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Make Clickers Work for You
                      FACILITATION TIPS AND
                           TECHNIQUES




      Dr. Stephanie V. Chasteen
           Physics Department
                    &
       Science Education Initiative
      Univ. of Colorado at Boulder

       http://colorado.edu/sei



Web and blog: http://sciencegeekgirl.com
Email: stephanie.chasteen@colorado.edu
Short refresher course
What do you teach?

                                      Show of hands

A. Science
B. Engineering or Math
C. Social sciences
D. Humanities
E. Administration / faculty support
F. Other
Have you used response systems (clickers) in
                your teaching?

                                Take a clicker & turn it on
                                If the green light flashes, your
                             vote has been counted


A. Not at all, and I haven’t seen them used
B. Not at all, but I’ve observed their use somewhat
C. I’ve used them a little
D. I’ve used them a lot
E. I could be (should be?) giving this workshop
How familiar are you with Mazur’s “Peer
                  Instruction”

                                                Colored cards




A. Fairly familiar, and I like it
B. Fairly familiar, but I’m not sure that I like it
C. I’ve heard of it but only have a vague idea what it is
D. Not familiar at all
E. Not sure
Introducing Me
                                    6


Science Education Initiative
    http://colorado.edu/SEI
    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, & institutional
    change.
 Blogger
     http://blog.sciencegeekgirl.com
U. Colorado clicker resources…
                                       7



Videos of effective use of clickers
 http://STEMvideos.colorado.edu


2-5 mins long



Clicker resource page
 http://STEMclickers.colorado.edu
    • Instructor’s Guide
    • Question banks                PLUS past workshops
                                    And all workshop materials
    •Literature / Articles
          I can help you with your institution’s workshops too
Why question?
                             8

  How many times have you given a lecture and found
   that students hadn’t followed you?
  Can you rely on students to ask questions if they
   don’t understand something?
  Can you rely on students to know if they don’t
   understand something?
  What are the benefits of questioning?




Credit: Rosie Piller                              whiteboard
CU Berkeley Workshop #2:  Making it work, Effective Facilitation of Clicker Questions
The more things change…


2000 years ago




Today
When can we ask questions?
                                    11

       BEFORE
Setting up instruction                                     DURING
     Motivate                                             Developing
                                                          knowledge
     Discover
     Predict outcome                                Check knowledge
     Provoke thinking                               Application
     Assess prior knowledge                         Analysis
                                                    Evaluation
                                                    Synthesis
     AFTER         Relate to big picture            Exercise skill
    Assessing      Demonstrate success              Elicit misconception
    learning
                   Review or recap
                   Exit poll
                   Credit: Rosie Piller and Ian Beatty.
Some methods of asking questions
                             12

  Ask rhetorically
  Target the class (how?)
  Target someone in particular (in what order?)
  Wait and then… (call on whom?)
  Answer your own question
  Leave the question unanswered


 Or ask out of class
  Blogs
  Discussion boards
  Homework…
Credit: Rosie Piller
Why use clickers to target the class?
 An outline of Peer Instruction.
                  13
Clickers are a tool for questioning
                  14




       But not a magic bullet!
Anatomy of Peer Instruction
                           15




                   Ask Question
…Lecture…                               (Maybe vote)


Class Discussion                      Peer Discussion


                        Vote

         * See also: Peer Instruction, A User’s Manual. E. Mazur.
How is a clicker question the same or different?*
                              16
                                   * From other types of in-class questions
 Similar in terms of goals
 Multiple choice
 Anonymous (to peers)
 Every student has a voice – the
  loud ones and the shy ones
 Forced wait time
 You can withhold the answer
  until everyone has had time to
  think (choose when to show the
  histogram)
                                              What does this tool help
                                                    us to do?
Peer instruction helps students learn
                                    17

Research shows that:
 Students can better answer a similar question after
  talking to their peers
 Peer discussion + instructor explanation works
  better than either one alone
 Students like peer instruction, from intro to the
  junior level
 Students in courses using peer instruction
  outperform those in traditional lecture courses on a
  common test

