Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
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.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
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.
Peer instruction questions to support expert-like thinkingPeter Newbury
The document discusses the use of peer instruction techniques in teaching. It describes how peer instruction can help students develop expert-like thinking by posing questions for students to discuss in small groups during class. This allows students to learn from each other while still holding initial novice conceptions. The document provides guidance on creating effective peer instruction questions and facilitating classroom discussions to resolve student misconceptions and assess learning.
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.
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
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.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
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.
Peer instruction questions to support expert-like thinkingPeter Newbury
The document discusses the use of peer instruction techniques in teaching. It describes how peer instruction can help students develop expert-like thinking by posing questions for students to discuss in small groups during class. This allows students to learn from each other while still holding initial novice conceptions. The document provides guidance on creating effective peer instruction questions and facilitating classroom discussions to resolve student misconceptions and assess learning.
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.
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
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
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
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
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.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
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.
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 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.
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 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
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
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.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 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
This document provides guidance on asking questions during a job interview. It outlines 7 activities to help learners practice: 1) Reviewing vocabulary related to interviews; 2) Discussing experiences and examples of questions; 3) Listening to a sample interview dialogue; 4) Understanding why asking questions makes a good impression; 5) Analyzing case studies of good and bad questions; 6) Practicing dictation; and 7) Role playing asking questions. The key lessons are that interviewees should have 2-3 questions prepared and asking shows interest in the role, but questions should not be too personal or about non-work topics like holidays.
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
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
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
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
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
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.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
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.
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 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.
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 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
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
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.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 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
This document provides guidance on asking questions during a job interview. It outlines 7 activities to help learners practice: 1) Reviewing vocabulary related to interviews; 2) Discussing experiences and examples of questions; 3) Listening to a sample interview dialogue; 4) Understanding why asking questions makes a good impression; 5) Analyzing case studies of good and bad questions; 6) Practicing dictation; and 7) Role playing asking questions. The key lessons are that interviewees should have 2-3 questions prepared and asking shows interest in the role, but questions should not be too personal or about non-work topics like holidays.
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 20 empowering questions for personal growth. Some of the questions prompt self-reflection on one's values, priorities, fears, and life goals in order to challenge oneself and overcome limitations. Answering the questions can help one gain a new perspective and motivation to improve their life. The quality of questions asked impacts the type of answers and insights received in return.
This document contains a collection of riddles and brain teasers. It asks questions like how to drop an egg without cracking it, how long it would take different numbers of men to build a wall, what would be in your hands if you had varying amounts of apples and oranges, how to lift an elephant with one hand, how a man can go eight days without sleep, what would happen if you threw a stone into the sea, what you can never eat for breakfast, and where the Bay of Bengal is located. The answers provide humorous responses or point out logical flaws in the questions.
The document discusses reflective practice and different models for how professionals can engage in reflection. It describes Donald Schön's model of reflection-in-action and reflection-on-action, where professionals reflect on their knowledge and actions. Another model by Greenaway involves planning, reviewing, and doing an activity. The document applies these models to teaching, discussing how teachers can reflect during and after lesson implementation to improve student learning.
This document provides a list of icebreaker questions to help people get to know each other and practice speaking. The questions cover a wide range of topics like life experiences, dreams, wishes, relationships, values and preferences. They are intended to encourage self-expression and make conversations more engaging by exploring topics that most people can relate to on some level.
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.
Teaching students to think like experts using peer instruction - CSUgritPeter Newbury
Slides for a workshop on teaching students to think like experts using peer instruction at the Cal State University Symposium on University Teaching.
Peter Newbury
UC San Diego
March 13, 2015
Developing deep thinking mathematical questions [autosaved]Christine
This document provides guidance for teachers on developing deep-thinking mathematical questions for elementary students. It explains that open-ended questions that require analysis, criticism, and justification promote higher-order thinking skills. The document recommends using a "backwards by design" approach of first identifying a topic, then writing a closed question with an expected answer, and finally developing another question that addresses the expected answer. Teachers are encouraged to practice this process so they can more easily create good questions that develop deep conceptual understanding rather than having just one right answer.
this all-in-one PDF guide designed to help you excel in various competitive exams. Packed with essential study materials, practice questions, and tips, this comprehensive guide covers a wide range of competitive exams, making it your go-to resource for exam preparation success. Whether you're preparing for entrance tests, government exams, or any other competitive assessment, this PDF book has you covered. Download it now and take a significant step towards achieving your academic and career goals.
The document discusses the importance of challenge in learning and the negative effects of certain types of praise. It notes that praising children for their intelligence can make them afraid of challenges, whereas praising effort promotes a growth mindset. Studies show children who received process praise performed better on subsequent tests compared to those given intelligence or no praise. The document advocates for more challenge and dialogue in learning to help students grow, and provides examples of concept-based discussions and thinking skills used to facilitate challenging learning.
