CTD Wi14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document outlines best practices for running peer instruction with clickers. It recommends having students first think about and vote on conceptual questions individually before discussing them with peers. When facilitating these discussions, the instructor should wander and listen to conversations to identify student misunderstandings without inserting themselves. The document provides guidelines for instructing and timing group discussions and votes, and confirming correct answers at the end to ensure student understanding.
CTD Sp14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
CTD Sp14 Weekly Workshop: Getting feedback from your studentsPeter Newbury
The document provides strategies for instructors and teaching assistants to get effective feedback from students, such as setting clear expectations, enabling open communication channels, and responding to student challenges. It recommends using techniques like muddiest point cards, two-minute pauses during lectures, and keep-quit-start feedback forms to understand what students are understanding and struggling with. The goal is to help instructors continuously improve their teaching based on meaningful input from students.
CTD Wi14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document outlines best practices for running peer instruction with clickers. It recommends having students first think about and vote on conceptual questions individually before discussing them with peers. When facilitating these discussions, the instructor should wander and listen to conversations to identify student misunderstandings without inserting themselves. The document provides guidelines for instructing and timing group discussions and votes, and confirming correct answers at the end to ensure student understanding.
CTD Sp14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
CTD Sp14 Weekly Workshop: Getting feedback from your studentsPeter Newbury
The document provides strategies for instructors and teaching assistants to get effective feedback from students, such as setting clear expectations, enabling open communication channels, and responding to student challenges. It recommends using techniques like muddiest point cards, two-minute pauses during lectures, and keep-quit-start feedback forms to understand what students are understanding and struggling with. The goal is to help instructors continuously improve their teaching based on meaningful input from students.
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
CTD Fa14 Weekly Workshop: Getting feedback from your studentsPeter Newbury
This document provides suggestions for instructors to get feedback from students in order to improve their teaching. It recommends that instructors 1) set clear expectations with students about providing feedback, 2) enable and encourage open communication channels like anonymous surveys or discussion forums, and 3) react to student challenges and requests, such as by adjusting future lessons based on feedback. Specific techniques discussed include using minute papers or muddiest point notes to get immediate feedback, implementing occasional two-minute discussion breaks during lectures, and distributing keep-quit-start cards to facilitate feedback. The overall goal is to create a feedback loop that helps both students and instructors learn effectively.
The document discusses the importance of robust conversations and accountable talk at all levels in schools. It provides examples of how teachers can encourage productive discussions through questioning techniques, addressing student errors, and scaffolding reluctant students' participation. Specific strategies are described, such as having students explain their thinking, considering alternative approaches, and making thinking visible through discussion.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
This document discusses effective questioning techniques for teachers. It outlines objectives of developing teachers' self-awareness of their questioning, identifying features of good questioning, and enhancing planning and professional development related to questioning. It describes different types of questions and their purposes. It emphasizes that questioning is important for student learning and progress, and explores strategies for making effective use of questioning in the classroom.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
1. Effective questioning is a key part of the teaching and learning process and helps draw students into the learning.
2. Research shows more effective teachers ask more higher-order questions that require thinking compared to less effective teachers.
3. There are different types of questions teachers can ask from lower-order recall questions to higher-order questions that require analysis, evaluation and creative thinking.
Effective questioning techniques (aslam)Aslam Malik
The document discusses different types of questions teachers can ask students, including yes/no, either/or, and WH questions, and provides examples. It also covers strategies for eliciting short and long answers and different methods for organizing question-answer work in the classroom, noting that strategy B of pausing for students to think before choosing one to answer is generally most effective.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
This document provides guidance on effective questioning techniques for teachers. It begins by outlining the learning objectives of being able to classify and ask questions according to different levels of comprehension. It then discusses why asking questions is important, such as making connections, predictions, ensuring understanding, and strengthening critical thinking. The document explains Bloom's Taxonomy for categorizing questions into different levels including remembering, understanding, applying, analyzing, evaluating, and creating. It provides examples of questions for each level. Finally, it offers tips for how questions should be asked in the classroom, such as reinforcing learning objectives, involving all students, encouraging speculation, and requiring complete answers.
