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-
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.
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.
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.
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.
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.
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-
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Asking Good Questions: A Hands-On Clicker WorkshopDerek Bruff
This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
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.
This document provides 25 examples of techniques for obtaining whole class feedback, beginning with a brief introduction on the rationale and benefits of whole class feedback. The techniques include using post-it notes, mini whiteboards, exit passes, true/false cards, and other methods involving hands, colors, or physical positioning to indicate student understanding of a lesson's content and objectives. The goal is to efficiently and formatively assess all students' comprehension in a class.
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
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
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
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.
The document discusses differentiation through questioning skills. It provides examples of using questioning to differentiate for different types of students during math fraction lessons. Good questioning skills can support, engage, and assess students at different levels. Case studies show how questioning can be used to challenge or scaffold students including struggling learners and advanced learners. The document encourages teachers to get started using questioning to differentiate instruction in their own classrooms.
This document provides information about Philosophy for Children (P4C). It discusses what P4C is, why it is used, and how it works in the classroom. Some key points:
- P4C aims to help students become more thoughtful, reflective, considerate, and reasonable by engaging them in philosophical discussion and inquiry.
- Lessons typically involve students sitting in a circle to have an "community of inquiry" facilitated by the teacher. Students are encouraged to think, reason, and question together.
- The process involves students generating questions from a stimulus, voting on a question to discuss, and then having an open debate where they build on each other's ideas. Reflection on skills and learning
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
The College Classroom Week 10 - Teaching as Research and Success in an Educat...Peter Newbury
The document discusses teaching as research (TAR) and success in an educational career. It covers conceptual steps in the TAR process, examples of TAR studies improving student learning outcomes, the value of learning goals, and institutional review board considerations for TAR projects. Special guest Beth Simon then discusses factors for success in an educational career at different institution types.
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.
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.
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.
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.
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.
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.
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.
Asking Good Questions: A Hands-On Clicker WorkshopDerek Bruff
This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
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.
This document provides 25 examples of techniques for obtaining whole class feedback, beginning with a brief introduction on the rationale and benefits of whole class feedback. The techniques include using post-it notes, mini whiteboards, exit passes, true/false cards, and other methods involving hands, colors, or physical positioning to indicate student understanding of a lesson's content and objectives. The goal is to efficiently and formatively assess all students' comprehension in a class.
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
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
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
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.
The document discusses differentiation through questioning skills. It provides examples of using questioning to differentiate for different types of students during math fraction lessons. Good questioning skills can support, engage, and assess students at different levels. Case studies show how questioning can be used to challenge or scaffold students including struggling learners and advanced learners. The document encourages teachers to get started using questioning to differentiate instruction in their own classrooms.
This document provides information about Philosophy for Children (P4C). It discusses what P4C is, why it is used, and how it works in the classroom. Some key points:
- P4C aims to help students become more thoughtful, reflective, considerate, and reasonable by engaging them in philosophical discussion and inquiry.
- Lessons typically involve students sitting in a circle to have an "community of inquiry" facilitated by the teacher. Students are encouraged to think, reason, and question together.
- The process involves students generating questions from a stimulus, voting on a question to discuss, and then having an open debate where they build on each other's ideas. Reflection on skills and learning
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
The College Classroom Week 10 - Teaching as Research and Success in an Educat...Peter Newbury
The document discusses teaching as research (TAR) and success in an educational career. It covers conceptual steps in the TAR process, examples of TAR studies improving student learning outcomes, the value of learning goals, and institutional review board considerations for TAR projects. Special guest Beth Simon then discusses factors for success in an educational career at different institution types.
O que é Coaching?
O curso me deu habilitação para ajudar na vida e na carreira das pessoas, tendo elas metas ou não. São utilizadas perguntas/questionamentos e ferramentas para encorajar e dar diretrizes na busca de soluções
Lauren Aldridge is a highly dedicated agriculture teacher seeking a teaching position. She has over 5 years of experience teaching a variety of agriculture courses to high school students across North Carolina. Aldridge excels at expanding interest in agriculture, doubling class enrollment annually, and maintaining positive relationships with students, colleagues, and administrators. She has a passion for farming and working with youth, along with strong skills in communications, organization, and networking.
1) O documento anuncia o Exame Nacional de Acesso ao Mestrado Profissional em Administração Pública em Rede Nacional, com 212 vagas distribuídas entre instituições associadas.
2) Os requisitos para participar incluem ter diploma de curso superior registrado.
3) As inscrições poderão ser feitas via internet entre 14 de julho e 04 de agosto, com taxa de R$80,00, exceto para candidatos de baixa renda inscritos no CadÚnico.