Flipping roles student sourcing of both questions and answersSimon Lancaster
This document discusses flipping roles in education by having students source both questions and answers. It proposes having students prepare open educational resources, screen questions submitted by peers, and react to current events. The document also demonstrates using an online platform called Peerwise where students create and answer each other's questions to check understanding on a subject. It acknowledges several experts in the field who have advanced flipped learning approaches.
The document discusses student engagement and proposes that student engagement can be expressed as an equation with two factors. It explores various ways that technology can be used to increase these two factors by motivating and engaging students, such as through taking and sharing photos, making and sharing videos, playing games, and identifying real-world examples of classroom concepts. It emphasizes giving students opportunities to be creators rather than just consumers of content.
Ideas for extracting the maximum value from a survey that is going to happen anyway.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This document discusses nurturing critically thoughtful learners. It begins by quoting the educational psychologist Howard Gardner who said "Coverage is the enemy of understanding". The document then provides three possible interpretations of what Gardner meant by this quote. It goes on to discuss attributes of effective critical thinkers, definitions of critical thinking, comparing teaching methods that focus on understanding versus memorization, and a model for critical thinking that includes developing a community of thinkers, critical challenges, background knowledge, criteria for judgment, thinking vocabulary, strategies, and habits of mind. The document contains examples of critical thinking prompts and organizes them according to six forms of critical challenges: critique the piece, judge the better or best, rework the piece, decode the puzzle, design to
The document appears to be a matrix describing test content and scoring. It includes several sections:
1. Test content including language skills (pronunciation, vocabulary, grammar, reading, writing) to be tested at different levels (low and high application).
2. The number of questions in each section, point values, and percentage of the total score. For example, vocabulary and grammar includes 12 questions worth 4 points totaling 40% of the score.
3. The minimum passing scores in each section and overall, with an total score of 10 needed to pass.
4. A note that pronunciation, reading, writing, and grammar practice will be assessed.
So in summary, the matrix outlines
KAMLE-Solving the World's Woes One Problem at a TimeCurtis Chandler
The document discusses problem-based learning (PBL) and engaging students through authentic problems. It describes PBL as having students work through authentic problems to acquire knowledge and skills needed to solve those problems. The document provides examples of PBL tasks and emphasizes that in true PBL, problems are identified by students rather than given by teachers. It also notes that PBL allows for the integration of content and development of skills like crafting arguments and persevering through challenges.
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.
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.
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
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
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The College Classroom Wi16 Meeting 2: Developing ExpertisePeter Newbury
This document summarizes key points from a meeting about developing expertise. It discusses how expertise develops through deliberate practice, not innate talents. Deliberate practice involves activities beyond one's current level of ability, feedback, and repetition. Motivation to engage in deliberate practice is important for developing expertise, as it requires years of focused practice. When teaching, instructors should help students approach tasks with the goal of improving, focus on their performance, get feedback, and continually refine their skills through regular practice in order to develop expertise in a subject area.
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 Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
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.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Writing good peer instruction questions
1. Writing good peer instruction questions
1
(Image:stoolIIbytilanesevenonflickrCC)
constructivist
Peer Instruction
Writing Good
Questions
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
ctd.ucsd.edu
September 11, 2013 CSULA Unless otherwise noted, content is licensed under
a Creative Commons Attribution-NonCommericial 3.0 License.
2. Writing good peer instruction questions2
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
worksheets
discussions
videos
student-centered instruction
3. Clicker Question (Economics)
Writing good peer instruction questions3
For which of the following professionals is driving an
expensive car a credible signal of their relative abilities
(that is, compared to others in the same profession)?
A) a carpenter
B) a realtor
C) a politician
D) a major league baseball player
(Steve Morris, UCSD)
4. Typical episode of peer instruction
Writing good peer instruction questions4
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.
5. In effective peer instruction
Writing good peer instruction questions5
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
6. Effective peer instruction requires
Writing good peer instruction questions6
1. identifying key concepts, misconceptions
2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating peer instruction episodes that
spark student discussion
4. resolving the misconceptions
before
class
during
class
7. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Writing good peer instruction questions7
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
8. What makes a good clicker question?
Writing good peer instruction questions8
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 Stephanie Chasteen, CU Boulder)
9. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Writing good peer instruction questions9
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
10. Clicker question
Writing good peer instruction questions10
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
11. Clicker question
Writing good peer instruction questions11
Which had the most positive impact on the modern world?
A) coffee
B) tea
C) chocolate
D) spice
E) sugar
(Herbst, UCSD)
provoke thinking
clarity
context
learning goals
distractors
difficulty
discussion
12. Clicker question
Writing good peer instruction questions12
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)
provoke thinking
13. Clicker question
Writing good peer instruction questions13
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
E
D
(adapted from Mazur)
predict
14. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Writing good peer instruction questions14
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
The students have not
(re)solved concept X.