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.
The document discusses closed and open questions. Closed questions require short, one-word answers like yes or no, while open questions allow for more expansive responses. Closed questions are good for getting specific facts quickly but not useful for emotional topics. Open questions enable respondents to share feelings and provide more detailed information, though responses can be harder to compare.
This document discusses effective questioning strategies for teachers. It begins by stating that questioning is a key part of the teaching and learning process. It then discusses that teachers can improve their questioning by focusing on question types and strategies. The document separates questions into lower-order and higher-order types. It provides examples of both. Finally, it offers quick strategies teachers can use to improve their questioning, such as increasing wait time, eliminating hands up, think-pair-share, and using mini whiteboards for responses.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
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.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
CTD Fa14 Weekly Workshop: Getting feedback from your studentsPeter Newbury
This document provides suggestions for instructors to get feedback from students in order to improve their teaching. It recommends that instructors 1) set clear expectations with students about providing feedback, 2) enable and encourage open communication channels like anonymous surveys or discussion forums, and 3) react to student challenges and requests, such as by adjusting future lessons based on feedback. Specific techniques discussed include using minute papers or muddiest point notes to get immediate feedback, implementing occasional two-minute discussion breaks during lectures, and distributing keep-quit-start cards to facilitate feedback. The overall goal is to create a feedback loop that helps both students and instructors learn effectively.
The document discusses the importance of robust conversations and accountable talk at all levels in schools. It provides examples of how teachers can encourage productive discussions through questioning techniques, addressing student errors, and scaffolding reluctant students' participation. Specific strategies are described, such as having students explain their thinking, considering alternative approaches, and making thinking visible through discussion.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
This document discusses effective questioning techniques for teachers. It outlines objectives of developing teachers' self-awareness of their questioning, identifying features of good questioning, and enhancing planning and professional development related to questioning. It describes different types of questions and their purposes. It emphasizes that questioning is important for student learning and progress, and explores strategies for making effective use of questioning in the classroom.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
1. Effective questioning is a key part of the teaching and learning process and helps draw students into the learning.
2. Research shows more effective teachers ask more higher-order questions that require thinking compared to less effective teachers.
3. There are different types of questions teachers can ask from lower-order recall questions to higher-order questions that require analysis, evaluation and creative thinking.
Effective questioning techniques (aslam)Aslam Malik
The document discusses different types of questions teachers can ask students, including yes/no, either/or, and WH questions, and provides examples. It also covers strategies for eliciting short and long answers and different methods for organizing question-answer work in the classroom, noting that strategy B of pausing for students to think before choosing one to answer is generally most effective.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
This document provides guidance on effective questioning techniques for teachers. It begins by outlining the learning objectives of being able to classify and ask questions according to different levels of comprehension. It then discusses why asking questions is important, such as making connections, predictions, ensuring understanding, and strengthening critical thinking. The document explains Bloom's Taxonomy for categorizing questions into different levels including remembering, understanding, applying, analyzing, evaluating, and creating. It provides examples of questions for each level. Finally, it offers tips for how questions should be asked in the classroom, such as reinforcing learning objectives, involving all students, encouraging speculation, and requiring complete answers.
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.
The document discusses closed and open questions. Closed questions require short, one-word answers like yes or no, while open questions allow for more expansive responses. Closed questions are good for getting specific facts quickly but not useful for emotional topics. Open questions enable respondents to share feelings and provide more detailed information, though responses can be harder to compare.
This document discusses effective questioning strategies for teachers. It begins by stating that questioning is a key part of the teaching and learning process. It then discusses that teachers can improve their questioning by focusing on question types and strategies. The document separates questions into lower-order and higher-order types. It provides examples of both. Finally, it offers quick strategies teachers can use to improve their questioning, such as increasing wait time, eliminating hands up, think-pair-share, and using mini whiteboards for responses.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
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.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The College Classroom Week 6 - Cooperative LearningPeter Newbury
Here are the rankings my group discussed for ease of implementation of the cooperative learning strategies:
PBL - 3
POGIL - 2
PLTL - 1
PI - 4
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
23
Rank the 4 cooperative learning activities
PBL POGIL PLTL PI
in terms of benefits to students (how much they
help students learn and develop skills)
1 = most benefits
...