O documento discute o conceito de mito e sua diferença em relação a lenda. Apresenta o mito da caverna de Platão e explica que mitos procuram oferecer uma visão unificada e coerente do mundo. Também resume o mito da alma gêmea contado por Aristófanes no Banquete de Platão, onde os seres humanos originais eram seres completos divididos em dois por Zeus.
O documento discute os tipos de arquivos e documentos. Afirma que arquivos especiais contêm vários tipos de documentos e suportes, enquanto arquivos especializados contêm apenas um tipo de suporte. Também fornece exemplos de arquivos públicos, privados e da fase corrente, além de tipos de documentos como textuais, iconográficos, cartográficos, audiovisuais e digitais.
This resume is for Jeneefa Aishwarya. T, who is currently pursuing a Bachelor of Electronics and Communication Engineering degree with a 7.6 CGPA. She lists her academic qualifications including high school and higher secondary school, areas of interest in embedded systems and PCB designing, technical skills in programming languages and software, and achievements in competitions and workshops. Her hobbies include volleyball, reading comic books, and listening to songs.
GIMP y Inkscape son programas de edición de imágenes, con GIMP que permite edición de fotos y Inkscape enfocado en diseño vectorial, ambos de código abierto y multiplataforma.
el constituciona autoriza la venta de vpo en alquiler sin requisito de las ccaaidealista/news
El documento presenta un resumen de una sentencia del Tribunal Constitucional español sobre un conflicto de competencias entre el gobierno central y la Comunidad Autónoma de Madrid relacionado con la regulación de la vivienda protegida. El Tribunal Constitucional declara la constitucionalidad de la norma estatal impugnada, señalando que el Estado tiene competencia para establecer medidas básicas en esta materia al amparo de su competencia sobre la ordenación general de la economía, sin restringir las competencias autonómicas.
Acesso e permanencia dos cotistas no ensino superiorExpogeo
Here is a 3 sentence summary of the document:
[SUMMARY] The document discusses 12 research papers on access and retention of Afro-descendant students in Brazilian public universities. The papers analyze experiences and strategies, both formal and informal, aimed at students from different racial groups enrolled in public universities in four regions of Brazil. They also examine the meaning of increasing the presence of black students in spaces historically occupied mostly by whites.
Kannan has over 6 years of experience in software development using technologies like C#.NET, VB.NET, ASP.NET, and SharePoint. He has expertise in web application design, development, and maintenance. His areas of focus include analysis, testing, customer interaction, maintenance, and coding. He currently works as a Senior Software Engineer for Caterpillar India, where he supports their Design Collaboration Center and works on projects involving quality checking tools, data validation, and report generation.
El documento describe las etapas del ciclo de vida de un sistema de información, incluyendo la planificación, análisis, diseño, implementación, pruebas, instalación, uso y mantenimiento. Explica que estas etapas siguen un proceso general de resolución de problemas de comprender el problema, plantear una solución y comprobarla.
Here are some suggestions for what to do if those situations occur:
- If there is no response, give students more time to think and don't call on anyone right away. You can also rephrase the question.
- If the same people keep raising their hands, call on others randomly using names or have students discuss in groups first before opening it up.
- If answers are called out, remind students to wait until everyone has had time to think and not call out answers.
- If answers take too long, have student groups discuss first to generate ideas before bringing it back to the whole class.
- For wrong answers, thank the student for sharing and have other students explain the right answer respectfully without
This document discusses the importance of developing thinking skills in students. It suggests that when students are actively engaged in their learning through developing a sense of direction and inquiry, they learn faster, take in more information, gain a deeper understanding, and recall more. It also emphasizes giving students a feeling of security, challenge, opportunity to wonder, and self-confidence in lessons. Finally, it provides examples of skills-focused activities teachers can use to develop thinking skills like questioning, research, reflection, and discussion in students.
This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
This document provides information and instructions for a teacher training session. It includes:
- An agenda for the day with times for activities, feedback, and a blog demonstration.
- Descriptions of two questioning techniques: Question Bomb and FAQ's Whiteboard.
- Details on how to implement an approach called "POSE, PAUSE, Pounce, and BOUNCE" to encourage higher-order thinking through questioning.
- Examples of question types from recall to evaluation using the story of Goldilocks and the Three Bears.
- Instructions for teachers to develop their own questioning idea to share on the training blog.
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.
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.
