? In this talk we will present our initial results from development and validation of the Physics Teacher Education Program Assessment (P-TEPA). e P-TEPA is a detailed rubric – based on prior work in
the eld – which systematically characterizes elements that typify such “thriving programs”. e P-TEPA is intended to be used by researchers and program leaders to understand and improve physics teacher preparation programs.
As part of the Joint Task Force on Undergraduate Physics Programs
SUMMER MEETING JULY 22-26 Cincinnati, OH
How Can We Implement Phys21
2017
Wednesday
(J-TUPP), I was commissioned to develop a series of “case studies”
of exemplary programs: Undergraduate physics programs that had implemented signi cant activities to prepare their physics students
for diverse careers. e varied approaches used by these programs are inspirational. Some programs were very intentional about focusing on student experience, others focused on curricular innovations, embraced experimentation and continuous improvement, or focused on novel and exciting science. In this talk I will share what these philosophies looked like in practice, including particularly transportable ideas and processes (e.g., assessment committees, strong public relations, strategies for the introductory course, career seminars). In this talk, you will learn about the strategies used in this program and how they might inform work at your home institution.
Lessons learned from 8 years of educational transformation (AAPT 2014)Stephanie Chasteen
In 2005, the Science Education Initiative (SEI) at the University of Colorado was launched as a 5 million-dollar, university-funded project to support departments in improving science education (http://www.colorado.edu/sei). The SEI has funded work across 7 STEM departments and dozens of courses to institute a scientific approach to educational reform driven by three questions: What should students learn? What are students learning? Which instructional approaches improve student learning? The SEI is structured with a small team of central staff, and a cohort of Science Teaching Fellows – postdocs, hired into individual departments, who partner with faculty to identify learning goals, develop instructional materials, and research student learning. Key elements of the program are its departmental focus and bottom-up structure. As the SEI draws to a close, we have an opportunity to reflect upon the impacts of the program. This talk will highlight the outcomes of the SEI model, including both affordances, and lessons learned.
The quasi-linear dynamics of a career in science educationStephanie Chasteen
This is a talk that I gave for the University of Oregon Women in Science group on my career in science research, science journalism, museums, teacher education, and education research, culminating in my own consulting business.
A presentation I did in April 2012 for the Preparing Future Physicists group at CU-Boulder. Discusses my career in science writing and education, and effective communication strategies.
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
NoVa and Science Cafes: a Flexible Model for Public Engagement of ScienceStephanie Chasteen
An invited talk by Rachel Connolly of WGBH; delivered by Kendra Redmond of AIP, at AAPT 2012.
--
Science Cafés are conversations between scientists and the public that occur in casual settings. This flexible model for public engagement is growing in popularity and increasingly being adapted to reach a range of audiences—from teachers to teens. Since 2005, NOVA has been promoting and offering resources to Science Cafés nationally as part of the outreach strategy for NOVA scienceNOW. With the launch of our new online com- munity at www.sciencecafes.org, we now have over 200 registered cafe affiliates nationally, and four international affiliates. Come and learn about cafes and how to start or grow one in your community.
authoring New identities through Engagement in an after School Science Club, ...Stephanie Chasteen
An invited talk by Hosun Kang at the Winter meeting of AAPT.
--
There is growing evidence that out-of-school informal science programs, such as after-school science clubs, can promote science learning (NRC, 2009). We have been studying young women’s learning and participa- tion in science as they traverse across various “science spaces,” including after-school science clubs and school science classrooms, and the impact this has on their identity development (or sense of future selves in science). Findings indicate that informal learning opportunities, when they are
both continuous and complementary to school science, play critical roles in shaping how and why girls identify with science, and the ways in which such identity work can transfer from out-of-school settings to in-school settings, in ways that positively impact their participation and learning there. In my talk I focus on these findings, and describe the mechanisms of transfer that support girls in leveraging out of school learning for success in school science.
Rethinking the roles of informal science environments and classroom teachingStephanie Chasteen
An invited talk by Jim Kisiel of California State University Long Beach at AAPT 2012 Ontario.