4 = fewest benefits
When your group has reached consensus, write
your rankings on the spreadsheet.
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 7, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
This document summarizes a workshop on assessment given by Peter Newbury. It discusses using peer instruction and clicker questions in the classroom to assess student understanding. It also covers creating a growth mindset in students by providing goal-directed practice and targeted feedback, and using rubrics to outline criteria for improving assignments and support growth. The takeaways are to plan courses with learning outcomes, assessments, and activities in mind, and to foster a growth mindset in students.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Writing good peer instruction questionsPeter Newbury
Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
The College Classroom (Fa14) Week 2: Developing Expertise through Deliberate ...Peter Newbury
The document discusses the development of expertise through deliberate practice. It describes how expertise requires extensive practice over many years, with activities that challenge just beyond one's current skills level and provide feedback. While some innate traits like size influence certain careers, deliberate practice is how experts in most fields attain and maintain their high level of performance. The document also addresses how to help students develop expertise in their own areas of study and practice.
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
CTD Wi14 Weekly Workshop: Alternatives to LecturePeter Newbury
This document summarizes an workshop on alternatives to traditional lecture-based teaching. It discusses how lecture may not engage students or help them develop expertise. Alternatives presented include peer instruction using clicker questions, interactive demonstrations where students make predictions, and activities that draw on students' prior knowledge like discussions prompted by open-ended questions. The workshop emphasizes creating an interactive, student-centered approach to help students construct their own understanding as they learn.
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
Ready, Set, React! Getting the most out of peer instruction with clickersPeter Newbury
This document provides guidance on using clickers, or audience response systems, to facilitate effective peer instruction in university classrooms. It discusses the key steps in a typical peer instruction episode, including posing a conceptually challenging multiple choice question, having students think and vote individually, and then discuss in groups. For peer instruction to be most effective, the document emphasizes that students should discuss concepts in their own words while they may still hold misconceptions, and that the instructor should find out what students know and don't know to best guide the discussion. The rest of the document gives examples of effective clicker questions and provides a detailed description of the "choreography" or process an instructor should follow to maximize student engagement and learning during clicker-
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
When Student Confidence Clicks - Engaging in a Dialogue with the StudentsFabio R. Arico'
This video illustrates how to interface teaching, SRS, and the VLE to engage in a two-way dialogue with the students. We highlight how to complement blended-learning and blended-surveying.
https://sites.google.com/site/fabioarico
This document provides 10 motivational strategies and 10 guidelines for effective classroom discussion using the Classroom Discussion Model (CDM). Some key strategies include setting clear expectations for student participation, using informal talk to build rapport before discussions, arranging desks to promote interaction, using eye contact purposefully, and asking good open-ended questions. Guidelines emphasize the importance of listening, asking for clarification, challenging ideas respectfully, staying on topic, and coming to agreements through discussion. The overall goal is to create an engaging environment where all students actively participate in shared learning.
This document provides guidance for classroom management, interaction, and instruction techniques for language teachers. It discusses creating an engaging learning environment, maximizing student interaction and talking time, using different groupings and seating arrangements, giving clear instructions, using gestures, and utilizing the whiteboard effectively. Teachers are encouraged to actively monitor student activities, allow time for processing language, and find ways for students to practice with each other beyond just interacting with the teacher.
Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...VATHVARY
1. Identify strategies to cultivate a mindset of curiosity within individuals and teams.
2. Understand the importance of questioning assumptions and exploring uncertainties in fostering innovation and growth.
3. Learn techniques for creating an environment where diverse perspectives are encouraged and valued.
4. Develop skills to navigate ambiguity and embrace uncertainty as opportunities for learning and discovery.
5. Explore methods for fostering a culture where experimentation and risk-taking are embraced as essential components of growth and development.
