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Teaching faculty about effective
                                  use of clickers

                                              Dr. Stephanie V. Chasteen
                                              Physics Department & Science Ed. Initiative
                                              University of Colorado - Boulder
                                               Web and blog: http://sciencegeekgirl.com
                                               Email: stephanie@sciencegeekgirl.com


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Creative Commons – Attribution. Please attribute Stephanie Chasteen / Scince Education Initiative/ CU-Boulder
This presentation is copyrighted under the Creative Commons
License
Attribution Non-Commercial Share-Alike


That means: Please watch it, share it, and use it in your
presentations. Just give us credit, don’t make money from it, and use
the same kind of license on the works that you create from it.

More information about Creative Commons licenses here:
http://creativecommons.org/licenses/

Credit should be given to: Stephanie Chasteen and the Science
Education Initiative at the University of Colorado,
http://colorado.edu/sei


Agenda

  1.        The goals of our faculty professional
            development
  2.        What is peer instruction?
  3.        How do we make an effective PD experience so
            instructors are more likely to use peer
            instruction and use it successfully?




                                                               3
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Introducing Me
                                                           4


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 & Consultant

       http://sciencegeekgirl.com
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
And thanks to our sponsors today…



                      The Active Class is a multi-author blog that
                      provides a forum for educators to exchange
                        ideas about teaching and learning with
                                 technology. Visit us at
                               www.theactiveclass.com.




 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Agenda

  1.        The goals of our faculty PD
  2.        What is peer instruction?
  3.        How do we make an effective PD experience so
            instructors are more likely to use peer
            instruction and use it successfully?




                                                               6
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
The typical pattern…

 (we) Tell them how to do it
 (they) Try it
 (they) Fail or fade
 (we) Repeat (louder!)


 In physics, half of faculty only use Peer Instruction
   for a single semester
    Chat discussion: Why do you think this happens? What are your
    solutions?


Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
What goes wrong?




We need to help faculty develop a pedagogical strategy, and
  face challenges that come up during implementation
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Goals of our faculty PD

We want to help faculty to….

 Recognize the benefit of using clickers
  and peer instruction to promote student engagement
 Begin to put together a pedagogical strategy for using
  clickers, including thoughtful question-writing
 Be prepared for some common challenges and
  strategies to overcome them
 Keep using Peer Instruction over time!

     Technical training is separate from pedagogical training
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Our framework

Effective PD is….
• Collaborative
• Active and hands-on
• Discipline-oriented
• Instructor-driven
• Respectful
• Research-based
• Sustained over time
U. Colorado clicker resources…
                                                          11



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



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

                       • Instructor’s Guide
                       • Question banks
                       • Workshops
                       • Literature / Articles
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
U. Colorado resources for giving workshops

 Go to STEMclickers.colorado.edu
 Look for “Workshop Materials”
   Example questions and handouts

   Links to past workshops

   Will be updated soon!

 See also blog.sciencegeekgirl.com
 Look for “Presentations”
   Will have latest workshop materials and handouts



 You can use any of our materials with attribution!
Agenda

  1.        The goals of our faculty PD
  2.        What is peer instruction?
  3.        How do we make an effective PD experience so
            instructors are more likely to use peer
            instruction and use it successfully?




                                                               13
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
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




                                i.e., does this look familiar?
                                    Mazur(1996), Peer Instruction
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Anatomy of a clicker question
                          15




               Ask Question
                                       (May vote
…Lecture…
                                       individually)

   Debrief                          Peer Discussion


                       Vote

         * See also: Peer Instruction, A User’s Manual. E. Mazur.
1. Asking Question
                              16

Why do it?
•Students can learn by
considering a question
•Breaks up lecture
• Learning is in the
application of knowledge




                     Best practices
                     •Ask several times during lecture
                     •Ask challenging, meaningful questions
                     •Questioning is integral to lecture
                                                                 16
                                      Handout/worksheet / whiteboard
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). Correct answer: C
                                                               17
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
2. Peer Discussion
                                                          18


Why do it?
•Students learn more deeply by
teaching each other
• Makes them articulate answer
• Lets you see inside their heads

                                                   Best Practices:
                                                   •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
                                                   • Show students you value their ideas
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
3. Wrap-Up Discussion.
                               19


Why do it?
•Student ideas are important
•Instructor feedback is
important
•So students know answer and
reasoning by the end

