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.
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-
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.
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.
This document provides an introduction to differentiated instruction. It discusses norms and objectives for understanding differentiated instruction strategies. Examples are given of learning activities like Think Dots, RAFTS, and the Learning Matrix that incorporate differentiation of content, process, and product based on student readiness, interests, and learning profiles. Strategies like tiering tasks, choice boards, and learning surveys are described to engage students with varied skills and preferences.
The Secret of Adult Learning: It's NOT About Age!Sharon Bowman
The document summarizes the key ideas in adult learning theory, highlighting that:
1) Adult learning theory, as developed by Malcolm Knowles, posited that adults learn best through informal, experiential "andragogy" rather than formal pedagogy.
2) However, Knowles mistakenly assumed children learn best through formal pedagogy without evidence, cementing its use for non-adults.
3) Recent brain research shows all humans learn best through informal, hands-on methods regardless of age. Adult learning theory is really about human learning, not age-specific differences.
This document summarizes a workshop on effectively using clickers in university courses. The workshop covered clicker basics, benefits of clickers, stages of clicker use from simple factual questions to complex conceptual questions, how to write good clicker questions, how to respond to student clicker responses, planning clicker use, and resources for support. Participants practiced writing clicker questions and responding to simulated student answer histograms. The goal was to help instructors think through how to integrate clickers in a way that enhances student learning.
Wake 'Em Up! 7 Tips for Interactive E-LearningSharon Bowman
This article provides 7 tips for making e-learning interactive:
1. Send learners pre-class activities called "warm-ups" to complete with accountability checks.
2. Provide a visually interesting graphic organizer for note-taking instead of a standard PowerPoint handout.
3. Start with a "fast pass" where learners quickly brainstorm what they already know about the topic.
15 pieces of advice i wish my ph d advisor had given meantiw
The document provides 11 pieces of advice that the author wishes their PhD advisor had given them, including taking more math courses, carefully choosing research problems, focusing on publishing in high impact venues, managing their time well, learning to write and speak effectively, understanding the research process, considering career options, collaborating with peers, identifying role models, having fun, and dealing with rejection.
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-
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.
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.
This document provides an introduction to differentiated instruction. It discusses norms and objectives for understanding differentiated instruction strategies. Examples are given of learning activities like Think Dots, RAFTS, and the Learning Matrix that incorporate differentiation of content, process, and product based on student readiness, interests, and learning profiles. Strategies like tiering tasks, choice boards, and learning surveys are described to engage students with varied skills and preferences.
The Secret of Adult Learning: It's NOT About Age!Sharon Bowman
The document summarizes the key ideas in adult learning theory, highlighting that:
1) Adult learning theory, as developed by Malcolm Knowles, posited that adults learn best through informal, experiential "andragogy" rather than formal pedagogy.
2) However, Knowles mistakenly assumed children learn best through formal pedagogy without evidence, cementing its use for non-adults.
3) Recent brain research shows all humans learn best through informal, hands-on methods regardless of age. Adult learning theory is really about human learning, not age-specific differences.
This document summarizes a workshop on effectively using clickers in university courses. The workshop covered clicker basics, benefits of clickers, stages of clicker use from simple factual questions to complex conceptual questions, how to write good clicker questions, how to respond to student clicker responses, planning clicker use, and resources for support. Participants practiced writing clicker questions and responding to simulated student answer histograms. The goal was to help instructors think through how to integrate clickers in a way that enhances student learning.
Wake 'Em Up! 7 Tips for Interactive E-LearningSharon Bowman
This article provides 7 tips for making e-learning interactive:
1. Send learners pre-class activities called "warm-ups" to complete with accountability checks.
2. Provide a visually interesting graphic organizer for note-taking instead of a standard PowerPoint handout.
3. Start with a "fast pass" where learners quickly brainstorm what they already know about the topic.
15 pieces of advice i wish my ph d advisor had given meantiw
The document provides 11 pieces of advice that the author wishes their PhD advisor had given them, including taking more math courses, carefully choosing research problems, focusing on publishing in high impact venues, managing their time well, learning to write and speak effectively, understanding the research process, considering career options, collaborating with peers, identifying role models, having fun, and dealing with rejection.