     See http://STEMclickers.colorado.edu for various references
U. Colorado clicker resources…
                               18


Videos of effective use of clickers          2-5 mins long
           http://STEMvideos.colorado.edu




Clicker resource page
          http://STEMclickers.colorado.edu

         • Instructor’s Guide
         • Question banks
         • Workshops
         • Literature / Articles
Which of these could be clicker questions?
                                    19

       BEFORE
Setting up instruction                                     DURING
     Motivate                                             Developing
                                                          knowledge
     Discover
     Predict outcome                                Check knowledge
     Provoke thinking                               Application
     Assess prior knowledge                         Analysis
                                                    Evaluation
                                                    Synthesis
     AFTER         Relate to big picture            Exercise skill
    Assessing      Demonstrate success              Elicit misconception
    learning
                   Review or recap
                   Exit poll
                   Credit: Rosie Piller and Ian Beatty.
Let’s try it

   I think the toughest thing about using clickers
         and peer instruction in class will be:

A. Writing good questions
B. Getting students to really think about them
C. Getting students to answer the questions / Nobody
   responds
D. The same students always respond / Not everybody
   responds
E. It takes too long / I have a lot of content to cover
A science-content example
                                             21



Which superpower would you
rather have? The ability to…

  A. Change the mass of things
  B. Change the charge of things
  C. Change the magnetization of things
  D. Change the boiling point of things

                                                  21
      Question: Ian Beatty, UNC Greensboro             Image: Thibaultfr on Wikimedia
Example question: Math

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.    All are equally likely




                                                         22
Derek Bruff, Vanderbilt
Example Question: Survey
                                 23

Which of the following are you least comfortable using to solve
 problems?

A. Kinematics
B. Newton’s Laws
C. Work-Energy Theorem
D. Momentum-Impulse Theorem
E. Angular Momentum-Angular Impulse Theorem




                                               Ian Beatty, UMass Amherst
CU Berkeley Workshop #2:  Making it work, Effective Facilitation of Clicker Questions
Make Clickers Work for You
                      FACILITATION TIPS AND
                           TECHNIQUES




      Dr. Stephanie V. Chasteen
           Physics Department
                    &
       Science Education Initiative
      Univ. of Colorado at Boulder

       http://colorado.edu/sei



Web and blog: http://sciencegeekgirl.com
Email: stephanie.chasteen@colorado.edu
Two way conversations with students are
               vital...
                              26


  ...because students can misunderstand what we say
Anatomy of Peer Instruction
                           27




                   Ask Question
…Lecture…                               (Maybe vote)


Class Discussion                      Peer Discussion


                        Vote

         * See also: Peer Instruction, A User’s Manual. E. Mazur.
Burning questions?
Let’s revisit the question from before

   I think the toughest thing about using clickers
         and peer instruction in class will be:

A. Writing good questions
B. Getting students to really think about them
C. Getting students to answer the questions / Nobody
   responds
D. The same students always respond / Not everybody
   responds
E. It takes too long / I have a lot of content to cover
Another question

Honestly, I think that I’m most likely to modify this
  technique of peer instruction to suit me and my
  students. I know that there are at least ___ parts of
  the technique that I’ll be changing:
A. None
B. One
C. Two-three
D. Four or more

     Be prepared to explain your answer and defend!
Is there a problem with modifications?

I won’t tell you how to teach. You’re smart & you care
                    about instruction.




          Be strategic about modifications.
% of physics faculty reporting to be familiar with RBIS
                                           “RBIS”= Research-Based Instructional Strategy




* Research-Based Instructional Strategy
Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct 2010.
% of faculty reporting as current user of RBIS
                                             “RBIS”= Research-Based Instructional Strategy




                   Of these, how many do you think use
                   consistent with Mazur’s method?
                                             ~ 50%
                   (A) <30% (B) 30-70% (C) >70%



* Research-Based Instructional Strategy
Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct
2010.Web survey of 722 physics faculty at various institutions, initial sample of 2000.
In particular:

  % of instructors who report using Peer Instruction and also
  report including the following elements of Peer Instruction:

       Students discuss ideas in class*                                                     27%
       Students discuss qualitative/quantitative                                            27%
       problems in class*
       Whole class voting*                                                                  38%
       Conceptual questions*                                                                64%

                       Is this a problem?
                           It depends.                                                     * Every class
Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct
2010.Web survey of 722 physics faculty at various institutions, initial sample of 2000.
Exercise #1: Core Philosophies
                                35

       What are the underlying principles that make this work?