               Best practices:
               •Establish culture of respect
               •Don’t always show the histogram immediately
               • Ask multiple students to defend their answers
               • Emphasize reasoning: Why are wrong
               answers wrong and why right answer is right
Peer instruction helps students learn
                                   20

Research shows that:
 Students can better answer a similar question after
  talking to their peers
 Peer discussion + instructor explanation of
  question works better than either one alone
 Students like peer instruction
 Peer instruction classes outperform traditional
  lectures on a common test



     See http://STEMclickers.colorado.edu for various references
Question break
                                                          21




                                         Ask Question                          (May vote
     …Lecture…                                                                 individually


             Debrief                                                        Peer Discussion


                                                     Vote

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Agenda

  1.        The goals of our faculty PD
  2.        What is peer instruction?
  3.        How do we make an effective PD experience so
            instructors are more likely to use peer
            instruction and use it successfully?



   BP

 This symbol indicates conscious attempt to use Best Practices in PD
 (Collaborative, Active, Respectful, Hands-on, Teacher-driven, Research-based)
                                                              22
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Some research on modifications

   63.5% of faculty (in physics) say they are familiar
    with Peer Instruction
   30% report that they use Peer Instruction
   50% of those use Peer Instruction in the way
    described by developers
   Often dropped are:
         Student discussion                      Is this a problem?
          Use of conceptual questions
      
                                                      Probably.
         Whole-class voting


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.
“Clickers” are really just a focal point

We aim to help instructors:
 Use student-centered, interactive teaching techniques
 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
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
How we try to accomplish goals:

 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. Don’t lecture about how not to lecture.


Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Key aspects of our workshops

1.   Focus discussion on questioning
2.   Show some examples early
3.   Give explanation of clickers and peer instruction
     (with a practice question and time for questions)
4.   Pedagogical philosophies (optional)
5.   Common challenges
6.   Writing great questions
#1: Focus the discussion on questioning

 If you start with
  technology, they
  focus on technology.
 Frame it as a
  workshop about
  questioning.
 Don’t equate the
  technology and the
  pedagogy


Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Warm Up #1 to Focus on Questions

 Why do we ask questions? When might we use
   questions? What is the purpose of clicker questions?

  Warm up activity #1
  Discuss in small groups,
  making notes in handout.
  Then share-out.
  Discuss
  differences/similarities
  between clicker questions
  and other types of
  questions.
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
When can we ask questions?
                                    29

       BEFORE
Setting up instruction                                     DURING
     E.g.:                                                Developing
                                                          knowledge
     Motivate
     Assess prior knowledge                         Application
     … (handout!)                                   Elicit misconception
                                                    …


     AFTER         Relate to big picture
    Assessing      Demonstrate success
    learning
                   …


                   Credit: Rosie Piller and Ian Beatty.
Warm Up #2: Clicker question about questions

     The toughest thing about asking questions in class is…
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
                This is an example question about questions. Have others?
                                    Share in the chat!
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Warm Up #3: Question goals
                              31

 If sufficient time, can have them discuss goals of a
 question they draft

   Warm up activity #3             What is the goal of your
   Watch a short mini              question?
   lecture and write up one        A. Setting up instruction
   or two questions you            B. Developing knowledge
   could ask students to           C. Assess Learning
   assess learning (not            D. Something else
   multiple choice).


                                   Ian Beatty, UNC
#2. Early in workshop: Show some examples

 It seems important to show examples early though
  this can also be done when discussing features of
  good questions.
 This broadens their thinking from the start, and
  gives them some concrete examples before abstract
  pedagogy




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Possible example question activity #1



Gallery Walk Activity
Post questions around
room. Often in “trios” of
similar question types.
Circulate with buddy.
“What would an instructor
be trying to accomplish
with such questions?”



Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Possible example question activity #2



Question Rating Sheet
Give a sheet with various
questions and ask them to
rate them on a 4-point
scale. Discuss.

This is best done after
discussing features of good
questions.

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Possible example question activity #3



Powerpoint
Show a series of questions via
Powerpoint and discuss.