This document summarizes key points from a professional development session on brain-based learning and motivation for educators. It discusses how the brain's main functions are ensuring survival and how it has structures like the hypothalamus and amygdala that help maintain homeostasis and scan for threats. It also notes the brain's natural reward system and four basic psychological needs. The document then covers seven elements that impact student motivation, including chance for success, level of concern, intrinsic motivation, content relevance, collaboration, choice, and feedback. It provides examples of how each element can positively or negatively influence learning.
Classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. They provide an opportunity to gather real-time feedback on student understanding. If you are new to clickers or need fresh ideas for using clickers in the classroom, please join us as we explore best clicker practices and provide tips and suggestions for using clickers in your class and for writing great questions.
Get teachers jazzed about self videotaping and peer observations, handoutLaurel Pollard
This document outlines a workshop designed to get teachers excited about participating in self-videotaping and peer observation pilot programs. The workshop begins by eliciting teachers' concerns and hopes for the programs. It then splits teachers into two pilot teams, one for each program, who will test out and recommend implementation strategies. The document provides sample scripts for introducing each program that address common teacher worries and emphasize potential benefits. It concludes by noting the workshop is meant to spark teacher-led change at the school level.
The document discusses learning styles, strategies, and vocabulary learning techniques. It defines learning styles as an individual's approach to taking in and processing new information. The three main styles are visual, auditory, and tactile/kinesthetic. Learning strategies are purposeful steps used to comprehend, recall, and apply knowledge. Examples include note-taking, repetition, and questioning. Vocabulary learning techniques involve using new words in context, relating them to prior knowledge, and using dictionaries, among other methods.
one child is chosen to be the assistant and they collect the votes by asking each child
in turn which question they want to vote for and marking it down
Hands up: children simply put their hands up to vote for a question
Once the question has been chosen, the teacher will rephrase it to make sure it is clear and
understandable.
Exploring the question
The teacher's role is to facilitate the discussion, not to lead it or dominate it. She will ensure all
children have a chance to contribute and that the discussion remains focused on the question. She will
also help children to build on each other's ideas, spot assumptions, look for reasons and alternatives
and deepen
This document provides frequently asked questions (FAQ) for an online course. It addresses questions about student characteristics, online etiquette, course structure, assignments, communication tools, and technical requirements. Key details include emphasizing self-motivation, time management, and academic honesty. Communication will occur through email, discussion boards, and virtual office hours. Students should expect the same workload as a face-to-face class. No prior online experience or computer ownership is required, though basic computer skills are helpful.
This document provides guidance for faculty on preparing for and handling meetings with difficult students. It discusses identifying difficult student behaviors, preparing oneself through self-care, setting clear expectations, and techniques for de-escalating tense interactions. Specific tips are provided on taking safety precautions for meetings, actively listening to students, focusing on issues and solutions, setting boundaries, and following up on unresolved cases. Case studies are also presented to demonstrate strategies for addressing challenging scenarios involving students with cognitive disabilities, entitled students, and difficult student-parent dynamics.
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
Thinking and learning: skills for the 21st Century?SteveHiggins
The document discusses teaching thinking skills and 21st century skills. It provides an overview of evidence that teaching thinking is effective and outlines different approaches to teaching thinking, such as programs that use stories and philosophy. While digital skills are important, technology does not replace the need to explicitly teach thinking. Assessing thinking is also important but complex. Overall, teaching thinking should be both discrete and infused across subjects to help students learn how to think independently.
The document discusses strategies for developing writing skills in all students. It describes a lesson where students viewed pictures and discussed how the images could be incorporated into writing. Students then wrote short pieces applying discussed criteria like description, imagination, and passion. Their work was provided as samples and criteria like powerful words and vivid details were underlined. The goal is to provide continuous feedback focused on criteria to help students improve their writing.
This document summarizes a presentation on engaging students given by Faye Brownlie. It discusses various frameworks for engagement, including giving students voice and choice in assignments. Examples are provided of teachers who incorporated more student choice into their lessons, which increased engagement and understanding. Strategies presented include backwards design, formative assessment, and incorporating movement and collaboration into science lessons on electricity and atoms. The overall message is that providing opportunities for student choice and active learning can boost engagement.