                      Ask Question
…Lecture…                                      (Maybe vote)


Class Discussion                             Peer Discussion


                             Vote

           * See also: Peer Instruction, A User’s Manual. E. Mazur.
Some core philosophies of mine

 Students learn by teaching each other
 Students learn by articulating their ideas
 It’s important for me to hear student ideas
 I need to know what my students understand during
    the course of instruction, before the test
   I value and respect student ideas
   I want students to know that I value student ideas
   I want students to feel safe sharing their ideas
   Clicker questions are an integral part of my lecture
Exercise #2      What could possibly go wrong?
                            37

 You ask students a question, and ask them to discuss.
 You then ask them to share their answers and
  reasoning in a whole-class discussion
 What could possibly go wrong?             10 mins


     In groups of 3-5 brainstorm some of the challenges
                  you imagine in using this.
      Brainstorm some solutions that are in line
              with your core philosophies
                   Write on your handout.
1. Ask Question
                               38

What are some challenges/ philosophies /
solutions related to asking the question?
Philosophies
•Questions are integral to lecture
•Students can learn by considering a
question

                     Best practices
                     •Ask several times during lecture
                     •Ask challenging, meaningful questions
                     •Don’t post until ready & give time to read

                                                                  38
                                       Handout/worksheet / whiteboard
2. Peer Discussion
                        39

                    Philosophies:
                    •Students learn through discussion
                    • Students need to know that you value
                    their ideas & that it’s safe to share
What are core philosophies in peer discussion?
                What are challenges /
                how can you help make it work?
                 Solutions:
                 •Make it clear why you’re doing this
                 • Circulate and ask questions / model
                 •Use questions they want to discuss
                 •Allow enough time (2-5 mins)
                 •Focus on reasoning in wrap-up
Student buy-in is key!
3. Wrap-Up Discussion
                             41

  Philosophies? Challenges? What might
  you do to facilitate an effective wrap-up
  discussion? Philosophies:
                   •Student ideas are important
                   •Students need to feel safe

Solutions:
•Establish culture of respect
•Consider whether to show the histogram immediately
• Ask multiple students to defend their answers
• Emphasize reasoning: Why are wrong answers wrong
and why right answer is right
Giving the answer stops student thinking!




                   42
Effects of increased wait time
                                 43
 Changes in student behavior:
   More students respond
   More students respond without being asked (unsolicited)
   Student responses are longer
   More alternative explanations are offered
                                                   All from a few
   Student confidence increases                   more seconds!
   There are more speculative responses
   Students ask more questions

 Other changes (on teacher!)
   Quantity of questions decreased
   Quality of questions increased
   Expectations of slower students were revised
   Teacher reactions to answers were more appropriate
                                                 Rowe, Mary Budd (1974)
Other things we haven’t talked about?
                           44

 Other challenges / solutions / philosophies?
Let’s try it: Mock Class
                        45




In a group of 3-5:
1. Choose a question to use
2. Assign roles to each member of the group to
   split up the task of facilitating the question

10 minutes
Rules for Mock Class
                            46

1. You are a “Critical friend”
2. Say PAUSE when we should discuss something
3. Have fun!
Action Plan
                          47

 Take a few minutes to write down your action plan to
 implement ideas you heard about in the workshop
Thanks!
                    Resource Page: http://STEMclickers.colorado.edu
                       Web and blog: http://sciencegeekgirl.com
                        Email: stephanie.chasteen@colorado.edu