---
Where do we really learn science? As concerns build regarding the chal- lenges of effective science teaching in the formal, K-12 learning environ- ment, we find increased attention drawn to a larger view of science learn- ing, learning that spans setting and time. A growing body of research is helping us to understand how people come to understand science outside of school settings, suggesting a more complex and more fluid sense of sci- ence learning. For this session, we?ll explore a broader conception of what it means to learn science in informal science environments (museums, parks, science centers, aquariums) as well as the challenges of leveraging such environments and institutional resources to support learning across both informal and formal learning contexts. Research related to teacher use of informal learning settings will set the stage for a variety of strategies for improving teachers? use of informal science learning institutions and other community sites.
What Do You Want Them To Learn Today? Learning Goals and Formative AssessmentStephanie Chasteen
This is the presentation on Learning Goals for FTEP at CU-Boulder by Kathy Perkins and Stephanie Chasteen, February 22 2012.
--
Students don’t always learn what it is that we intend to teach them. In several science departments, faculty are addressing this gap by collaboratively deciding on just what it is that they want students to take away from a particular course or lecture. These learning goals have been valuable as a communication tool among faculty and between faculty and students so that everybody knows what the outcomes of the course are meant to be. Once these goals are written, it’s also much easier to write exams and other assessments. But writing clear learning goals takes some practice. In this interactive workshop, you’ll get that practice – in defining goals and designing assessments that address those goals. You will work in groups with faculty from similar disciplines to generate and analyze goals and questions, and will discus how to put ongoing assessment of your students into practice. You are encouraged to work on a class you are currently teaching, so you can apply the techniques immediately.
Make clickers work for you: Engagement and assessment in K12 classroomsStephanie Chasteen
This is from a webinar that I did for i>clicker aimed at K12 audiences, February 15th.
----
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.
I will make the case that we often stick to a flawed model of communication when we disseminate the results of physics education research (PER) to teachers. We have a similar problem to those who study climate change or tobacco epidemiology; we have data that we think should effect behavior change (i.e., instruction). Why doesn’t it? While many instructors are aware of the instructional techniques that PER has demonstrated to be effective, research is showing that many instructors may miss the point of these methods, or quit using them after just one semester. Just as climate scientists have needed to become versed in public communication, so do we need to become versed in communication with our audience (physicists). I will outline some of the lessons we can learn from the research and practice of public science communication, and discuss the power and limits of communication in effecting behavior change.
This is a shorter version of an hour talk given at FFPERPS.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
Adopt Adapt or Abandon? Instructors' Decisions to Use Research-Based MaterialsStephanie Chasteen
This is from my talk at AAPT 2011
Physics education researchers often develop materials for classroom use. Instructors then choose which of those materials they would like to implement. We present a case study of University of Colorado’s transformed junior E&M course. After the transformation work in Sp/Fa 2008, 4 subsequent instructors of this course decided which materials – such as tutorials, clicker questions, or use of documented student difficulties – to use. Based on detailed interviews of those instructors, we examine what was and was not sustained, and discuss aspects of the course materials that enabled sustainability across instructors. We also present examples of less successful implementation that provide useful feedback on the use of PER-based resources – both for educational researchers and for the instructors making use of these instructional techniques.
This is from my invited talk at AAPT.
Why leave it up to the “experts” (i.e., the media) to portray physics accurately and positively? Speak for yourself, without the need for a translator who may – or may not – get it right. As a scientist, you can talk about what your work means and why it’s important with an authority that a science writer doesn’t bring to the table. While we can’t all be Brian Greene, you can have control over how your work – and physics in general – is presented to the public. In this talk, I’ll share some best practices of science communication – gleaned during my time as a science reporter at NPR and elsewhere. These simple tips can take a lifetime to master, but can help you get your message across – to the public, the media, and even Aunt Mabel.
Getting the Word Out: Effective Communication of the Results of our Physics ...Stephanie Chasteen
This is a 50 minute talk from my plenary speech at Foundations and Frontiers of Physics Education Research (FFPER) at Puget Sound in 2011. I connect the research and best practices of science communication to our work with faculty to help them use and learn about research based instructional strategies.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1.4 modern child centered education - mahatma gandhi-2.pptx
CU Berkeley Workshop #1: Writing Great Clicker Questions
1. Make Clickers Work for You
WRITING GREAT CLICKER
QUESTIONS
Dr. Stephanie V. Chasteen
Physics Department
&
Science Education Initiative
Univ. of Colorado at Boulder
http://colorado.edu/sei
Web and blog: http://sciencegeekgirl.com
Email: stephanie.chasteen@colorado.edu
2. What do you teach?
Show of hands
A. Science
B. Engineering or Math
C. Social sciences
D. Humanities
E. Administration / faculty support
F. Other
3. Have you used response systems (clickers) in
your teaching?