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
- Andy is a student who struggles in science class and often fails tests, despite studying hard. He feels discouraged and inferior.
- His teacher, Ms. Wong, uses threatening and discouraging language when Andy fails his tests, instead of encouragement. She expects students to perform well but does not engage them in active learning.
- The document analyzes cognitive and learning theories that could help Andy if applied, such as building self-efficacy, setting achievable goals, fostering relatedness and a sense of belonging, and using hands-on constructivist approaches like concept mapping instead of just memorization.
This document discusses functions and their properties. It defines a function as a relationship where each input is mapped to exactly one output. It also explains the vertical line test and how to determine if a relationship is a function, as well as the properties of one-to-one and onto functions.
Fernando Liello: "Advanced Research Networks: Technical an Social Impact"comunicaciones_renata
The document outlines the history of US research and education networking. It notes that in 1987, NSFnet was established by the National Science Foundation (NSF) and ended in 1995 when universities were told to connect to commercial internet service providers (ISPs). In 1996, Internet2 was founded and the NSF provided funding for universities to connect to the initial Internet2 backbone network called vBNS. By 1999, Internet2's Abilene backbone network was in production but was no longer centrally funded by the US government.
Here is a potential outline for a 3 part documentary series on this topic:
Episode 1: How Social Media Changed Socializing
- Explore the rise of social media and how it has impacted traditional socializing
- Statistics on time spent online vs in-person socializing
- Convenience of online communication replacing face-to-face interactions
Episode 2: Health and Safety Risks of Overdependence on Internet Socializing
- Physical and mental health impacts of reduced real-world socializing
- Stories of people negatively impacted (e.g. by cyberbullying, deception, addiction)
- Dangers of interacting with strangers online and importance of privacy
Episode 3: Finding a Balance Between Online and Offline Social Lives
This document summarizes key points from a professional development session on brain-based learning and motivation for educators. It discusses how the brain's main functions are ensuring survival and how it has structures like the hypothalamus and amygdala that help maintain homeostasis and scan for threats. It also notes the brain's natural reward system and four basic psychological needs. The document then covers seven elements that impact student motivation, including chance for success, level of concern, intrinsic motivation, content relevance, collaboration, choice, and feedback. It provides examples of how each element can positively or negatively influence learning.
Classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. They provide an opportunity to gather real-time feedback on student understanding. If you are new to clickers or need fresh ideas for using clickers in the classroom, please join us as we explore best clicker practices and provide tips and suggestions for using clickers in your class and for writing great questions.
Get teachers jazzed about self videotaping and peer observations, handoutLaurel Pollard
This document outlines a workshop designed to get teachers excited about participating in self-videotaping and peer observation pilot programs. The workshop begins by eliciting teachers' concerns and hopes for the programs. It then splits teachers into two pilot teams, one for each program, who will test out and recommend implementation strategies. The document provides sample scripts for introducing each program that address common teacher worries and emphasize potential benefits. It concludes by noting the workshop is meant to spark teacher-led change at the school level.
The document discusses learning styles, strategies, and vocabulary learning techniques. It defines learning styles as an individual's approach to taking in and processing new information. The three main styles are visual, auditory, and tactile/kinesthetic. Learning strategies are purposeful steps used to comprehend, recall, and apply knowledge. Examples include note-taking, repetition, and questioning. Vocabulary learning techniques involve using new words in context, relating them to prior knowledge, and using dictionaries, among other methods.
one child is chosen to be the assistant and they collect the votes by asking each child
in turn which question they want to vote for and marking it down
Hands up: children simply put their hands up to vote for a question
Once the question has been chosen, the teacher will rephrase it to make sure it is clear and
understandable.
Exploring the question
The teacher's role is to facilitate the discussion, not to lead it or dominate it. She will ensure all
children have a chance to contribute and that the discussion remains focused on the question. She will
also help children to build on each other's ideas, spot assumptions, look for reasons and alternatives
and deepen
This document provides frequently asked questions (FAQ) for an online course. It addresses questions about student characteristics, online etiquette, course structure, assignments, communication tools, and technical requirements. Key details include emphasizing self-motivation, time management, and academic honesty. Communication will occur through email, discussion boards, and virtual office hours. Students should expect the same workload as a face-to-face class. No prior online experience or computer ownership is required, though basic computer skills are helpful.