The document discusses strategies for developing questioning techniques in the classroom. It recommends focusing on higher-order questions to encourage deeper thinking. The PPPB method is introduced, which stands for pose, pause, pounce, and bounce. This involves posing open-ended questions to the class, pausing to allow time for reflection before calling on a student, pouncing to get an initial response, and bouncing to further discuss and develop answers among other students. Used effectively, this questioning technique can differentiate learning, promote participation and analysis, and create a culture of inquiry.
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
This document discusses the importance and techniques of questioning in teaching. It begins by outlining the objectives of developing varied questions under Bloom's cognitive domains and acquiring questioning techniques. It then provides examples of questions to ask before, during, and after instruction to motivate students, assess understanding, and have them relate concepts. The document also discusses characteristics of good questions and techniques for handling student responses and questions. It emphasizes creating clear, thought-provoking questions and encouraging rather than criticizing students. Overall, the document promotes using questioning strategically to enhance the teaching and learning process.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Ready, Set, React! Getting the most out of peer instruction with clickersclickers2012
1) Peer instruction involves students answering conceptual questions individually and then discussing their answers with peers.
2) Effective peer instruction requires identifying key concepts, creating thought-provoking multiple choice questions, and facilitating discussion to resolve misconceptions.
3) The instructor must carefully choreograph the peer instruction process, giving students time to think individually and discuss in groups before revealing answers.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie 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 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.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
Similar to Clickers 1: Peer Instruction with Clickers (20)
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
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This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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1. CTD WEEKLY WORKSHOPS:
CLICKERS 1:
INTRODUCTION TO PEER
INSTRUCTION WITH CLICKERS
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu #ctducsd
resources: http://tinyurl.com/Clickers1Sp2013
Tuesday, April 30, 2013 11:00 am – 12:00 pm
Center Hall, Room 316
2. We know How People Learn
Clickers 1: Introduction to Peer Instruction with Clickers2
…and what that means for teaching [1]:
1. Teachers must draw out and work with the pre-
existing understanding that their students bring with
them. Classrooms must be learner centered.
2. Teachers must teach some subject matter in depth,
providing many examples in which the same concept
is at work and providing a firm foundation of
factual knowledge.
3. The teaching of metacognitive (“thinking about
thinking”) skills should be integrated into the
curriculum in a variety of subject areas.
3. Clickers 1: Introduction to Peer Instruction with Clickers3
student-centered instructiontraditional lecture
4. Clickers 1: Introduction to Peer Instruction with Clickers4
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
worksheets
discussions
videos
student-centered instruction
5. Typical episode of peer instruction
Clickers 1: Introduction to Peer Instruction with Clickers5
Alternating with 10-15 minute mini-lectures,
1. Instructor poses a conceptually-challenging,
multiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers,
smart phones, colored/ABCD voting cards,
Poll Everywhere,…
4. The instructor reacts, based on the
distribution of votes.
6. Let’s try it…
Clickers 1: Introduction to Peer Instruction with Clickers6
Don’t get (too) distracted by the content of the
questions: this is not a test of your knowledge!
Try to be aware of how the peer instruction is
“choreographed” – we’ll talk lots about it
afterwards
7. Astronomy class
Clickers 1: Introduction to Peer Instruction with Clickers7
We’re in an astronomy service course. We’ve just
finished a worksheet on the phases of the Moon.
8. Clicker question
Clickers 1: Introduction to Peer Instruction with Clickers8
This is the phase of the Moon when it rises:
What is the phase of the Moon 12 hours later?
(Adapted from Ed Prather)
A B
D
C
E
9. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
To be effective, the instructor needs to run the peer
instruction in a way that gives students sufficient time to
think about, discuss and resolve the concepts.
We want students to focus all of their precious cognitive
load on the concept. We don’t want them wasting any
of it wondering, “What am I supposed to do now?”
9
10. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
1. 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 them
10
11. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
2. “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 they discuss the question right away:
• 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 own
11
12. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
2. “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.
www.cwsei.ubc.ca/resources/SEI_video.html
12
13. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
3. 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, watching
for confused stares and/or and satisfied smiles.
• 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.
