Why question?
Contents
1. Teaching faculty about effective use of clickers Physics Department amp Science Ed Initiative POLL OPEN Do University of Colorado Boulder SOS it i not select E Web and blog http sciencegeekgirl com polling from the Email stephanie sciencegeekgirl com dropdown menu on your toolbar THERE IS A Technical There are Nat May Difficulties helpful at t http 3 theactiveclass c com su most recent Contact post about this webinar 886220 3230 Sponsored by ar i ke r Agenda DD The goals of our faculty PD What is peer instruction How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully Introducing Me Science Education Initiative http colorado edu SEI O Applying scientific principles to improve science education What are students learning and which instructional approaches improve learning Physics Education Research Group http PER colorado edu One of largest PER groups in nation studying technology attitudes classroom practice amp institutional change I PES y Pegi et vour N MITI E NS Io HU La LIGHT A Hi had SHINE yo A i Blogger amp Consultant http sciencegeekgirl com ass Amadines to Cur sponsor tods The Active Class The Active Class is a multi author blog that provid2. instructors are more likely to use peer instruction and use it successfully This symbol indicates conscious attempt to use Best Practices in PD Collaborative Active Respectful Hands on Teacher driven Research based Sample Outline 3 hrs 1 Brief introduction to clickers 30 min Poll questions Why question Question cycle and goals Video Technology gt About Peer Instruction 1 Ya hour Practice question Chance for questions Research Challenges Best practices 3 Question writing 1 hour Talk about best practices Look at example questions Practice writing amp revising e Some quick poll questions Workshop framing Why question worksheet z A Writing good questions Getting students to really think about them Getting students to answer the questions Nobody responds The same students always respond Not everybody responds It takes too long I have a lot of content to cover This is an example question about questions Have others Share in the chat WHEN to ask Questioning Cycle BEFORE etting up instruction Motivate Checkknowledge comprehension Discover Application Analysis NL TAR EEE Predict and show DURING i Provoke thinking f y Assess prior knowledge Developing LJ i knowledge Big picture aluation Demonstrate success thesis Review Recap E Dm DE DE EE p o AFTER ENE Assessing learning Hicit misconc
3. with your faculty To Learn More this webinar can t do it all Bruff Teaching with Classroom Response Systems Watch Read Mazur Peer Instruction books Duncan Clickers in the Classroom expert users Asirvatham Clickers in Chemistry http sciencegeekgirl com Watch our videos get resources stephanie sciencegeekgirl com CU web http per colorado edu Look for the session recording amp future webinars at iclicker com user community or our twitter stream iclicker Next Connecting with Participatory Clickers and Deep Learning Derek Bruff November 3 1pm EST
4. e of discussion BP If you could have any of the following superpowers which would it be The ability to A Change the magnetization of things B Change the electric charge of things C Change the mass of things No one right answer encourages discussion Courtesy Ian Beatty UNC Another question Your sister in law calls to say that she s having twins Which of the following is the most likely Assume she s having fraternal not identical twins A Twin boys B Twin girls C One girl and one boy D AIT are equally likely A tennis racket and can of balls together costs 110 The tennis racket alone costs 100 more than the can of balls How much does the can of balls alone cost A 5 B 10 C 11 Most people at first glance say that the balls cost 10 Silent vote 35 D 100 right After discussion 75 Right answer 1s A E None of these Courtesy Steven Pollock CU Boulder Discuss Peer Instruction Challenges PS PS ee VE ERE ER EG ee ee ee Chat discussion What do you think are the main PI sticking points for faculty 3 approaches 1 Small Groups What are the challenges they foresee What are some solutions Share out 2 Pre seeded sheets Have common challenges written down on sheets of paper give one to each group Each group discusses brainstorms and share out 3 Discuss within each section of PI best practices BP Writing questions Peer discussion Wrap up discus
5. eption Exercise skill Credit Rosie Piller and Ian Beatty OR What is the goal of your question Setting up instruction Assess prior knowledge Provoke thinking about something new Stimulate discussion A Which is the goal of most Induce cognitive conflict of your in class verbal Develop Knowledge questions GE A Setting up instruction Conceptual understanding B Developing knowledge C Assess Learning Assess Learning D Something else Exit poll Probe limits of understanding eDemonstrate success Review http STEMvideos colorado edu 2 5 mins long lt The hard sell Brief snapshot gt Detailed look at Implementation gt Why clickers TT Discussion What aspects of clicker technology makes it helpful for student learning I make sure that we mention Anonymity Accountability Instant feedback histogram How the system actually works But not tech training A Sample Outline 3 hrs 1 Brief introduction to clickers 30 min Poll questions Why question Question cycle and goals Video Technology 2 About Peer Instruction 1 Y hour Practice question Pause for questions Challenges Research Best practices 3 Question writing 1 hour Talk about best practices Look at example questions Practice writing amp revising How do you choose an authentic question that your audience can all understand and thus see the valu