   Many materials in this workshop (particularly the questioning cycle and the participant exercises)
    were adapted fromRosie Piller, Making Students Think: The Art of Questioning. Short papers
    published in: Computer Training & Support Conference, 1995; ISPI International Conferences, 1991
    and 1996; ASTD National Conference on Technical & Skills Training, 1990. Related workshop
    description at http://www.educationexperts.net/nstworkshop.html. Other materials (particularly
    sample clicker questions and goals of clicker questions) adapted from Ian Beatty’s Technology
    Enhanced Formative Assessment (TEFA) program. http://ianbeatty.com/crs



                     Got questions later? We can schedule
                          a virtual follow-up anytime.
Learning Goals

 Biology: Recognize the components of a cell and
    describe why each is necessary for the function of a cell
   Physics: Identify the different ways that light can
    interact with an object
    (i.e., transmitted, absorbed, reflected).
   Chemistry: Explain trends in boiling points in terms of
    intermolecular interactions
   Earth science: Understand the formation of the three
    major types of rocks (igneous, sedimentary, and
    metamorphic) and the processes by which they
    form, relating them by the rock cycle.
   Math: Solve a system of linear equations in two
    variables using algebra or graphing.
What Do I do if…?
                              50

What can you do if you ask questions and..
 There is no response
 The same people keep raising their hands
 The answers are called out before everyone has a
  chance to think
                                            We’ll discuss in
 The answers take too long                 Workshop #2.
                                        For now: Many of
 Someone gives a wrong answer          these challenges are
 Only some students are prepared       addressed by clickers

?

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CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Questions