The document provides an outline for a presentation on questioning. It discusses defining questioning, types of questions including open, closed, specific, probing, hypothetical, and reflective questions. The importance of questioning in teaching and learning is explained as a way to encourage discussion, arouse interest, maintain learning, summarize major points, reinforce learning, stimulate students' questioning skills, review and re-teach, and assess teaching and learning. Effective questioning techniques include encouraging student questions, considering all questions, using "APPLE" which stands for Ask, Pause, Pounce, Listen, and Echo, and keeping questions clear, thought-provoking, and properly directed. The document also differentiates between good questions that are clearly stated using common
This document is a daily lesson log for a Grade 9 Psychological First Aid class. The objectives are for students to understand Psychological First Aid as a supportive response in times of crisis, and to develop resilience through psychosocial support activities. Over three days, lessons included orientation, drawing activities to express feelings and thoughts, setting class rules, and sharing goals for the academic year. Discussion guides focused on feelings around returning to in-person classes during the pandemic, affirming positive qualities, and providing support resources for students experiencing distress.
The document discusses strategies for actively engaging students in learning. It begins by asking teachers to reflect on what an actively engaged student looks, sounds, and feels like. It then discusses the importance of engagement for learning and retention. Various verbal, active, and written response strategies are presented to increase active participation, including choral response, response cards, turn and talk, and whiteboards. The document emphasizes giving all students opportunities to respond and providing clear expectations and guidelines for responses.
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.
This document provides a daily lesson log for a Grade 11 Psychological First Aid class. Over three days, students will engage in various activities and discussions to develop resilience and mental well-being. On day one, students will identify their feelings about returning to face-to-face classes and share drawings representing their thoughts. On day two, students will create self-portraits highlighting their strengths. On day three, students will share their goals and expectations for the school year. Throughout, the teacher will provide support and encourage students to express themselves while building self-awareness and confidence.
1. Fundamentals of principles of teaching and learning.pptxAnthony Bacalzo
The document discusses models and strategies for teaching values education to students. It describes a traditional model that focuses on content over process, and a humanistic model that emphasizes student-centered learning. It also outlines three levels of teaching - cognitive, affective, and psychomotor - and provides examples. Finally, it lists eight strategies for integrating values into different subjects, such as using value judgment questions, giving titles/captions, and having students give "I learned" statements. The key idea is that values integration requires making lessons personally meaningful for students.
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Professional education set e (without highlighted answers)Lucille Clavero
This document contains multiple choice questions from a teacher exam covering various topics:
- Teachers' responsibilities outside of teaching and compensation
- Dog behavior and conditioning processes
- Reading comprehension strategies
- Influences on developing graduates' character
- Learning theories as they relate to punishment
- Appropriate ways to help students below grade level
- Foundational principles of morality in reporting illegal activities
- Names for instructional methods like Socratic and indirect instruction
- Classroom management techniques
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Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...VATHVARY
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This document outlines a daily lesson plan focused on psychosocial support. The objectives are to develop self-awareness, self-expression, self-regulation, problem solving, self-confidence, empathy and compassion. Main activities include a "Feelings Circle" to identify emotions, a "Burden in a Bag Solved" activity where students provide advice to anonymized problems, and an empowering discussion about how to positively change the world. Students practice identifying feelings, sharing problems, and supporting each other's emotional well-being. Homework encourages similar open communication about feelings within families. The teacher evaluates learning outcomes and seeks ways to improve through reflection and supervision.
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The College Classroom Wi16: Sample Peer Instruction Questions
Effective Peer Instruction with Clickers
1. READY, and handout: ctd.ucsd.edu/2012/10/peer-instruction-with-
slides
SET, REACT! clickers/
GETTING THE MOST OUT OF
PEER INSTRUCTION WITH
CLICKERS
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
#ctducsd
Cynthia Heiner
Department of Physics
Free University of Berlin, Germany
cynthia.heiner@fu-berlin.de
Teaching and Learning Weekly Workshop, November
1, 2012
2. Typical Peer Instruction
Episode poses a conceptually-challenging
1. Instructor
multiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers,
coloured cards, ABCD voting cards,...
4. The instructor reacts, based on the
distribution of votes.
Ready, Set, React!
3. In effective peer instruction
students teach each other immediately,
students learn
while they may still hold or remember
and practice
their novice misconceptions
how to
students discuss the concepts in theirthink, commu
own language nicate like
experts
the instructor finds out what the students know
(and don’t know) and reacts
Ready, Set, React!
4. Effective peer instruction
requires key
1. identifying
concepts, misconceptions before
class
2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating peer instruction episodes during
that spark student discussion class
4. resolving the misconceptions
Ready, Set, React!
5. Example Questions
Don’t concentrate only on the content
of the example questions.
Watch the “choreography”, too.
Ready, Set, React!
6. Clicker question
The amplitude and frequency A)
of 4 light waves are shown.
The waves are representative B)
of one instant in time and are
all travelling in vacuum. Which
wave travels the fastest? C)
D)
E) all the same speed
Ready, Set, React!
