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
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.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.
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
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
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
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
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.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.
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
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
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
The document summarizes key points from a presentation on effective teaching methods based on how people learn. It discusses three main findings from research: 1) Students come with preexisting understandings that must be engaged, 2) Students learn best when topics are taught in depth within a conceptual framework, and 3) Teaching metacognitive skills helps students control their own learning. The presentation provides implications for designing learner-centered classrooms and using techniques like formative assessments, interactive demonstrations, and peer instruction with clicker questions to replace traditional lectures.
This document provides guidance on writing effective peer instruction questions for use with classroom response systems. It discusses the key components of a good clicker question, including clarity, context, assessing learning goals, distractors that reveal student thinking, appropriate difficulty, and stimulating discussion. The document also outlines the typical process of a peer instruction episode and emphasizes the importance of identifying concepts, creating deeper thinking questions, and facilitating discussion to clarify misunderstandings.
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
CTD Weekly Workshops: Writing Good Peer Instruction QuestionsPeter Newbury
This document provides an overview of a workshop on writing good peer instruction questions. The workshop discusses key principles for writing effective peer instruction questions, including clarity, connecting to learning goals, including distractors, appropriate difficulty, and stimulating discussion. Examples of different types of peer instruction questions are provided, such as assessing prior knowledge, provoking thinking, probing misconceptions, and reviewing concepts. Guidance is also given on facilitating productive peer instruction discussions and using questions to provide feedback to instructors.
The College Classroom Week 10: Teaching as ResearchPeter Newbury
This document summarizes a class on teaching as research and success in an educational career. It discusses categories of educational research and examples of education research from different disciplines. It presents results from studies on improving learning in a physics class and the value of course-specific learning goals. Details are provided on conceptual steps in the teaching as research process and examples of Beth Simon's teaching as research projects. Guidance is offered on funding sources for teaching as research, practical advice for succeeding as an educator, and having students develop a microteaching lesson for feedback.
CIRTL Class Meeting 1: How People LearnPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
30 January 2015
collegeclassroom.ucsd.edu
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter 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
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
2015 SGTS Preparing to Teach 3: Peer InstructionPeter Newbury
The document discusses best practices for creating effective questions for peer instruction activities. It lists six criteria for good questions: clarity, context, learning outcome, distractors, difficulty, and stimulating thoughtful discussion. Examples of effective and ineffective questions are provided. The document also outlines a protocol for conducting peer instruction, including individually voting on a question, discussing it with a neighbor, revoting, and having a class-wide discussion moderated by the instructor. The goal is to generate discussion and ensure students demonstrate their understanding of concepts.
The College Classroom (Wi15) Session 1: How People LearnPeter Newbury
This document summarizes a class on how people learn taught by Peter Newbury. The class covered key findings from research on how people learn and implications for teaching. It introduced constructivist learning theory and the importance of drawing on students' prior knowledge. It also discussed creating learner-centered environments, providing depth of subject matter, and teaching metacognitive skills. The class involved small group work and interactions, and modeled best practices discussed in the readings.
The College Classroom Week 1: IntroductionPeter Newbury
This document provides an overview of an introductory course on college teaching called "The College Classroom". It introduces the instructors, Peter and Steph, and their backgrounds and interests. It outlines the goals of the course, which are for students to become reflective teachers, explain effective instructional activities, identify student-centered learning, and succeed as educators. The document describes the format of weekly sessions, which will include lectures, small group work, and assignments posted to the course blog. It provides the assessment criteria and gives an overview of the topics that will be covered in future weeks.
The College Classroom Wi16 Meeting 1: How People LearnPeter Newbury
This document provides an overview of the first meeting of a college classroom course on how people learn. It introduces the instructor and discusses key findings from the National Research Council report "How People Learn". These findings include that students come to class with preexisting understandings, competence requires a deep foundation of knowledge organized within a conceptual framework, and metacognition helps students take control of their own learning. The document models constructivist teaching techniques and discusses implications for creating learner-centered classroom environments.