Take a clicker & turn it on
If the green light flashes, your
vote has been counted
A. Not at all, and I haven’t seen them used
B. Not at all, but I’ve observed their use somewhat
C. I’ve used them a little
D. I’ve used them a lot
E. I could be (should be?) giving this workshop
4. How familiar are you with Mazur’s “Peer
Instruction”
Colored cards
A. Fairly familiar, and I like it
B. Fairly familiar, but I’m not sure that I like it
C. I’ve heard of it but only have a vague idea what it is
D. Not familiar at all
E. Not sure
5. Introducing Me
5
Science Education Initiative
http://colorado.edu/SEI
Applying scientific principles to improve science
education – What are students learning, and which
instructional approaches improve learning?
Physics Education Research Group
http://PER.colorado.edu
One of largest PER groups in nation, studying technology,
attitudes, classroom practice, & institutional change.
Blogger
http://blog.sciencegeekgirl.com
6.
7. Why question?
8
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?
Credit: Rosie Piller whiteboard
8.
9. Agenda
10
1. When and how we can ask questions
2. About clickers as a way to ask questions,
including some common challenges
3. Writing good questions. Example questions,
writing our own.
4. Action plan
Learning goals: Participants will be able to….
A. Explain several benefits of questioning and of using clickers to question
B. Defend the use of best practices in questioning to overcome common
challenges
C. Formulate and revise clicker questions to target student learning goals
10. Exercise #1: Question brainstorm
11
What questions could you ask to help students
achieve your assigned learning goal -- to test mastery
and stimulate learning?
Brainstorm as a group
5 minutes
whiteboard
11. When can we ask questions?
12
BEFORE
Setting up instruction DURING
Motivate Developing
knowledge
Discover
Predict outcome Check knowledge
Provoke thinking Application
Assess prior knowledge Analysis
Evaluation
Synthesis
AFTER Relate to big picture Exercise skill
Assessing Demonstrate success Elicit misconception
learning
Review or recap
Exit poll
Credit: Rosie Piller and Ian Beatty.
12. Some methods of asking questions
13
Ask rhetorically
Target the class (how?)
Target someone in particular (in what order?)
Wait and then… (call on whom?)
Answer your own question
Leave the question unanswered
Or ask out of class
Blogs
Discussion boards
Homework…
Credit: Rosie Piller
13. Why use clickers to target the class?
An outline of Peer Instruction.
14
14. Anatomy of Peer Instruction
15
Ask Question
…Lecture… (Maybe vote)
Class Discussion Peer Discussion
Vote
* See also: Peer Instruction, A User’s Manual. E. Mazur.
15. Note: Grading for Formative Assessment
Motivate students to participate, without stressing over the right
answer
We recommend extra credit for:
•Mostly participation (eg., 2 points)
•Some for correctness (eg., 1 point)
A new research study (James & Willoughby, 2011) shows:
Giving points for correctness creates less productive classroom
conversations! See http://theactiveclass.com
16
16. Note: Timing / Groups
17
◦ 2-5 questions spaced
through an hour
◦ Discussion with peers
(usually nearest neighbors)
17. Questions about this process?
18
Ask Question
…Lecture… (Maybe vote)
Class Discussion Peer Discussion
Vote
* See also: Peer Instruction, A User’s Manual. E. Mazur.
18. Clickers are a tool for questioning
19
But not a magic bullet!
19.
20. Peer instruction helps students learn
21
Research shows that:
Students can better answer a similar question after
talking to their peers
Peer discussion + instructor explanation works
better than either one alone
Do you want to see the
Students like peer instruction, from intro to the
details of some of this
junior level research?
A. Yes, cut back on other stuff
Students in courses using peer instruction to the
B. No, let’s just get
outperform those in traditional lecturewriting the Q&A a
question
courses on
C. I’d like to see it in
common test portion afterwards
See http://STEMclickers.colorado.edu for various references
21. How is a clicker question the same or different?*
26
* From other types of in-class questions
Similar in terms of goals
Multiple choice
Anonymous (to peers)
Every student has a voice – the
loud ones and the shy ones
Forced wait time
You can withhold the answer
until everyone has had time to
think (choose when to show the
histogram)
What does this tool help
us to do?