This has never worked very
well for me. The audience
tunes out after more than 3
questions, and it’s hard to get a
wide range. Simultaneous
contrast seems to work better.
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
#3. Introduction to clickers and peer instruction

 Give explanation of Peer Instruction pedagogy
 Show them what it really looks like
 Allow time for questions afterwards


Chat discussion: Share any strategies
or resources you have for giving an
introduction to clickers and peer
instruction




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Introduction to clickers and peer instruction

 Give explanation of Peer Instruction pedagogy
 Show video
 “Teachers and students speak” for
 the skeptical audience

 “Anatomy of a clicker question”
 for the savvy audience
 (early poll questions help you
 know your audience)

 STEMvideos.colorado.edu

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Introduction to clickers and peer instruction

 What about showing
  data and research?
 I at least mention it, to
  show this isn’t just cool
  gimmick
 But faculty typically not
  convinced by data – use
  it to justify practices that
  make sense to them
  intuitively

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Introduction to clickers and peer instruction

 Allow time for questions
 Make sure this happens early in the workshop (or
  else these questions will be burning in their minds)
 Sit down to indicate that this is time for a “chat”




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
The Practice Question

   How do you choose an authentic question to practice
      peer instruction, that your audience can all
      understand, and thus see the value of discussion?
         Got any good practice questions? Share them in the chat!




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Practice question #1: Superpowers
                                             41



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
                No one right answer encourages discussion.
                                                  41
      Question: Ian Beatty, UNC Greensboro             Image: Thibault fr on Wikimedia
Practice Question #2: Twins

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
                                    Good question, but faculty
                                    typically don’t come to consensus,
                                    and K12 teachers have trouble
                                   42
Courtesy Derek Bruff, Vanderbilt    reasoning through it.
Practice Question #3: Math

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                   Most people at first glance say
                        that the balls cost $10. Silent
B. $10                  vote: 35% right. After discussion:
C. $11                  75%. (Right answer is A).

D. $100
E. None of these

                            Courtesy Steven Pollock, CU-Boulder
Practice Question #4: About Clickers

   I think the toughest thing about using clickers
       and peer instruction in class is / will be:
A. Writing good questions
B. Getting students to really think about the questions
C. Getting students to share their reasoning with the
   whole class
D. The same students always respond in whole class
   discussion
E. It takes too long / I have a lot of content to cover
     Works well, but be prepared to have a long discussion about
     challenges. Leads well into challenges.
#4. Optional: Pedagogical Philosophy

 Didactic explanation of best-practices alone seems
  preachy and shallow
 One option is to have an explicit discussion of the
  underlying pedagogical principles and philosophies




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Pedagogical Philosophy


Core Philosophies exercise

What are the underlying
principles that make this work?

Discuss in groups, and then
share-out.

Use these as guiding principles
when discussing best practices

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Some core philosophies of mine

Clicker questions are an integral part of my lecture
  Students learn by
 … teaching each other
 … articulating their ideas
It’s important for me to
 …. hear student ideas
 … know what my students understand
 I value and respect student ideas
I want students to
 … know that I value student ideas
 … feel safe sharing their ideas
#5: Challenges and Best Practices

 Important to address common hurdles
   Chat discussion: What do you think are the main Peer Instruction
   sticking points for faculty?




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
3 approaches
Discuss Peer Instruction Challenges                                                         plus a practice
                                                                                            opportunity

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 challenges associated with each aspect of PI
•Writing questions / Peer discussion / Wrap-up discussion

4. Role Play
•Give groups a question to try teaching. Seed a “ringer” group 49
to mess it up.
 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
My current approach



Challenges Brainstorm           I then go through
                                these three aspects
Brainstorm in your groups the   of Peer Instruction,
challenges related to:          discussing
1. Writing/asking questions     challenges together
2. Student peer discussion      and presenting some
3. Whole class wrap-up          of my best-practices
4. Other                        as answers to those
                                challenges
Write on the board
What are the challenges?

POLL: Which do you think is the most common
  challenge cited by teachers?
A. Writing good questions
B. Technical issues
C. Tough to get students to discuss questions
D. I have too much content to cover / takes too much
   time
E. Something else



Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
#6: Writing Great Clicker Questions

 This is instructors’ first common hurdle
 This can be an entire workshop




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Didactic: Question-writing tips

 Move away from simple quizzes
 Use questions that prompt discussion
 Use questions that emphasize reasoning or process
 Use clear wording
 Use tempting distracters
 Use questions for a variety of instructional goals
 Use questions at a mixture of cognitive depth
 Ask challenging questions – don’t just test
 memorized facts
                                         Also provided on handout
Remember the instructional goals for
      clickers when writing questions
                                    54

       BEFORE
Setting up instruction                                     DURING
     E.g.:                                                Developing
                                                          knowledge
     Motivate
     Assess prior knowledge                         Application
     … (handout!)                                   Elicit misconception
                                                    …


     AFTER         Relate to big picture
    Assessing      Demonstrate success
    learning
                   …


                   Credit: Rosie Piller and Ian Beatty.
Cognitive Depth: Bloom’s Taxonomy
                      55
      Do the questions you use intellectually
     challenge your students or simply assess
             their factual knowledge?