The College Classroom Week 2: How People LearnPeter Newbury
This document summarizes key points from a classroom discussion on how people learn. It discusses three main findings from the book How People Learn: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills allow students to control their own learning. The implications are that teachers should draw out preconceptions, teach in depth with examples, and integrate metacognition into the curriculum. Peer instruction is discussed as an active learning technique that can achieve these goals by having students discuss concepts to resolve misconceptions.
The College Classroom (Wi14) Week 9: Alternatives to LecturePeter Newbury
Students learn more effectively through active learning techniques compared to traditional lecturing. Alternatives to lecturing include using clicker questions, demonstrations, discussions, worksheets and videos to actively engage students in the learning process. These techniques help students construct their own understanding of concepts by connecting new ideas to prior knowledge and receiving feedback on their developing understanding. Effective alternatives provide opportunities for students to practice skills, receive timely feedback, and take ownership of their learning.
This document provides an introduction to the College Classroom course being taught. It introduces the two instructors, Peter and Liz, and their backgrounds and interests. It then surveys the participants to understand their reasons for taking the course and teaching experiences. Several learning theories and techniques are discussed, including how people actively construct their own knowledge. The goals of the course are explained, which include learning about evidence-based teaching practices and learning theory. An overview of the course structure and expectations is also provided.
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 summarizes key points from a presentation on effective teaching methods based on how people learn. It discusses three main findings from research: 1) Students come with preexisting understandings that must be engaged, 2) Students learn best when topics are taught in depth within a conceptual framework, and 3) Teaching metacognitive skills helps students control their own learning. The presentation provides implications for designing learner-centered classrooms and using techniques like formative assessments, interactive demonstrations, and peer instruction with clicker questions to replace traditional lectures.
This document provides guidance on writing effective peer instruction questions for use with classroom response systems. It discusses the key components of a good clicker question, including clarity, context, assessing learning goals, distractors that reveal student thinking, appropriate difficulty, and stimulating discussion. The document also outlines the typical process of a peer instruction episode and emphasizes the importance of identifying concepts, creating deeper thinking questions, and facilitating discussion to clarify misunderstandings.
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
CTD Weekly Workshops: Writing Good Peer Instruction QuestionsPeter Newbury
This document provides an overview of a workshop on writing good peer instruction questions. The workshop discusses key principles for writing effective peer instruction questions, including clarity, connecting to learning goals, including distractors, appropriate difficulty, and stimulating discussion. Examples of different types of peer instruction questions are provided, such as assessing prior knowledge, provoking thinking, probing misconceptions, and reviewing concepts. Guidance is also given on facilitating productive peer instruction discussions and using questions to provide feedback to instructors.
The College Classroom Week 10: Teaching as ResearchPeter Newbury
This document summarizes a class on teaching as research and success in an educational career. It discusses categories of educational research and examples of education research from different disciplines. It presents results from studies on improving learning in a physics class and the value of course-specific learning goals. Details are provided on conceptual steps in the teaching as research process and examples of Beth Simon's teaching as research projects. Guidance is offered on funding sources for teaching as research, practical advice for succeeding as an educator, and having students develop a microteaching lesson for feedback.
CIRTL Class Meeting 1: How People LearnPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
30 January 2015
collegeclassroom.ucsd.edu
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter 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
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
2015 SGTS Preparing to Teach 3: Peer InstructionPeter Newbury
The document discusses best practices for creating effective questions for peer instruction activities. It lists six criteria for good questions: clarity, context, learning outcome, distractors, difficulty, and stimulating thoughtful discussion. Examples of effective and ineffective questions are provided. The document also outlines a protocol for conducting peer instruction, including individually voting on a question, discussing it with a neighbor, revoting, and having a class-wide discussion moderated by the instructor. The goal is to generate discussion and ensure students demonstrate their understanding of concepts.