  • 1. Make Clickers Work for You FACILITATION TIPS AND TECHNIQUES Dr. Stephanie V. Chasteen Physics Department & Science Education Initiative Univ. of Colorado at Boulder http://colorado.edu/sei Web and blog: http://sciencegeekgirl.com Email: stephanie.chasteen@colorado.edu
  • 3. What do you teach? Show of hands A. Science B. Engineering or Math C. Social sciences D. Humanities E. Administration / faculty support F. Other
  • 4. Have you used response systems (clickers) in your teaching? Take a clicker & turn it on If the green light flashes, your vote has been counted A. Not at all, and I haven’t seen them used B. Not at all, but I’ve observed their use somewhat C. I’ve used them a little D. I’ve used them a lot E. I could be (should be?) giving this workshop
  • 5. How familiar are you with Mazur’s “Peer Instruction” Colored cards A. Fairly familiar, and I like it B. Fairly familiar, but I’m not sure that I like it C. I’ve heard of it but only have a vague idea what it is D. Not familiar at all E. Not sure
  • 6. Introducing Me 6 Science Education Initiative http://colorado.edu/SEI 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, & institutional change. Blogger http://blog.sciencegeekgirl.com
  • 7. U. Colorado clicker resources… 7 Videos of effective use of clickers http://STEMvideos.colorado.edu 2-5 mins long Clicker resource page http://STEMclickers.colorado.edu • Instructor’s Guide • Question banks PLUS past workshops And all workshop materials •Literature / Articles I can help you with your institution’s workshops too
  • 8. Why question? 8  How many times have you given a lecture and found that students hadn’t followed you?  Can you rely on students to ask questions if they don’t understand something?  Can you rely on students to know if they don’t understand something?  What are the benefits of questioning? Credit: Rosie Piller whiteboard
  • 10. The more things change… 2000 years ago Today
  • 11. When can we ask questions? 11 BEFORE Setting up instruction DURING Motivate Developing knowledge Discover Predict outcome Check knowledge Provoke thinking Application Assess prior knowledge Analysis Evaluation Synthesis AFTER Relate to big picture Exercise skill Assessing Demonstrate success Elicit misconception learning Review or recap Exit poll Credit: Rosie Piller and Ian Beatty.
  • 12. Some methods of asking questions 12  Ask rhetorically  Target the class (how?)  Target someone in particular (in what order?)  Wait and then… (call on whom?)  Answer your own question  Leave the question unanswered Or ask out of class  Blogs  Discussion boards  Homework… Credit: Rosie Piller
  • 13. Why use clickers to target the class? An outline of Peer Instruction. 13
  • 14. Clickers are a tool for questioning 14 But not a magic bullet!
  • 15. Anatomy of Peer Instruction 15 Ask Question …Lecture… (Maybe vote) Class Discussion Peer Discussion Vote * See also: Peer Instruction, A User’s Manual. E. Mazur.
  • 16. How is a clicker question the same or different?* 16 * From other types of in-class questions  Similar in terms of goals  Multiple choice  Anonymous (to peers)  Every student has a voice – the loud ones and the shy ones  Forced wait time  You can withhold the answer until everyone has had time to think (choose when to show the histogram) What does this tool help us to do?
  • 17. Peer instruction helps students learn 17 Research shows that:  Students can better answer a similar question after talking to their peers  Peer discussion + instructor explanation works better than either one alone  Students like peer instruction, from intro to the junior level  Students in courses using peer instruction outperform those in traditional lecture courses on a common test See http://STEMclickers.colorado.edu for various references
  • 18. U. Colorado clicker resources… 18 Videos of effective use of clickers 2-5 mins long http://STEMvideos.colorado.edu Clicker resource page http://STEMclickers.colorado.edu • Instructor’s Guide • Question banks • Workshops • Literature / Articles
  • 19. Which of these could be clicker questions? 19 BEFORE Setting up instruction DURING Motivate Developing knowledge Discover Predict outcome Check knowledge Provoke thinking Application Assess prior knowledge Analysis Evaluation Synthesis AFTER Relate to big picture Exercise skill Assessing Demonstrate success Elicit misconception learning Review or recap Exit poll Credit: Rosie Piller and Ian Beatty.
  • 20. Let’s try it I think the toughest thing about using clickers and peer instruction in class will be: A. Writing good questions B. Getting students to really think about them C. Getting students to answer the questions / Nobody responds D. The same students always respond / Not everybody responds E. It takes too long / I have a lot of content to cover
  • 21. A science-content example 21 Which superpower would you rather have? The ability to… A. Change the mass of things B. Change the charge of things C. Change the magnetization of things D. Change the boiling point of things 21 Question: Ian Beatty, UNC Greensboro Image: Thibaultfr on Wikimedia
  • 22. Example question: Math 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. All are equally likely 22 Derek Bruff, Vanderbilt
  • 23. Example Question: Survey 23 Which of the following are you least comfortable using to solve problems? A. Kinematics B. Newton’s Laws C. Work-Energy Theorem D. Momentum-Impulse Theorem E. Angular Momentum-Angular Impulse Theorem Ian Beatty, UMass Amherst
  • 25. Make Clickers Work for You FACILITATION TIPS AND TECHNIQUES Dr. Stephanie V. Chasteen Physics Department & Science Education Initiative Univ. of Colorado at Boulder http://colorado.edu/sei Web and blog: http://sciencegeekgirl.com Email: stephanie.chasteen@colorado.edu
  • 26. Two way conversations with students are vital... 26 ...because students can misunderstand what we say
  • 27. Anatomy of Peer Instruction 27 Ask Question …Lecture… (Maybe vote) Class Discussion Peer Discussion Vote * See also: Peer Instruction, A User’s Manual. E. Mazur.
  • 29. Let’s revisit the question from before I think the toughest thing about using clickers and peer instruction in class will be: A. Writing good questions B. Getting students to really think about them C. Getting students to answer the questions / Nobody responds D. The same students always respond / Not everybody responds E. It takes too long / I have a lot of content to cover
  • 30. Another question Honestly, I think that I’m most likely to modify this technique of peer instruction to suit me and my students. I know that there are at least ___ parts of the technique that I’ll be changing: A. None B. One C. Two-three D. Four or more Be prepared to explain your answer and defend!