This document provides guidance for faculty on preparing for and handling meetings with difficult students. It discusses identifying difficult student behaviors, preparing oneself through self-care, setting clear expectations, and techniques for de-escalating tense interactions. Specific tips are provided on taking safety precautions for meetings, actively listening to students, focusing on issues and solutions, setting boundaries, and following up on unresolved cases. Case studies are also presented to demonstrate strategies for addressing challenging scenarios involving students with cognitive disabilities, entitled students, and difficult student-parent dynamics.
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
Thinking and learning: skills for the 21st Century?SteveHiggins
The document discusses teaching thinking skills and 21st century skills. It provides an overview of evidence that teaching thinking is effective and outlines different approaches to teaching thinking, such as programs that use stories and philosophy. While digital skills are important, technology does not replace the need to explicitly teach thinking. Assessing thinking is also important but complex. Overall, teaching thinking should be both discrete and infused across subjects to help students learn how to think independently.
The document discusses strategies for developing writing skills in all students. It describes a lesson where students viewed pictures and discussed how the images could be incorporated into writing. Students then wrote short pieces applying discussed criteria like description, imagination, and passion. Their work was provided as samples and criteria like powerful words and vivid details were underlined. The goal is to provide continuous feedback focused on criteria to help students improve their writing.
This document summarizes a presentation on engaging students given by Faye Brownlie. It discusses various frameworks for engagement, including giving students voice and choice in assignments. Examples are provided of teachers who incorporated more student choice into their lessons, which increased engagement and understanding. Strategies presented include backwards design, formative assessment, and incorporating movement and collaboration into science lessons on electricity and atoms. The overall message is that providing opportunities for student choice and active learning can boost engagement.
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
- Andy is a student who struggles in science class and often fails tests, despite studying hard. He feels discouraged and inferior.
- His teacher, Ms. Wong, uses threatening and discouraging language when Andy fails his tests, instead of encouragement. She expects students to perform well but does not engage them in active learning.
- The document analyzes cognitive and learning theories that could help Andy if applied, such as building self-efficacy, setting achievable goals, fostering relatedness and a sense of belonging, and using hands-on constructivist approaches like concept mapping instead of just memorization.
This document discusses functions and their properties. It defines a function as a relationship where each input is mapped to exactly one output. It also explains the vertical line test and how to determine if a relationship is a function, as well as the properties of one-to-one and onto functions.
Fernando Liello: "Advanced Research Networks: Technical an Social Impact"comunicaciones_renata
The document outlines the history of US research and education networking. It notes that in 1987, NSFnet was established by the National Science Foundation (NSF) and ended in 1995 when universities were told to connect to commercial internet service providers (ISPs). In 1996, Internet2 was founded and the NSF provided funding for universities to connect to the initial Internet2 backbone network called vBNS. By 1999, Internet2's Abilene backbone network was in production but was no longer centrally funded by the US government.
Here is a potential outline for a 3 part documentary series on this topic:
Episode 1: How Social Media Changed Socializing
- Explore the rise of social media and how it has impacted traditional socializing
- Statistics on time spent online vs in-person socializing
- Convenience of online communication replacing face-to-face interactions
Episode 2: Health and Safety Risks of Overdependence on Internet Socializing
- Physical and mental health impacts of reduced real-world socializing
- Stories of people negatively impacted (e.g. by cyberbullying, deception, addiction)
- Dangers of interacting with strangers online and importance of privacy
Episode 3: Finding a Balance Between Online and Offline Social Lives
The document provides a date range from October 8th through the 12th in the year 2012. It does not contain any other details, context, or information beyond stating this 5 day period over a decade ago. In just 3 words, the entire document is comprised of a date range from Oct. 8-12, 2012.
The document discusses web accessibility heuristics for people with disabilities. It covers guidelines in visual, motor/mobility, auditory, and seizures areas. For visual disabilities, it recommends ensuring proper text formatting and colors, use of alt text for images, captions for videos, etc. For motor/mobility issues, it suggests support for voice control, large click targets, keyboard navigation. For auditory disabilities, closed captions and text transcripts. It also advises avoiding flashy images that could trigger seizures. The document provides a checklist of factors to evaluate when testing for accessibility.