The College Classroom (Wi15) Session 1: How People LearnPeter Newbury
This document summarizes a class on how people learn taught by Peter Newbury. The class covered key findings from research on how people learn and implications for teaching. It introduced constructivist learning theory and the importance of drawing on students' prior knowledge. It also discussed creating learner-centered environments, providing depth of subject matter, and teaching metacognitive skills. The class involved small group work and interactions, and modeled best practices discussed in the readings.
The College Classroom Week 1: IntroductionPeter Newbury
This document provides an overview of an introductory course on college teaching called "The College Classroom". It introduces the instructors, Peter and Steph, and their backgrounds and interests. It outlines the goals of the course, which are for students to become reflective teachers, explain effective instructional activities, identify student-centered learning, and succeed as educators. The document describes the format of weekly sessions, which will include lectures, small group work, and assignments posted to the course blog. It provides the assessment criteria and gives an overview of the topics that will be covered in future weeks.
The College Classroom Wi16 Meeting 1: How People LearnPeter Newbury
This document provides an overview of the first meeting of a college classroom course on how people learn. It introduces the instructor and discusses key findings from the National Research Council report "How People Learn". These findings include that students come to class with preexisting understandings, competence requires a deep foundation of knowledge organized within a conceptual framework, and metacognition helps students take control of their own learning. The document models constructivist teaching techniques and discusses implications for creating learner-centered classroom environments.
The College Classroom Week 2: How People LearnPeter Newbury
This document summarizes key points from a classroom discussion on how people learn. It discusses three main findings from the book How People Learn: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills allow students to control their own learning. The implications are that teachers should draw out preconceptions, teach in depth with examples, and integrate metacognition into the curriculum. Peer instruction is discussed as an active learning technique that can achieve these goals by having students discuss concepts to resolve misconceptions.
The College Classroom (Wi14) Week 9: Alternatives to LecturePeter Newbury
Students learn more effectively through active learning techniques compared to traditional lecturing. Alternatives to lecturing include using clicker questions, demonstrations, discussions, worksheets and videos to actively engage students in the learning process. These techniques help students construct their own understanding of concepts by connecting new ideas to prior knowledge and receiving feedback on their developing understanding. Effective alternatives provide opportunities for students to practice skills, receive timely feedback, and take ownership of their learning.
This document provides an introduction to the College Classroom course being taught. It introduces the two instructors, Peter and Liz, and their backgrounds and interests. It then surveys the participants to understand their reasons for taking the course and teaching experiences. Several learning theories and techniques are discussed, including how people actively construct their own knowledge. The goals of the course are explained, which include learning about evidence-based teaching practices and learning theory. An overview of the course structure and expectations is also provided.
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.
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.
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
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
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
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.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter 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
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Summer Graduate Teaching Scholars
May 1 and 3, 2013
Practical 1:
Introductions, Syllabus, Alt2Lect
your name
Dept and/or Course you’re teaching
2. SGTS Practical Stream - collegeclassroom.ucsd.edu
2
Beth Simon
Director, Center for Teaching Development
Faculty member, CSE
bsimon@cs.ucsd.edu
Matthew Herbst
Director, Making of the Modern World
program, Eleanor Roosevelt College
Center for Teaching Development Fellow
mtherbst@ucsd.edu
Peter Newbury
Associate Director, Center for Teaching
Development
pnewbury@ucsd.edu
Liz Specht
Ph.D. candidate, Biological Sciences
CTD Teaching Assistant Consultant
liz.specht@gmail.com
3. Who are you?
SGTS Practical Stream - collegeclassroom.ucsd.edu
3
name
field/department
what course are you teaching?
While others introduce themselves, listen for someone
doing something similar to you – you can work together
in future sessions.
4. Practical Workshops
SGTS Practical Stream - collegeclassroom.ucsd.edu
4
The aim of the Practical Stream workshops is to give you a well-
supported head start on many of the things you should do to
prepare for your classes, like
creating a syllabus
working out an assessment scheme
drafting learning outcomes
deciding what kind(s) of student-centered, alternatives to
lecture you’ll use, and developing those activities
and more…
These are the “nuts and bolts” of your course. You have to do it
anyway so why not do it now, while there’s lots of peers and
instructors to help you work on it?