  • 31. Is there a problem with modifications? I won’t tell you how to teach. You’re smart & you care about instruction. Be strategic about modifications.
  • 32. % of physics faculty reporting to be familiar with RBIS “RBIS”= Research-Based Instructional Strategy * Research-Based Instructional Strategy Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct 2010.
  • 33. % of faculty reporting as current user of RBIS “RBIS”= Research-Based Instructional Strategy Of these, how many do you think use consistent with Mazur’s method? ~ 50% (A) <30% (B) 30-70% (C) >70% * Research-Based Instructional Strategy Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct 2010.Web survey of 722 physics faculty at various institutions, initial sample of 2000.
  • 34. In particular: % of instructors who report using Peer Instruction and also report including the following elements of Peer Instruction: Students discuss ideas in class* 27% Students discuss qualitative/quantitative 27% problems in class* Whole class voting* 38% Conceptual questions* 64% Is this a problem? It depends. * Every class Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct 2010.Web survey of 722 physics faculty at various institutions, initial sample of 2000.
  • 35. Exercise #1: Core Philosophies 35 What are the underlying principles that make this work? Ask Question …Lecture… (Maybe vote) Class Discussion Peer Discussion Vote * See also: Peer Instruction, A User’s Manual. E. Mazur.
  • 36. Some core philosophies of mine  Students learn by teaching each other  Students learn by articulating their ideas  It’s important for me to hear student ideas  I need to know what my students understand during the course of instruction, before the test  I value and respect student ideas  I want students to know that I value student ideas  I want students to feel safe sharing their ideas  Clicker questions are an integral part of my lecture
  • 37. Exercise #2 What could possibly go wrong? 37  You ask students a question, and ask them to discuss.  You then ask them to share their answers and reasoning in a whole-class discussion  What could possibly go wrong?  10 mins In groups of 3-5 brainstorm some of the challenges you imagine in using this. Brainstorm some solutions that are in line with your core philosophies Write on your handout.
  • 38. 1. Ask Question 38 What are some challenges/ philosophies / solutions related to asking the question? Philosophies •Questions are integral to lecture •Students can learn by considering a question Best practices •Ask several times during lecture •Ask challenging, meaningful questions •Don’t post until ready & give time to read 38 Handout/worksheet / whiteboard
  • 39. 2. Peer Discussion 39 Philosophies: •Students learn through discussion • Students need to know that you value their ideas & that it’s safe to share What are core philosophies in peer discussion? What are challenges / how can you help make it work? Solutions: •Make it clear why you’re doing this • Circulate and ask questions / model •Use questions they want to discuss •Allow enough time (2-5 mins) •Focus on reasoning in wrap-up
  • 41. 3. Wrap-Up Discussion 41 Philosophies? Challenges? What might you do to facilitate an effective wrap-up discussion? Philosophies: •Student ideas are important •Students need to feel safe Solutions: •Establish culture of respect •Consider whether to show the histogram immediately • Ask multiple students to defend their answers • Emphasize reasoning: Why are wrong answers wrong and why right answer is right
  • 42. Giving the answer stops student thinking! 42
  • 43. Effects of increased wait time 43  Changes in student behavior:  More students respond  More students respond without being asked (unsolicited)  Student responses are longer  More alternative explanations are offered All from a few  Student confidence increases more seconds!  There are more speculative responses  Students ask more questions  Other changes (on teacher!)  Quantity of questions decreased  Quality of questions increased  Expectations of slower students were revised  Teacher reactions to answers were more appropriate Rowe, Mary Budd (1974)
  • 44. Other things we haven’t talked about? 44  Other challenges / solutions / philosophies?
  • 45. Let’s try it: Mock Class 45 In a group of 3-5: 1. Choose a question to use 2. Assign roles to each member of the group to split up the task of facilitating the question 10 minutes
  • 46. Rules for Mock Class 46 1. You are a “Critical friend” 2. Say PAUSE when we should discuss something 3. Have fun!
  • 47. Action Plan 47  Take a few minutes to write down your action plan to implement ideas you heard about in the workshop
  • 48. Thanks! Resource Page: http://STEMclickers.colorado.edu Web and blog: http://sciencegeekgirl.com Email: stephanie.chasteen@colorado.edu  Many materials in this workshop (particularly the questioning cycle and the participant exercises) were adapted fromRosie Piller, Making Students Think: The Art of Questioning. Short papers published in: Computer Training & Support Conference, 1995; ISPI International Conferences, 1991 and 1996; ASTD National Conference on Technical & Skills Training, 1990. Related workshop description at http://www.educationexperts.net/nstworkshop.html. Other materials (particularly sample clicker questions and goals of clicker questions) adapted from Ian Beatty’s Technology Enhanced Formative Assessment (TEFA) program. http://ianbeatty.com/crs Got questions later? We can schedule a virtual follow-up anytime.
  • 49. Learning Goals  Biology: Recognize the components of a cell and describe why each is necessary for the function of a cell  Physics: Identify the different ways that light can interact with an object (i.e., transmitted, absorbed, reflected).  Chemistry: Explain trends in boiling points in terms of intermolecular interactions  Earth science: Understand the formation of the three major types of rocks (igneous, sedimentary, and metamorphic) and the processes by which they form, relating them by the rock cycle.  Math: Solve a system of linear equations in two variables using algebra or graphing.
  • 50. What Do I do if…? 50 What can you do if you ask questions and..  There is no response  The same people keep raising their hands  The answers are called out before everyone has a chance to think We’ll discuss in  The answers take too long Workshop #2. For now: Many of  Someone gives a wrong answer these challenges are  Only some students are prepared addressed by clickers ?