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.
CTD Wi14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document outlines best practices for running peer instruction with clickers. It recommends having students first think about and vote on conceptual questions individually before discussing them with peers. When facilitating these discussions, the instructor should wander and listen to conversations to identify student misunderstandings without inserting themselves. The document provides guidelines for instructing and timing group discussions and votes, and confirming correct answers at the end to ensure student understanding.
CTD Sp14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
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
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
The document provides guidance on strategies for getting students to ask questions in the classroom. It discusses the importance of teaching students how to pose questions to guide thinking and uncover complexities. Various techniques are described such as having students work in groups to generate questions for the teacher; using a question wall, think-pair-share, hot seating, question dice, and spending a lesson generating and refining questions. The 5 Whys technique is also outlined as a way to get students to ask why 5 consecutive times to develop deep thinking.
This document provides a lesson plan for a unit on knowing oneself. It includes 4 lessons within this unit. Each lesson outlines objectives, reading selections, activities and assessments. The lessons focus on understanding identity, family, social skills and emotions. Activities include reading comprehension, group work, role-playing, drawing conclusions and making inferences. The overarching goals are for students to learn more about themselves and how to develop important life skills.
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.
This document provides an overview of 4 lessons from a teacher's manual on a unit about knowing oneself. Lesson 1 focuses on appreciating the human body and writing a poem about self-care. Lesson 2 teaches about nutrition and healthy lifestyles, having students create a family meal plan. Lesson 3 is about recognizing personal traits through a story and identifying similarities and differences between characters. Lesson 4 discusses hobbies and making a postcard to promote summer classes. The lessons aim to help students learn about themselves and live a balanced life.
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.
The document provides an overview of Lesson 1 from Chapter 1 of a learning module titled "Discovering the Beauty within Me". The lesson aims to help students build confidence by learning how to use reference materials, present a talent to the class, and determine word meanings using context clues. It outlines objectives, materials, and suggested activities for engaging with a reading selection and building values like self-esteem and respect for others.
Scaffolding for student ownership and independence pbl mariamelya
This document discusses strategies for scaffolding lessons to promote student independence. It describes showing examples, tapping prior knowledge, giving think time and discussion opportunities, pre-teaching vocabulary, using visual aids, and pausing to ask and review questions. The goal of scaffolding is to meet students at their level and help them develop skills and understanding to work more independently.
Workshop based upon the book
"Beyond Behavior Management" by J. Bilmes
Throughout the presentation, pages will be referenced from the book. You can purchase the book online.
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
The document provides information about an English teaching skills program, including its aims and some common teaching skills. It discusses 10 teaching skills - warm up, questioning, reinforcement, class management, using aids, feedback, closure, motivation, attention gaining devices, and follow up. For each skill, it provides definitions, examples, and purposes. The document aims to help trainees recognize and apply various teaching skills in the classroom by the end of the program.
Similar to Ready, Set, React! Getting the most out of peer instruction with clickers (20)
Thank you for the presentation. I have a few questions:
1. How long did it take you to develop the quiz questions and slides?
2. Did you notice any change in student engagement or performance after implementing the in-class quizzes?
3. What advice would you give to other instructors interested in using this approach?
4. Are there any limitations or challenges you encountered?
5. Do you have any data such as exam scores or end-of-course evaluations that show the impact of this approach?
I appreciate you taking the time to share your experience. In-class quizzes seem like a promising way to encourage preparation and provide immediate feedback to students.
This document discusses the importance of focusing on the student experience when using technology in the classroom rather than the technology itself. It advocates for creating a participatory culture where students' contributions matter and they are supported in creating and sharing their work with others. It also questions who the intended audience is for student work and cites Ben Shneiderman's concept of "Leonardo's Laptop" which emphasized empowering students as creators and contributors.
This document discusses Ted Eschenbach's 25 years of experience using clickers, or student response systems, to engage students in his engineering management courses. It describes his evolution from using clickers primarily during lectures to a "many-to-many conversation" model where clickers facilitate discussion and problem-solving among students and the instructor. The document provides examples of different types of clicker questions Ted uses and discusses considerations for selecting a clicker technology and integrating clickers into the classroom.