7. How People Learn [1]
SGTS Practical Stream - collegeclassroom.ucsd.edu
7
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.
9. SGTS Practical Stream - collegeclassroom.ucsd.edu
9
Alternatives to Lecture
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
worksheets
simulations
discussions
videos
student-centered instruction
10. Typical episode of peer instruction
SGTS Practical Stream - collegeclassroom.ucsd.edu
10
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.
11. Clicker Question
SGTS Practical Stream - collegeclassroom.ucsd.edu
11
The molecules making up the dry mass of wood that
forms during the growth of a tree largely come from
A) sunlight.
B) the air.
C) the seed.
D) the soil.
Question credit: Bill Wood
12. In effective peer instruction
SGTS Practical Stream - collegeclassroom.ucsd.edu
12
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
13. Effective peer instruction requires
SGTS Practical Stream - collegeclassroom.ucsd.edu
13
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
5. Reflecting: did you properly anticipate
votes? Did you hear any misconceptions?
Make changes now for next year.
before
class
during
class
after
class
15. t h e l e a r n i n g c y c l e
Clickers help students learn...
SGTS Practical Stream - collegeclassroom.ucsd.edu
15
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
16. t h e l e a r n i n g c y c l e
Clickers help students learn...
SGTS Practical Stream - collegeclassroom.ucsd.edu
16
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
17. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
17
Melt chocolate over low heat. Remove the chocolate
from the heat. What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
assess prior knowledge
18. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
18
In your opinion, which had the most positive impact on
the modern world?
A) coffee
B) tea
C) chocolate
D) spice
E) sugar
(Herbst, UCSD)
motivate
19. What do you think is most
interesting about this picture?
SGTS Practical Stream - collegeclassroom.ucsd.edu
19
A) lunar eclipse
B) solar eclipse
C) cloud blocking the
Sun
D) sunspots
E) other
Astronomy Picture of the Day 2011 January 5
discover
(Newbury, Richer, UBC)
20. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
20
A ball is rolling around
the inside of a circular
track. The ball
leaves the track
at point P.
Which path
does the ball
follow?
P
A
B
C
D
E
(Mazur)
predict
21. t h e l e a r n i n g c y c l e
Clickers help students learn...
SGTS Practical Stream - collegeclassroom.ucsd.edu
21
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
22. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
22
How many of these are reasons for the seasons?
the height of the Sun in the sky during the day
Earth’s distance from the Sun
how many hours the Sun is up each day
A) none of them
B) one
C) two
D) all three
probe misconception
23. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
23
Select the line that you
feel has the strongest
imagery in “Fast rode
the knight” by Stephen
Crane (1905).
analysis
Fast rode the knight
With spurs, hot and reeking,
Ever waving an eager sword,
"To save my lady!"
Fast rode the knight,
And leaped from saddle to war.
Men of steel flickered and gleamed
Like riot of silver lights,
And the gold of the knight's good banner
Still waved on a castle wall.
. . . . .
A horse,
Blowing, staggering, bloody thing,
Forgotten at foot of castle wall.
A horse
Dead at foot of castle wall.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
(David Kurtz, via LearningCatalytics)
24. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
24
Which of the following is an incorrect step when using
the substitution method to evaluate the definite integral
A)
B)
4
0
32
1 dxxx
3
1 xu
dxx
du 2
3
C.
D. none of the above
4
03
1
duu
(adapted from Bruff (2009))
evaluation
25. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
25
Susan throws a ball straight up into the air. It goes up
and then falls back into her hand 2 seconds later.
Draw a graph showing the velocity of the ball from the
moment it leaves her hand until she catches it again.
time
velocity
2 sec0
exercise skill
(CWSEI UBC)
27. t h e l e a r n i n g c y c l e
Clickers help students learn...
SGTS Practical Stream - collegeclassroom.ucsd.edu
27
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
28. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
28
Which point on the phylogenetic tree represents the
closest relative of the frog?