                                          Higher order

                                         ----------------

                                          Lower order


                                                 handout
Activity #1: Writing Clicker Questions


Write your own question
and workshop to improve

Participants write a question
aimed at a particular
pedagogical goal (ie., “setting
up instruction”) or learning
goal (e.g., “students should be
able to…”). Then swap with a                                          This only works well in
neighbor. Work to improve it.                                         workshops focused on
                                                                      question writing. Otherwise,
                                                                      instructors don’t want to take
Creative Commons – Attribution.                                       the time.
                                  Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Activity #2: Writing questions


Rate and Swap

Participants take their question
and rate it on Bloom’s
Taxonomy (right). Swap with
neighbor. Work to “Bloomify
up” the level of the question.


                                          This only works well in workshops focused on
                                          question writing. Otherwise, instructors don’t
                                          want to take the time.
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Activity #3: Writing questions


Rate existing question

With partner, take an existing
question and work to improve
it. Rate it on Bloom’s.
“Bloomify up” the level.



                                                  Tough to find questions to match all
                                                  disciplines, or that is understandable by
                                                  all disciplines.

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
What do you think?



                                   CHAT DISCUSSION


           What additional ideas, questions, or concerns do
           you have about teaching effective clicker use?

           Do you think this will work with your faculty?




Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
To Learn More… (this webinar can’t do it all!)
                                                          60


                                                  Bruff Teaching with Classroom Response Systems
      Watch                        Read           Mazur Peer Instruction
    expert users                   books          Duncan Clickers in the Classroom
                                                  Asirvatham Clickers in Chemistry



    Watch our videos;                                               http://blog.sciencegeekgirl.com
     get resources                         Contact me               stephanie@sciencegeekgirl.com
                                                                    STEMclickers.colorado.edu




                Look for the session recording & future webinars at
          iclicker.com (user community) or our twitter stream @iclicker

                     Handouts/slides at blog.sciencegeekgirl.com

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

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Teaching faculty about effective clicker use