22. U. Colorado clicker resources…
27
Videos of effective use of clickers 2-5 mins long
http://STEMvideos.colorado.edu
Clicker resource page
http://STEMclickers.colorado.edu
• Instructor’s Guide
• Question banks
• Workshops
• Literature / Articles
23. Which of these could be clicker questions?
28
BEFORE
Setting up instruction DURING
Motivate Developing
knowledge
Discover
Predict outcome Check knowledge
Provoke thinking Application
Assess prior knowledge Analysis
Evaluation
Synthesis
AFTER Relate to big picture Exercise skill
Assessing Demonstrate success Elicit misconception
learning
Review or recap
Exit poll
Credit: Rosie Piller and Ian Beatty.
24. Let’s try it.
I think that the toughest thing about using clickers and
peer instruction must be:
A. Writing good questions
B. Getting students to engage with the questions
C. Getting students to share their answers with the
whole class / the same students always share
D. It takes too long for me to learn to do this
E. I have a lot of content to cover, it takes too much
class time
25. A science-related example…
30
Which superpower would you
rather 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
30
Question: Ian Beatty, UNC Greensboro Image: Thibaultfr on Wikimedia
26. Example question: Math
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)
A. Twin boys
B. Twin girls
C. One girl and one boy
D. All are equally likely
31
Derek Bruff, Vanderbilt
27. Example Question: Survey
32
Which of the following are you least comfortable using to
solve problems?
A. Kinematics
B. Newton’s Laws
C. Work-Energy Theorem
D. Momentum-Impulse Theorem
E. Angular Momentum-Angular Impulse Theorem
Ian Beatty, UMass Amherst
28. Two things to pay attention to in your questions
What is the goal of my question? What am I trying
to accomplish?
Is my question at the right level / variety of depth?
29. Question goals
34
BEFORE
Setting up instruction DURING
Motivate Developing
knowledge
Discover
Predict outcome Check knowledge
Provoke thinking Application
Assess prior knowledge Analysis
Evaluation
Synthesis
AFTER Relate to big picture Exercise skill
Assessing Demonstrate success Elicit misconception
learning
Review or recap
Exit poll
Credit: Rosie Piller and Ian Beatty.
30. Question Writing Depth
Very useful 91%
N=4
courses, 35%
66 Useful 36%
students 18%
Somewhat
useful
Types of clicker questions:
Mostly Challenging conceptual
useless Recalling a previous fact
Completely useless Recalling a recent fact
Plugging numbers into equation
% of students 0% 10% 20% 30% 40% 50% 60%
COLTT CU 2009
31. But how do we increase the depth of questioning?
36
32. Question Writing Depth: Bloom’s Taxonomy
37
Handout:
Handout with handy verbs and Bloom’s Taxonomy
question stems for different
levels, e.g.:
UNDERSTAND: match,
paraphrase, restate
APPLY: choose, explain, show
ANALYZE: compare, classify,
categorize
EVALUATE: judge, criticize,
defend
SYNTHESIS: combine, develop,
design
33. Preparing to Write Questions
Read briefly over the “tips for writing clicker
questions” handout.
Which is going to be most challenging for you?
Which would you tell a colleague about?
3 minutes
34. Preparing to Write Questions
In groups of 2-3, choose one of the questions that
you brainstormed at the beginning of the workshop.
You will write a multiple choice version of this
question.
3 minutes
35. Gallery Walk
As a table, look at the “example questions” trio that I
have given you. What’s a common theme(s)?
Write the themes you find down on the sheet so that
other groups will be able to read it.
After 5 minutes, circulate to see the themes of
questions on other tables.
Shop for ideas for your own questions!
See handouts for a place to jot your notes.
10 minutes
36. Gallery Walk: Report Out
What was the theme of your question trio?
When would you use such a type of question?
37. Exercise #3: Writing Questions
42
Using ideas you’ve learned, write a multiple choice
version of your question in groups of 2-3.
Show your question to another group (and to me) for
suggestions on revising it.
If you have time, write another question from
another part of the questioning cycle.
10 minutes
38. Share-Out about Question Writing
What was challenging?
What worked well for
you?
What questions or
concerns do you have
about writing questions?
How might you write
questions that integrate
with your lectures?