7. Clicker question
X Are features X and
Y ridges or valleys?
A) X=ridge, Y=valle
y
B) X=valley, Y=ridg
e
Y
C) both are ridges
D) both are valleys
Ready, Set, React!
8. Clicker choreography
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 participate without ever
having to stop and think, “What am I supposed to
do now?”
Ready, Set, React!
9. Clicker choreography
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
Ready, Set, React!
10. Clicker choreography
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 necessary
If they discuss the question right way:
• students are making choices based on someone
else’s reasoning
• those students cannot contribute to the peer
instruction as they have no ideas of their own
Ready, Set, React!
11. Clicker choreography
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.
Ready, Set, React!
www.cwsei.ubc.ca/resources/SEI_video.html
12. Clicker choreography
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, helping those with confused stares.
• Another possibility: model how to think about the
question by “acting it out.”
• When you notice students picking up their
clickers and getting restless, they are prepared
to vote.
Ready, Set, React!
13. Clicker choreography
4. When you have made a choice or when you
see the class getting restless, ask the
students, “Do you need more time?”
If many students are not ready to vote, they will
not have committed to a choice and will be
unprepared to discuss the question.
Some students may be uncomfortable asking for
more time. Make it clear, from the first class, that
you’ll honour the request with no repercussions.
5. “Yes!” Give them a few more seconds.
“[silence]” Ask them to prepare to vote.
Ready, Set, React!
14. Clicker choreography
6. “Please vote.”
If you’ve given them sufficient time to commit to
a choice, the voting should take very little time.
Another option: watch the number of votes and
when most of the votes are in say, “Can I have
your final answers, please?”
Don’t wait for every last student to vote. Some
may be choosing not to vote.
Ready, Set, React!
15. Clicker choreography
7. Check distribution of votes on the i>clicker
receiver.
Don’t show the histogram to the class (yet):
• if there is a popular choice, students are apt
to choose it in a 2nd vote, without reasoning
why.
• a student who picked an unpopular choice is
unlikely to participate in peer or class
discussion
You can motivate students without showing the
histogram, e.g., by saying “there seem to be two
popular answers”
The students’ behaviours will change when they
see the histogram, probably not for the right
Ready, Set, React!
16. Clicker choreography
8. Depending on the distribution of
votes, proceed.
We’ll discuss reacting to various distribution
scenarios in a few moments.
Ready, Set, React!
17. Clicker choreography
9. At the end, confirm the answer(s) and continue
with the class.
Even if more than 80–90% of the students have
picked the correct choice, some students are still
not sure why that choice is correct.
Briefly confirm the correct choice:
• explain why the correct choice is correct
• explain why popular distractors are incorrect
• allows those who chose the correct answer
to make sure they had the correct reasoning
Ready, Set, React!
18. Reacting to their votes
You don’t know what’s going to happen but you can
anticipate and prepare yourself for the likely outcomes.
When you know the
first-vote distribution
(but they don’t) you
have lots of options.
This is where you
show your “agility.”
Ready, Set, React!
19. What do you think you should do
with this first-vote distribution?
A B C D E
A. “Turn to your neighbours and convince them
you’re right”
B. move on – everyone got it
C. confirm correct answer and move on
D. “Can someone who answered C tell us why they
made that choice?”
E. other
Ready, Set, React!
20. What do you think you should do
with this first-vote distribution?
A B C D E
A. “Turn to your neighbours and convince them
you’re right”
B. confirm correct answer and move on
C. “Can someone who answered B tell us why they
made that choice?”
D. show the vote distribution
E. other
Ready, Set, React!
21. What do you think you should do
with this first-vote distribution?
A B C D E
Ready, Set, React!
22. What do you think you should do
with this first-vote distribution?
(C is not the correct answer)
A B C D E
Ready, Set, React!
23. What do you think you should do if
this is the second-vote distribution?
A B C D E
Ready, Set, React!
24. Reacting to their votes
When you know the first-vote distribution (but they
don’t) there are many options. You can
confirm and move on
ask the students to discuss with their peers
ask students to advocate for the choices they
made
check that the question made sense
eliminate one or more choices before re-
voting
and more...
This is where you show your agility.
Ready, Set, React!
25. slides and handout: ctd.ucsd.edu/2012/10/peer-instruction-with-
clickers/
Resources
www.cwsei.ubc.ca/resources/clickers.htm
links to collections of peer instruction questions
peerinstruction4cs.org
Beth Simon and Cynthia Lee, UCSD
excellent guide to what to do before term, on the first day, how to
get student buy-in, and more.
CWSEI Eric Mazur Derek Bruff Doug Duncan
(1996) (2009) (2004, 2005)
Ready, Set, React!