This document discusses the instructional potential of clickers, iPods, and mobile phones based on learning theories. It analyzes how each technology directs learner attention, provides opportunities for repetition, and allows students to make connections based on three learning rules. Clickers increase engagement but require additional equipment. iPods support collaboration and mobile learning but focus is difficult. Mobile phones provide true on-demand and two-way learning anywhere through SMS, making them the superior choice.
This document outlines the clicker support plan for Loyola University New Orleans. It details the steps the media coordinator will take each semester to introduce faculty to clicker classroom response systems, provide training sessions for new users, and ensure ongoing technical support. Key aspects of the plan include opening invitations for introductory sessions in April/November, follow-up training for all new users before each semester, assisting with student registration and troubleshooting in the first few weeks of classes, and maintaining ongoing communication with faculty throughout the semesters. The goal is to successfully choose, train, deploy, and sustain the use of clickers at the university.
2012 Clicker Conference_Content Capture & i>clicker_Ball State Universityclickers2012
This document summarizes research on using pre-lecture videos and i>clicker questions to enhance student engagement. A study was conducted across multiple courses to understand student preferences and the impact. Key findings include:
- Students found the videos helpful for preparing for class, understanding material better, and accessing content anywhere. They enjoyed the personal touch of the professor's voice.
- Combining i>clicker questions with the videos benefited learning and motivated students to watch the videos.
- Students responded positively to elements like seeing the professor's face, class content, pictures and accompanying text in the videos. Length of 4-10 minutes was ideal.
- Most students felt the number of videos provided was appropriate
Engaging students using technology in a large classroom chicagoclickers2012
Elliott Currie from the University of Guelph Department of Business gave a presentation on using classroom response systems like Top Hat Monocle to engage students. He discussed how class sizes were increasing to over 600 students in accounting and taxation courses. With declining attendance and engagement, he tried using clickers but found issues with preparation and technology. He then switched to Top Hat Monocle, which uses students' own mobile devices. Since using Top Hat Monocle, his attendance has doubled, exam grades have improved 4-7%, and 95% of students report satisfaction. He now incorporates participation on Top Hat Monocle for 5-10% of the course grade.
How iclicker technology facilitates addiction recovery sessionsclickers2012
IClickers were used in an addiction recovery program at a homeless shelter. Data indicates that the use of iclickers facilitated the recovery process by promoting self honesty.
Ready, Set, React! Getting the most out of peer instruction with clickers
1. Ready, Set, React!
Getting the most out of peer
instruction with clickers
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
Cynthia Heiner
Carl Wieman Science Education Initiative,
University of British Columbia
cynthia.heiner@gmail.com
2. Typical Peer Instruction Episode
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,
coloured cards, ABCD voting cards,...
4. The instructor reacts, based on the
distribution of votes. (We’ll be
discussing different reactions today.)
Ready, Set, React! 2
3. Peer Instruction
In effective peer instruction,
• students teach each other
immediately, while they may still students learn
hold or remember their novice and practice
misconceptions how to think,
communicate
• students discuss the concepts in
like scientists
their own language
• the instructor finds out what the students know
(and don’t know) and reacts
Ready, Set, React! 3
4. Peer Instruction
Effective peer instruction requires
1. identifying key concepts, misconceptions
before
2. creating multiple-choice questions that class
require deeper thinking and learning
3. facilitating peer instruction episodes that
spark student discussion during
class
4. resolving the misconceptions
Ready, Set, React! 4
5. Example Questions
Don’t concentrate only on the content
of the example questions.
Watch the “choreography”, too.
Ready, Set, React! 5
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! 6
7. Clicker question
X Are features X and Y
ridges or valleys?
A) X=ridge, Y=valley
B) X=valley, Y=ridge
C) both are ridges
Y D) both are valleys
Ready, Set, React! 7
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! 8
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! 9
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! 10
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.
www.cwsei.ubc.ca/resources/SEI_video.html
Ready, Set, React! 11
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! 12
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 to
the student who asked.
5. “Yes!” Give them a few more seconds.
“*silence+” Ask them to prepare to vote.
Ready, Set, React! 13
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! 14
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 reasons.
