Practical Stream, Week 1

Summer Graduate Teaching Scholars
May 1 and 3, 2013
Practical 1:
Introductions, Syllabus, Alt2Lect
your name
Dept and/or Course you’re teaching

SGTS Practical Stream - collegeclassroom.ucsd.edu
2
Beth Simon
Director, Center for Teaching Development
Faculty member, CSE
bsimon@cs.ucsd.edu
Matthew Herbst
Director, Making of the Modern World
program, Eleanor Roosevelt College
Center for Teaching Development Fellow
mtherbst@ucsd.edu
Peter Newbury
Associate Director, Center for Teaching
Development
pnewbury@ucsd.edu
Liz Specht
Ph.D. candidate, Biological Sciences
CTD Teaching Assistant Consultant
liz.specht@gmail.com

Who are you?
3
 name
 field/department
 what course are you teaching?
While others introduce themselves, listen for someone
doing something similar to you – you can work together
in future sessions.

Practical Workshops
4
The aim of the Practical Stream workshops is to give you a well-
supported head start on many of the things you should do to
prepare for your classes, like
 creating a syllabus
 working out an assessment scheme
 drafting learning outcomes
 deciding what kind(s) of student-centered, alternatives to
lecture you’ll use, and developing those activities
 and more…
These are the “nuts and bolts” of your course. You have to do it
anyway so why not do it now, while there’s lots of peers and
instructors to help you work on it?

Example Syllabi
Beth Matthew
5
Computer Science Making of the Modern World

Reminder: How People Learn
6

How People Learn [1]
7
1. Teachers must draw out and work with the pre-
existing understanding that their students bring with
them. Classrooms must be learner centered.
2. Teachers must teach some subject matter in depth,
providing many examples in which the same concept
is at work and providing a firm foundation of
factual knowledge.
3. The teaching of metacognitive (“thinking about
thinking”) skills should be integrated into the
curriculum in a variety of subject areas.

8
student-centered instructiontraditional lecture

9
Alternatives to Lecture
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
worksheets
simulations
discussions
videos
student-centered instruction

Typical episode of peer instruction
10
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.

Clicker Question
11
The molecules making up the dry mass of wood that
forms during the growth of a tree largely come from
A) sunlight.
B) the air.
C) the seed.
D) the soil.
Question credit: Bill Wood

In effective peer instruction
12
 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

Effective peer instruction requires
13
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
5. Reflecting: did you properly anticipate
votes? Did you hear any misconceptions?
Make changes now for next year.
before
class
during
class
after
class

Figure 2. Yearly middle school physical science gains, estimated by hierarchical logistic
regression.Note.
Sadler P M et al. Am Educ Res J 2013;0002831213477680
Copyright © by American Educational Research Association

t h e l e a r n i n g c y c l e
Clickers help students learn...
15
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen

16
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning

Clicker question
17
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

Clicker question
18
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)
motivate

What do you think is most
interesting about this picture?
19
A) lunar eclipse
B) solar eclipse
C) cloud blocking the
Sun
D) sunspots
E) other
Astronomy Picture of the Day 2011 January 5
discover
(Newbury, Richer, UBC)

Clicker question
20
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
D
E
(Mazur)
predict

21
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning

Clicker question
22
How many of these are reasons for the seasons?
 the height of the Sun in the sky during the day
 Earth’s distance from the Sun
 how many hours the Sun is up each day
A) none of them
B) one
C) two
D) all three
probe misconception

Clicker question
23
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)

Clicker question
24
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

Clicker question
25
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)

time
velocity
2 sec0
A
time
velocity
2 sec0
B
time
velocity
2 sec0
C
time
velocity
2 sec0
D
E) some other graph
Which one is the closest match to your graph? exercise skill
(CWSEI UBC)
26

27
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning

Clicker question
28
Which point on the phylogenetic tree represents the
closest relative of the frog?
A
B
C
D
E
(UBC CWSEI)
demonstrate success

Clicker question
29
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 without knowing actual numbers
(Peck, mathquest.carroll.edu/resources.html)
review / recap

Clicker question
30
the modern world?
A) coffee
B) tea
C) chocolate
D) spice
E) sugar
“big picture”
(Herbst, UCSD)

What makes a good clicker question?
31
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 Chasteen, CU Boulder)

Clicker question (History)
32
the modern world?
A) coffee
B) tea
C) chocolate
D) spice
E) sugar
clarity context learning goals distractors difficulty discussion

Clicker question (intro Astronomy)
33
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

Clicker question (intro Astronomy)
34
How many of these are reasons for the seasons?
height: 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

Clicker question (Calculus)
35
Evaluate:
A)
B)
 
4
0
32
1 dxxx
23
)65(16
9
16
C)
D)
)165(
9
2 23

3
1022

Which of the following is an incorrect step when using
the substitution method to evaluate the definite
integral
A)
B)
C)
D) none of the above
Clicker question (Calculus)
36
 
4
0
32
1 dxxx
3
1 xu 
dxx
du 2
3


4
03
1
duu

Let’s try it…
37
Gather around a whiteboard in groups of 2 – 3.

Clicker question (at driving school)
38
Learning outcome: [after this lesson, you will be able
to] change lanes on a busy freeway.
While you’re writing it, think about
 what type of question is it? (predict, assess...)
 when would you present it? (before, during, after)
 critique your question for
clarity context learning goals
distractors difficulty discussion

As a group, write a clicker question for
one of your classes:
39
Pick a question
from an exam
identify the
learning
outcomes being
assessed
write a clicker
question that supports
that outcome

Resources
40
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. Collections of peer instruction questions:
 http://www.cwsei.ubc.ca/resources/clickers.htm

Practical 2: May 8 or 10
41
 running peer instruction in your class
 best practices for other alternatives to lecture
(we’ll be asking you before then to select 1 or 2
alt2lect activities you’re interested in implementing)
Watch your inboxes and
collegeclassroom.ucsd.edu

Practical Stream, Week 1

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