A
B
C
D
E
(UBC CWSEI)
demonstrate success
29. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
29
For the data set displayed in the following histogram,
which would be larger, the mean or the median?
A) mean
B) median
C) can’t tell without knowing actual numbers
(Peck, mathquest.carroll.edu/resources.html)
review / recap
30. Clicker question
SGTS Practical Stream - collegeclassroom.ucsd.edu
30
In your opinion, which had the most positive impact on
the modern world?
A) coffee
B) tea
C) chocolate
D) spice
E) sugar
“big picture”
(Herbst, UCSD)
31. What makes a good clicker question?
SGTS Practical Stream - collegeclassroom.ucsd.edu
31
clarity Students should waste no effort trying to figure
out what’s being asked.
context Is this topic currently being covered
in class?
connection to
learning goals
Does the question make students do the right
thing to demonstrate they grasp the concept.
distractors What do the “wrong” answers tell you about
students’ thinking?
difficulty Is the question too trivial? too hard?
stimulates
thoughtful
discussion
Will the question engage the students and
spark thoughtful discussions?
Is there potential for you to be “agile”?
(Adapted from Chasteen, CU Boulder)
32. Clicker question (History)
SGTS Practical Stream - collegeclassroom.ucsd.edu
32
In your opinion, which had the most positive impact on
the modern world?
A) coffee
B) tea
C) chocolate
D) spice
E) sugar
clarity context learning goals distractors difficulty discussion
33. Clicker question (intro Astronomy)
SGTS Practical Stream - collegeclassroom.ucsd.edu
33
Which of these are reasons for the seasons?
i. the height of the Sun in the sky during the day
ii. Earth’s distance from the Sun
iii. how many hours the Sun is up each day
A) ii only
B) iii only
C) i and ii
D) i and iii
E) i, ii and iii
clarity context learning goals distractors difficulty discussion
34. Clicker question (intro Astronomy)
SGTS Practical Stream - collegeclassroom.ucsd.edu
34
How many of these are reasons for the seasons?
height: height of the Sun in the sky during the day
distance: Earth’s distance from the Sun
hours: how many hours the Sun is up each day
A) none of them
B) one
C) two
D) all three
clarity context learning goals distractors difficulty discussion
36. Which of the following is an incorrect step when using
the substitution method to evaluate the definite
integral
A)
B)
C)
D) none of the above
Clicker question (Calculus)
SGTS Practical Stream - collegeclassroom.ucsd.edu
36
4
0
32
1 dxxx
3
1 xu
dxx
du 2
3
4
03
1
duu
clarity context learning goals distractors difficulty discussion
(adapted from Bruff (2009))
37. Let’s try it…
SGTS Practical Stream - collegeclassroom.ucsd.edu
37
Gather around a whiteboard in groups of 2 – 3.
38. Clicker question (at driving school)
SGTS Practical Stream - collegeclassroom.ucsd.edu
38
Learning outcome: [after this lesson, you will be able
to] change lanes on a busy freeway.
While you’re writing it, think about
what type of question is it? (predict, assess...)
when would you present it? (before, during, after)
critique your question for
clarity context learning goals
distractors difficulty discussion
39. As a group, write a clicker question for
one of your classes:
SGTS Practical Stream - collegeclassroom.ucsd.edu
39
Pick a question
from an exam
identify the
learning
outcomes being
assessed
write a clicker
question that supports
that outcome
40. Resources
SGTS Practical Stream - collegeclassroom.ucsd.edu
40
1. National Research Council (2000). 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.
2. Collections of peer instruction questions:
http://www.cwsei.ubc.ca/resources/clickers.htm
41. Practical 2: May 8 or 10
SGTS Practical Stream - collegeclassroom.ucsd.edu
41
running peer instruction in your class
best practices for other alternatives to lecture
(we’ll be asking you before then to select 1 or 2
alt2lect activities you’re interested in implementing)
Watch your inboxes and
collegeclassroom.ucsd.edu