Ready, Set, React! 15
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! 16
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! 17
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! 18
19. What do you think you should do
with this first-vote distribution?
(C is the correct answer)
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! 19
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) “Would someone like to explain why they picked the
answer they did?”
E) other
Ready, Set, React! 20
21. What do you think you should do
with this first-vote distribution?
A B C D E
Ready, Set, React! 21
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! 22
23. What do you think you should do if
this is the second-vote distribution?
A B C D E
Ready, Set, React! 23
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! 24
25. Resources
www.cwsei.ubc.ca/resources/clickers.htm
(with 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! 25
27. Clicker question
A ball is rolling C
around the B D
inside of a A E
circular track.
The ball leaves
the track at
point P. P
Which path does
the ball follow?
(Mazur)
Ready, Set, React! 27
28. Clicker question
Suppose you pass white light through a prism and all of
the colours of the spectrum are projected on a screen.
If you then put a red filter over your eye and look at the
spectrum, what colours do you see?
A) you see mostly red light; the blue and green
disappears
B) you see mostly blue light; the other colours
disappear
C) all of the colours turn red
(Duncan)
Ready, Set, React! 28
29. Clicker question
If this is the phase of the Moon when it rises:
what is the phase of the Moon 12 hours later?
A B C
D E
(Prather)
Ready, Set, React! 29
30. Clicker question
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.
velocity
time
0 2 sec
(UBC CWSEI)
Ready, Set, React! 30
31. Which one is the closest match to your graph?
velocity velocity
A B
time time
0 2 sec 0 2 sec
velocity velocity
C D
time time
0 2 sec 0 2 sec
(UBC CWSEI)
Ready, Set, React!
E) some other graph 31
32. Clicker question
John is walking to school. This graph shows his position
as a function of time. When is John moving with the
greatest velocity?
position
time
A B C D E (UBC CWSEI)
Ready, Set, React! 32
33. Clicker question
Which of the following is an incorrect step when using
the substitution method to evaluate the definite
integral 4
2 3
x 1 x dx
0
3 1 4
A) u 1 x C) u du
3 0
du 2
B) x dx D) none of the above
3
(Bruff)
Ready, Set, React! 33
34. Clicker question
To minimize the work you do getting a heavy bag of
groceries from the first floor to the second floor of a
building, you should
A. carry the bag up the stairs
B. carry the bag up in an elevator
C. put the bag on the floor of an elevator, ride up with
it, and then pick up the bag again
D. carry the bag up a ramp
E. put the bag in a cart and push it up a ramp
(Chasteen)
Ready, Set, React! 34
35. Clicker question
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 from the given histogram
(Peck, mathquest.carroll.edu/resources.html)
Ready, Set, React! 35
36. Clicker question
An ice cube is floating in a glass of water
that is filled entirely to the brim. As the
ice cube melts, the water level will
A) stay the same, remain at the brim.
B) rise, causing the water to spill.
C) fall to a level below the brim.
D) cannot say without knowing the density of ice.
(UBC CWSEI)
Ready, Set, React! 36
37. Question
If you lower a 1.5 kg mass on a string into a
5 kg beaker filled with water, what happens
to the reading on the scale?
A) increases to 6.5 kg
B) increases to a value < 6.5 kg
C) increases to a value > 6.5 kg
D) stay the same
(UBC CWSEI)
Ready, Set, React! 37
38. Demo: prediction
A cup filled with water has a hole in the side through which
the liquid is flowing out. If the cup is dropped for a height,
what will happen to the water flowing from the cup?
A. It will keep on coming out, flowing the same
as before
B. It will keep coming out, but it will flow a bit
slower than before
C. It will keep coming out, but start to flow
upwards
D. It will keep coming out, flowing horizontally
with the falling cup
E. It will stop flowing (Heiner)
Ready, Set, React! 38
39. Clicker Question
Consider a block of wood that has varying dimensions. Does
the pressure exerted on the table from the block depend on
the blocks position? If so, which way produces the greatest
pressure? If not, why not?
A) B) C)
D) The block of wood has the same density, so it doesn’t
matter which way it is positioned.
E) The block of wood has the same mass, so it doesn’t matter
which way it is positioned.
Ready, Set, React! (Heiner) 39
40. 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.
