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How to Teach Your Students
to Think Like Experts
Peter Newbury
Center forTeaching Development, UC San Diego
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution-Non Commercial 3.0 License.
pnewbury@ucsd.edu peternewbury.org
@polarisdotca #CSUgrit
March 13, 2015
Remember, some of these questions are deliberately bad!
clarity Students waste no effort trying to figure out what’s
being asked.
context Is this topic currently being covered in class?
learning
outcome
Does the question make students do the right things
to demonstrate they grasp the concept?
distractors What do the “wrong” answers tell you about
students’ thinking?
difficulty Is the question too easy? too hard?
stimulates
thoughtful
discussion
Will the question engage the students and spark
thoughtful discussions?Are there openings for you
to continue the discussion?
What makes a good question?
(Adapted from Stephanie Chasteen, CU Boulder)Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts
 clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
Thinking like experts

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Sample Peer Instruction questions for CSUgrit

  • 1. How to Teach Your Students to Think Like Experts Peter Newbury Center forTeaching Development, UC San Diego Unless otherwise noted, content is licensed under a Creative CommonsAttribution-Non Commercial 3.0 License. pnewbury@ucsd.edu peternewbury.org @polarisdotca #CSUgrit March 13, 2015 Remember, some of these questions are deliberately bad!
  • 2. clarity Students waste no effort trying to figure out what’s being asked. context Is this topic currently being covered in class? learning outcome Does the question make students do the right things to demonstrate they grasp the concept? distractors What do the “wrong” answers tell you about students’ thinking? difficulty Is the question too easy? too hard? stimulates thoughtful discussion Will the question engage the students and spark thoughtful discussions?Are there openings for you to continue the discussion? What makes a good question? (Adapted from Stephanie Chasteen, CU Boulder)Thinking like experts
  • 3.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 4.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 5.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 6.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 7.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 8.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 9.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 10.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 11.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 12.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 13.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 14.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts
  • 15.  clarity  context  learning outcome  distractors  difficulty  stimulates thoughtful discussion Thinking like experts