6. es a forum for educators to exchange ideas about teaching and learning with technology Visit us at www theactiveclass com sponsoredby Tclicker PANGPTO www iclicker com www panoptohighered com www theactiveclass com Agenda DD The goals of our faculty PD What is peer instruction How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully we Tell they Try e they Fail or fade e we Repeat What goes wrong U Colorado clicker resources Videos of http STEMvideos colorado edu effective use of clickers 2 5 mins long Clicker http STEMclickers colorado edu resource page Clicker Resource e Instructor s Guide Guid e Question banks e Workshops e Literature Articles A y ve FIN SA AE Ena hiiit E RRA TRIER Si 2 A a p y LI Le _ E 3 O a S O OUT acu 7 t i gt N 7 ASS 4 Hi RN A y i A X i La N 4 4 od We want to help faculty to e Recognize the benefit of using clickers jt and peer instruction to promote student ui e Begin to put together a pedagogical strategy for using clickers including thoughtful question writing e Be prepared for some common challenges and strategies to overcome them Technical training 1s separate from pedagogical training Effective PD is Collaborative Ac
7. ple questions Practice writing amp revising Best practices in question writing 1 Three facets Mechanics Depth Goals Bloom s Taxonomy Show examples to illustrate 2 Handouts Give handouts discuss Which will be most challenging for you Example questions are hard to find that work for a multi disciplinary audience Note that humanities questions tend to be a bit different from sciences Example questions Tve found that looking through example questions is valuable in getting ideas and putting ideas into context Be sensitive to discipline Use a variety of types of questions I have example questions you can use 1 Gallery walk 3 approaches Post questions around room Visit Discuss 2 Question rating sheet Sheet of questions with partner rate them as good bad or ugly 3 Find the theme Give each group 3 questions and ask to find the theme Share 4 Powerpoint Show a bunch of examples in PPT slides and discuss as group Writing their own question e Draft question on something you ll teach next week Or give a learning goal e Then ask them to shop for ideas to improve it during the discussion Work with a neighbor to revise the question If time they can then use this question in a role play What do you think What additional ideas questions or concerns do you have about teaching effective question writing techniques Do you think this will work
8. sion POLL Which do you think is the most common challenge cited by teachers Writing good questions Technical issues Tough to get students to discuss questions J awe I have too much content to cover takes too much time E Something else The Research e Show some basic messages of How People Learn e Data the interactive engagement works e g Hake study e Data that peer instruction works Mazur Smith studies See powerpoints from my workshops at http STEMclickers colorado edu and past webinars at http theactiveclass com for examples Best Practices in Facilitation This is a nice follow up to the gt Peer discussion phase challenges discussion 3 Whole group wrap up discussion addressing their questions rather than preaching Tough 3 approaches part of the workshop 1 Small Groups Brainstorm in groups aided by worksheet i Question writing 2 Didactic Just tell them But does discussion of best practices lead to best practices Role play Then give small groups a question to try teaching Seed a ringer group that will do a poor job A Sample Outline 3 hrs 1 Brief introduction to clickers 30 min Poll questions Why question Question cycle and goals Video Technology 2 About Peer Instruction 1 12 hour Practice question Pause for questions Challenges Research Best practices 3 Question writing 1 hour Best practices Exam
9. t answer C 2 Peer Discussion Students learn more deeply by teaching each other e Makes them articulate answer e Lets you see inside their heads gt Typically allow 2 5 mins 3 Wrap Up Discussion e Consider whether to show the histogram immediately e Ask multiple students to defend their answers respectfully e Why are wrong answers wrong and why right answer is right Question break Ask Question May vote individually Vv Lecture Debrief Peer Discussion We aim to help instructors e Use student centered interactive teaching techniques e By the use of a tool clickers which makes a transition to that pedagogy easier Our talks are how people learn talks in disguise Bransford Brown Cocking 1999 How People Learn Give a clear introduction to peer instruction What does it really look like Give experience in peer instruction How does it feel as a student As an instructor Why does it work The research Respect their experience Answer their questions challenges rather than being gung ho salesman Provide opportunity for practice and feedback Especially in writing questions and facilitation Practice what we preach Do all this in a student centered interactive environment Dont lecture about how not to lecture Agenda 1 The goals of our faculty PD 2 What is peer instruction 3 How do we make an effective PD experience so
10. tive and hands on Discipline oriented Instructor driven Respectful Research based Sustained over time e Toe an m skure v s CRIS ONE wales A AL DT ah dA hele ab dis Jo rt das Li Yn r pe i E RUY A VELLE 34 av ARTS a ea SP P y or te pre Agenda DD The goals of our faculty PD What is peer instruction How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully What is Peer Instruction POLL Do you know what peer instruction is in the context of clickers A Yes B No c Maybe not sure 1 e does this look familiar Mazur 1996 Peer Instruction ERIC MALUI Lecture Anatomy of a clicker question Ask Question May vote i individually Debrief a Peer Discussion See also Peer Instruction A User s Manual E Maz How much gas and dust do you think this galaxy contains A rather large amount B Very litle C There is no way to tell just from an image You would need additional observations to know Example question Biology A small acorn over time can grow into a huge oak tree The tree can weigh many tons Where does most of the mass come from as the tree grows A Minerals in the soil B Organic matter in the soil C Gases in the air D Sunlight Common misconception leads to answers A and B Correc
Download Pdf Manuals
Related Search