But they’re know X exists
and why X is interesting.
15. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Writing good peer instruction questions15
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
16. Clicker question
Writing good peer instruction questions16
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
probe misconception
17. Clicker question
Writing good peer instruction questions17
How many of these are reasons for the seasons?
height: the 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
probe misconception
18. Clicker question
Writing good peer instruction questions18
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)
19. Clicker question
Writing good peer instruction questions19
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
(David Kurtz, via LearningCatalytics)
20. Clicker question
Writing good peer instruction questions20
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
21. Clicker question
Writing good peer instruction questions21
Evaluate:
A)
B)
(adapted from Bruff (2009))
4
0
32
1 dxxx
23
)65(16
9
16
C.
D.
)165(
9
2 23
3
1022
clarity
context
learning goals
distractors
difficulty
discussion
exercise skill
22. Clicker question
Writing good peer instruction questions22
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)
24. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Writing good peer instruction questions24
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Students have had
opportunities to
try, fail, receive feedback
and try again without facing
a summative evaluation. [3]
25. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Writing good peer instruction questions25
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
26. Writing good peer instruction questions26
Clicker question
Are features X and Y
ridges or valleys?
A) X=ridge, Y=valley
B) X=valley, Y=ridge
C) both are ridges
D) both are valleys
X
Y
(EOSC / CWSEI, UBC)
demonstrate success
27. Clicker question
Writing good peer instruction questions27
For the data given below, which is larger, the mean or
the median?
74, 32, 35, 87, 28, 36, 11, 26, 93, 56, 34, 52, 8
A) mean
B) median
(Peck, mathquest.carroll.edu/resources.html)
review / recap
clarity
context
learning goals
distractors
difficulty
discussion
28. Clicker question
Writing good peer instruction questions28
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)
review / recap
29. Clicker question
Writing good peer instruction questions29
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. Your turn…
Writing good peer instruction questions31
Big Idea/Concept/Skill/
Learning Outcome
Why do you need a peer
instruction question here in
the lesson?
32. Your turn…
Writing good peer instruction questions32
Question: (and choices)
Think about
clarity context
learning outcome
distractors difficulty
discussion
33. Your turn…
Writing good peer instruction questions33
What should students say
to explain why this choice
is correct/incorrect?
It’s not just about correct
or incorrect.
Direct the conversation!
34. Your turn…
Writing good peer instruction questions34
Are there really 5
meaningful conversations?
(Are there even 4?)
36. Peer instruction helps teachers teach
Writing good peer instruction questions36
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
t h e l e a r n i n g c y c l e
37. t h e l e a r n i n g c y c l e
Peer instruction helps teachers teach
Writing good peer instruction questions37
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Do they care about this?
Are they ready for the next topic?
What DO they care about, anyway?
What do they already know?
38. t h e l e a r n i n g c y c l eDid they notice key idea X?
Where are they in the activity?
Peer instruction helps teachers teach
Writing good peer instruction questions38
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Are they getting it?
Do I need to intervene?
39. t h e l e a r n i n g c y c l eHow did I do?
Did they get it?
Peer instruction helps teachers teach
Writing good peer instruction questions39
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Can I move to the next topic?
Did that activity work?
40. Writing good PI questions
How (you can help) People Learn (using peer instruction)40
It’s critical to have
content knowledge (the concepts)
pedagogical content knowledge (how people learn
the concepts in your discipline and how to teach them)
41. Running effective PI
How (you can help) People Learn (using peer instruction)41
It’s critical to
teach the students how to engage in peer instruction
choreograph each episode so students waste no
precious cognitive load wondering what to do
(call us for another workshop!)
You might not write the perfect question the first time so
listen to the students’ conversations
write your self some notes immediately after class
revise and try it again next year
42. References
Writing good peer instruction questions42
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. Bruff, D. (2009). Teaching with Classroom Response Systems.
San Francisco: Jossey-Bass.
3. Bain, K. (2004). What the best college teachers do.
Cambridge, MA: Harvard University Press.
43. Writing good peer instruction questions
43
(Image:stoolIIbytilanesevenonflickrCC)
constructivist
Peer Instruction
Writing Good
Questions
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
ctd.ucsd.edu
September 11, 2013 CSULA Unless otherwise noted, content is licensed under
a Creative Commons Attribution-NonCommericial 3.0 License.
Slides and resources: tinyurl.com/PI-CSULA
44. What makes a good clicker question?
Writing good peer instruction questions
Peter Newbury, Center for Teaching Development, UCSD
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 Stephanie Chasteen, CU Boulder)