Notas do Editor

  1. HAVE PEOPLE SIT BY DISCIPLINE
  2. How do you feel about asking students questions in class?How many times have you given a lecture and found that students hadn’t followed you?Can you rely on students to ask questions if they don’t understand something?Can you rely on students to know if they don’t understand something?So, what are the benefits of questioning?Why do you think people don’t question more?
  3. During each section, ask people for examples of questions that they wrote that fall into this category. Give clicker booklet for responding.Point out the handout where each one is detailed more.
  4. Model each one of these. What are some ways to ask questions? One is to ask rhetorically.Class, what’s another way to ask a question? Target the whole class.John, what’s another way? Target someone else.Are there other ways to ask a question? Let’s think about it. Target class: verbally, clickers, other waysTarget someone in particular: randomly, in seating order, call on particular personWait and then…. Call on volunteers, call on someone who hasn’t volunteered, answer own question
  5. During each section, ask people for examples of questions that they wrote that fall into this category. Give clicker booklet for responding.Point out the handout where each one is detailed more.
  6. HAVE PEOPLE SIT BY DISCIPLINE
  7. Put acronym at top.
  8. Animate question
  9. Animate problem.Is this a problem? Unreasonable to expect adoption of any method wholesale without modification.Some modifications might increase effectiveness. But some components essential to student learning might be eliminated. Some dropped elements argued to be key to effectiveness by developers. Can’t assume faculty using PI is using as intended. Methods are related to or inspired by PI, but no longer recognizeable as PI, and so not been tested for effectiveness. But we want to KNOW MORE about what is effective and how faculty are using it. After all (NEXT SLIDE), without data on effectiveness, we can’t make informed decisions about instructioal change.
  10. Questions threaten studentsI get no volunteers to answerStudents don’t talk to each otherAnswers take me off trackTakes too much time
  11. What comes first? Learning goals.
  12. Instructor circulates, may need to show that you’re serious
  13. Usually one second. Trained to wait 3-5 seconds. Students tend to speak in bursts with 3-5 seconds between bursts: Wait time of 1 second interrupts these bursts.
  14. When you see something that should be identified or talked about, say “pause”Say pause, then ask what is the implementation error we paused forThis role is important to your development of your own understanding of how to implement.
  15. Weigh advantages of covering more material against checking comprehension and actively involving students. It’s challenging. How a teacher does this determines how well it works. NO RESPONSE: Wait longer. Rephrase the question. Give a hint. Have students discuss. Call on someone. Leave unanswered. SAME PEOPLE: Someone other than X. Ask an easier question and call on new volunteer. Be alert to non-verbal cues. Make it clear that participation required. IF ANSWERS CALLED OUT: Ask it others agree. Ask for other answers. Ask students to think for a minute. Turn away to signal time for thought. Ask to write answers down. IF TAKE TOO LONG: Interrupt and summarize. Set boundaries and expectations. WRONG ANSWER: Break down question so others can see error. Ask for comments. Ask for other answers. Find merit in answer and explain why common mistake.