13
14. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
4. When you have made a choice or when you see the
class getting restless, ask the students, “Do you need
more time?”
5. “Yes!” Give them a few more seconds.
“[silence]” Ask them to prepare to vote.
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.
14
15. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
6a. Open the poll, “Please vote.”
If you’ve given them sufficient time to commit to a
choice, the voting should take very little time.
15
16. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
6b. Prepare to close the poll
When almost all the votes are in, say, “Final votes,
please, in 5…4…3…2…1…Thank-you!” and close
the poll.
Don’t wait for every last student to vote. Some may
be choosing not to vote.
16
17. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
7. Initiate small group discussions: “Please turn to your
neighbors and convince them you’re right.”
Don’t display the histogram: if the students see it, they
tend to pick the popular choice on the 2nd vote even if
it’s not the answer they feel is correct: “lemming effect”
Students may not know how to “discuss” the question so
give them direction: “…convince them you’re right.”
17
18. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
8. Wander around the room, listening to the
conversations.
o Avoid joining conversations – this is their time to
talk, not yours.
o Listen for misconceptions, places where students get
stuck – these nuggets of student thinking are your
source for improving the questions, clarifying the
questions, etc.
18
19. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
9. When it starts to get quiet and/or you notice
students starting to disengage or talk about other
things, collect the 2nd vote:
“Group vote, please!” Start the poll.
“Last call on the group vote [pause 10 seconds] in
5…4…3…2…1…thank-you!” Stop the poll.
19
20. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
10a. Now you can display the histogram – this is the
signal to the students that a discussion is about to
begin.
Depending on their votes, you have several
choices for sparking the discussion…
20
21. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
10b. Correct answer is the clear
winner.
Ok, well done, B is correct but…
why might A be tempting?
why might someone think it could be E?
could someone explain why D is wrong?
(possible follow-up question)
How would be change the question so that A is right?
21
22. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
10b. No clear winner.
Ok, this was a harder one, we
need to look at all the options…
what reasoning would someone use for A (repeat for
all popular choices)
if you changed your vote, what did you discuss in your
group?
22
23. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
10b. If you’re not sure what to do, you’re never wrong
asking,
What did your group talk about?
23
24. Clicker choreography
Clickers 1: Introduction to Peer Instruction with Clickers
11. 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 may still not
sure why that choice is correct.
Briefly confirm the correct choice:
• explain why the right answer is right
• explain why wrong answers are wrong
• allows students who chose the right answer to
make sure they had the correct reasoning
24
25. In effective peer instruction
Clickers 1: Introduction to Peer Instruction with Clickers
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts in their
own (novice) language
the instructor finds out what the students know (and
don’t know) and reacts, building on their initial
understanding and preconceptions.
students learn
and practice
how to think,
communicate
like experts
25
26. Effective peer instruction requires
Clickers 1: Introduction to Peer Instruction with Clickers26
1. identifying key concepts, misconceptions
2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating peer instruction episodes that
spark student discussion
4. resolving the misconceptions
before
class
during
class
last week
today
27. Resources
Clickers 1: Introduction to Peer Instruction with Clickers27
1. National Research Council. How People Learn: Brain, Mind, Experience, and
School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking
(Eds.),Washington, DC: The National Academies Press, 2000.
http://www.nap.edu/openbook.php?record_id=9853&page=1
2. Peer instruction resources from the Carl Wieman Science Education
Initiative at the Univ. of British Columbia :
http://www.cwsei.ubc.ca/resources/clickers.htm
3. Videos by the Science Education Initiative at the Univ. of Colorado
(Boulder) provide excellent background for using clickers:
http://www.cwsei.ubc.ca/resources/SEI_video.html
4. Peer Instruction network blog.peerinstruction.net
28. CTD WEEKLY WORKSHOPS:
CLICKERS 1:
INTRODUCTION TO PEER
INSTRUCTION WITH CLICKERS
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu #ctducsd
resources: http://tinyurl.com/Clickers1Sp2013
Tuesday, April 30, 2013 11:00 am – 12:00 pm
Center Hall, Room 316