39. This workshop can’t do it all
44
There are great books to read
Pair up with other instructors
I give free webinars (see iclicker.com)
Next workshop, 4:30-6:00, Weds Feb 1st. (4:00-4:30
refresher course for new folks)
Making Clickers Work for You: Facilitation
I.e., taking off the rose-colored glasses. What goes
wrong? How can this technique work best?
BRING YOUR HANDOUTS!
40. Action Plan
45
Take a few minutes to write down your action plan to
implement ideas you heard about in the workshop
41. Thanks!
Resource Page: http://STEMclickers.colorado.edu
Web and blog: http://sciencegeekgirl.com
Email: stephanie@sciencegeekgirl.com
Many materials in this workshop (particularly the questioning cycle and the participant exercises)
were adapted fromRosie Piller, Making Students Think: The Art of Questioning. Short papers
published in: Computer Training & Support Conference, 1995; ISPI International Conferences, 1991
and 1996; ASTD National Conference on Technical & Skills Training, 1990. Related workshop
description at http://www.educationexperts.net/nstworkshop.html. Other materials (particularly
sample clicker questions and goals of clicker questions) adapted from Ian Beatty’s Technology
Enhanced Formative Assessment (TEFA) program. http://ianbeatty.com/crs
NOW: Q&A, continued work on questions and revision,
individual consultations.
NEXT WEEK, 4:30-6pm – Facilitation Tips & Techniques
42. Learning Goals
Biology: Recognize the components of a cell and
describe why each is necessary for the function of a cell
Physics: Identify the different ways that light can
interact with an object (i.e., transmitted, absorbed,
reflected).
Chemistry: Explain trends in boiling points in terms of
intermolecular interactions
Earth science: Understand the formation of the three
major types of rocks (igneous, sedimentary, and
metamorphic) and the processes by which they form,
relating them by the rock cycle.
Math: Solve a system of linear equations in two
variables using algebra or graphing.
43. What Do I do if…?
48
What can you do if you ask questions and..
There is no response
The same people keep raising their hands
The answers are called out before everyone has a
chance to think
We’ll discuss in
The answers take too long Workshop #2.
For now: Many of
Someone gives a wrong answer these challenges are
Only some students are prepared addressed by clickers
?
Editor's Notes
HAVE PEOPLE SIT BY DISCIPLINE
Who was at the previouis workshop?What is a learning goal?How would a clicker fit in with the learning goal?
How do you feel about asking students questions in class?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?So, what are the benefits of questioning?Why do you think people don’t question 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.
Model each one of these. What are some ways to ask questions? One is to ask rhetorically.Class, what’s another way to ask a question? Target the whole class.John, what’s another way? Target someone else.Are there other ways to ask a question? Let’s think about it. Target class: verbally, clickers, other waysTarget someone in particular: randomly, in seating order, call on particular personWait and then…. Call on volunteers, call on someone who hasn’t volunteered, answer own question
But we want to KNOW MORE about what is effective and how faculty are using it. After all (NEXT SLIDE), without data on effectiveness, we can’t make informed decisions about instructioal change.NSF has funded a lot of studies to develop methodologies and we know that they’re effective. But then we focus on dissemination, rather than secondary implementation and use in context. We do not well understand how to support materials and practices traveling between classroom settings.I am interested in how faculty try new things, like clickers, and make them work, and what I should be telling them are the essential features of peer instruction, or how to make it work for them.
Undergraduate biology majors Intro genetics.16 times. Isomorphic question, different “cover story” but same idea or topic. Q1 and Q2 randomly assigned. Reviewed by two independent reviewers.
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.
Shop for ideas
Shop for ideas
Weigh advantages of covering more material against checking comprehension and actively involving students. It’s challenging. How a teacher does this determines how well it works. NO RESPONSE: Wait longer. Rephrase the question. Give a hint. Have students discuss. Call on someone. Leave unanswered. SAME PEOPLE: Someone other than X. Ask an easier question and call on new volunteer. Be alert to non-verbal cues. Make it clear that participation required. IF ANSWERS CALLED OUT: Ask it others agree. Ask for other answers. Ask students to think for a minute. Turn away to signal time for thought. Ask to write answers down. IF TAKE TOO LONG: Interrupt and summarize. Set boundaries and expectations. WRONG ANSWER: Break down question so others can see error. Ask for comments. Ask for other answers. Find merit in answer and explain why common mistake.