Ready, Set, React! 40
Question credit: Bill Wood
41. The figure shows a tRNA molecule that
recognizes and binds a specific amino
acid. Which codon on the mRNA strand
codes for the amino acid?
A) UGG
B) GUG
C) GUA
D) UUC
E) CAU
Ready, Set, React! 41
Question credit: Pearson Education, Inc.
42. Clicker Question
How many of the following statements about selection are true?
Plants: During their lifetime, plants may experience many
different sources of selection
Insects: Insects often experience a different type of
selection as larvae than as adults
Birds: Birds can experience different directions of
selection in different years
Mammals: Selection in mammals always operates more
strongly on survival than on reproduction
A) 0 B) 1 C) 2 D) 3 E) 4
Ready, Set, React! 42
43. Question
Suppose that in the tree below new data were
uncovered indicating that taxon E is sister to a group
consisting of taxa D and F. Draw the new phylogeny.
43
Ready, Set, React!
44. Which one is the closest match to yourAnswer A
– phylogeny?
a) b)
– Answer B
c) d) Some other
phylogeny
– Answer C
44
Ready, Set, React!
45. PO2 in the lungs is typically about 100 mm Hg, while PO2 in resting
muscles is about 40 mm Hg. Hemoglobin leaving the lungs is
nearly saturated with O2. When that fully oxygenated hemoglobin
arrives in capillaries near muscle tissue at rest, what percent of its
O2 is released?
100
O2 saturation of hemoglobin (%)
A. 10% 80
B. 15%
60
C. 30%
D. 70% 40
E. 85% 20
0
0 20 40 60 80 100
P O2(mm Hg)
Ready, Set, React! 45
Question credit: Pearson Education, Inc.
46. Question
Which point on the phylogenetic tree represents
the closest relative of the frog?
A
B E
D
C
46
Ready, Set, React!
47. Question
Which experiment will produce 18O2?
Experiment 1:
H218O + CO2
A. experiment 1
B. experiment 2
Experiment 2:
C. both experiments H2O +C18O2
D. neither
Ready, Set, React! 47
48. Question
Fill in the blanks. All the somatic cells in your
body contain ______ DNA sequences and
______ proteins.
A. The same DNA sequences, the same proteins.
B. Different DNA sequences, different proteins.
C. The same DNA sequences, different proteins.
D. Different DNA sequences, the same proteins.
Ready, Set, credit: CWSEI, SEI
Question React! 48
49. Suppose a plant has a photosynthetic pigment that
makes the leaves appear to be reddish yellow. Which
wavelengths of visible light are being absorbed by
this pigment?
A) red and yellow
B) blue and violet
C) green and yellow
D) blue, green, and red
E) green, blue, and yellow
49
Ready, Set, React!
50. Question
One of the somatic (i.e., not gametes) cells
represented below is diploid. Which one?
A. B.
C.
Ready, Set, React! 50
Question credit: Carol Pollock
51. Question
If an organism makes an abnormal protein, the
error that led to this abnormality most likely
originated
A. during the replication of the corresponding
gene
B. during transcription of the corresponding gene
to make the corresponding mRNA
C. during translation of the corresponding mRNA
to make the protein
Ready, Set, React! 51
Question credit: CWSEI, SEI
52. Clicker Question
Draw a cell’s plasma membrane using circles and lines
to represent the two “ends” of the phospholipids that
comprise the membrane. Indicate the inside and
outside of the cell with respect to the membrane.
example phospholipid
Ready, Set, React! 52
Question credit: CWSEI, SEI
53. Which of the following illustrations looks most
like your own drawing?
A. Outside
of cell
Inside
of cell C. Outside
of cell
Inside
of cell
B. Outside
of cell
Inside
of cell
D. Outside
of cell
Inside
of cell
E. My drawing looks different
Ready, Set, React! 53
Question credit: CWSEI, SEI
Editor's Notes
SHOULD E be ‘SOMETHING ELSE” and NOT show the right answer. This might force students to trust themselves …
Answer: D Topic: Concept 17.4 Skill: Application/Analysis
Answer: D (Mammal example is false)
Answer: C
Answer: B Topic: Concept 10.2 Skill: Application/Analysis