  • 1. Teaching faculty about effective use of clickers Dr. Stephanie V. Chasteen Physics Department & Science Ed. Initiative University of Colorado - Boulder Web and blog: http://sciencegeekgirl.com Email: stephanie@sciencegeekgirl.com THERE IS A POLL OPEN. Do you see it? If not, select “polling” from the dropdown menu on your toolbar. Technical Difficulties? Contact 1-866- 229-3239 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Scince Education Initiative/ CU-Boulder
  • 2. This presentation is copyrighted under the Creative Commons License Attribution Non-Commercial Share-Alike That means: Please watch it, share it, and use it in your presentations. Just give us credit, don’t make money from it, and use the same kind of license on the works that you create from it. More information about Creative Commons licenses here: http://creativecommons.org/licenses/ Credit should be given to: Stephanie Chasteen and the Science Education Initiative at the University of Colorado, http://colorado.edu/sei 
  • 3. Agenda 1. The goals of our faculty professional development 2. What is peer instruction? 3. How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully? 3 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 4. Introducing Me 4 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 & Consultant http://sciencegeekgirl.com Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 5. And thanks to our sponsors today… The Active Class is a multi-author blog that provides a forum for educators to exchange ideas about teaching and learning with technology. Visit us at www.theactiveclass.com. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 6. Agenda 1. The goals of our faculty PD 2. What is peer instruction? 3. How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully? 6 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 7. The typical pattern…  (we) Tell them how to do it  (they) Try it  (they) Fail or fade  (we) Repeat (louder!)  In physics, half of faculty only use Peer Instruction for a single semester Chat discussion: Why do you think this happens? What are your solutions? Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 8. What goes wrong? We need to help faculty develop a pedagogical strategy, and face challenges that come up during implementation Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 9. Goals of our faculty PD We want to help faculty to….  Recognize the benefit of using clickers and peer instruction to promote student engagement  Begin to put together a pedagogical strategy for using clickers, including thoughtful question-writing  Be prepared for some common challenges and strategies to overcome them  Keep using Peer Instruction over time! Technical training is separate from pedagogical training Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 10. Our framework Effective PD is…. • Collaborative • Active and hands-on • Discipline-oriented • Instructor-driven • Respectful • Research-based • Sustained over time
  • 11. U. Colorado clicker resources… 11 Videos of http://STEMvideos.colorado.edu effective use of clickers 2-5 mins long Clicker http://STEMclickers.colorado.edu resource page • Instructor’s Guide • Question banks • Workshops • Literature / Articles Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 12. U. Colorado resources for giving workshops  Go to STEMclickers.colorado.edu  Look for “Workshop Materials”  Example questions and handouts  Links to past workshops  Will be updated soon!  See also blog.sciencegeekgirl.com  Look for “Presentations”  Will have latest workshop materials and handouts  You can use any of our materials with attribution!
  • 13. Agenda 1. The goals of our faculty PD 2. What is peer instruction? 3. How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully? 13 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 14. 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 i.e., does this look familiar? Mazur(1996), Peer Instruction Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 15. Anatomy of a clicker question 15 Ask Question (May vote …Lecture… individually) Debrief Peer Discussion Vote * See also: Peer Instruction, A User’s Manual. E. Mazur.
  • 16. 1. Asking Question 16 Why do it? •Students can learn by considering a question •Breaks up lecture • Learning is in the application of knowledge Best practices •Ask several times during lecture •Ask challenging, meaningful questions •Questioning is integral to lecture 16 Handout/worksheet / whiteboard
  • 17. 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). Correct answer: C 17 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 18. 2. Peer Discussion 18 Why do it? •Students learn more deeply by teaching each other • Makes them articulate answer • Lets you see inside their heads Best Practices: •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 • Show students you value their ideas Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 19. 3. Wrap-Up Discussion. 19 Why do it? •Student ideas are important •Instructor feedback is important •So students know answer and reasoning by the end Best practices: •Establish culture of respect •Don’t always show the histogram immediately • Ask multiple students to defend their answers • Emphasize reasoning: Why are wrong answers wrong and why right answer is right
  • 20. Peer instruction helps students learn 20 Research shows that:  Students can better answer a similar question after talking to their peers  Peer discussion + instructor explanation of question works better than either one alone  Students like peer instruction  Peer instruction classes outperform traditional lectures on a common test See http://STEMclickers.colorado.edu for various references
  • 21. Question break 21 Ask Question (May vote …Lecture… individually Debrief Peer Discussion Vote Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 22. Agenda 1. The goals of our faculty PD 2. What is peer instruction? 3. How do we make an effective PD experience so instructors are more likely to use peer instruction and use it successfully? BP This symbol indicates conscious attempt to use Best Practices in PD (Collaborative, Active, Respectful, Hands-on, Teacher-driven, Research-based) 22 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 23. Some research on modifications  63.5% of faculty (in physics) say they are familiar with Peer Instruction  30% report that they use Peer Instruction  50% of those use Peer Instruction in the way described by developers  Often dropped are:  Student discussion Is this a problem? Use of conceptual questions  Probably.  Whole-class voting 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.
  • 24. “Clickers” are really just a focal point We aim to help instructors:  Use student-centered, interactive teaching techniques  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 Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 25. How we try to accomplish goals:  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. Don’t lecture about how not to lecture. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 26. Key aspects of our workshops 1. Focus discussion on questioning 2. Show some examples early 3. Give explanation of clickers and peer instruction (with a practice question and time for questions) 4. Pedagogical philosophies (optional) 5. Common challenges 6. Writing great questions
  • 27. #1: Focus the discussion on questioning  If you start with technology, they focus on technology.  Frame it as a workshop about questioning.  Don’t equate the technology and the pedagogy Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 28. Warm Up #1 to Focus on Questions  Why do we ask questions? When might we use questions? What is the purpose of clicker questions? Warm up activity #1 Discuss in small groups, making notes in handout. Then share-out. Discuss differences/similarities between clicker questions and other types of questions. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 29. When can we ask questions? 29 BEFORE Setting up instruction DURING E.g.: Developing knowledge Motivate Assess prior knowledge Application … (handout!) Elicit misconception … AFTER Relate to big picture Assessing Demonstrate success learning … Credit: Rosie Piller and Ian Beatty.
  • 30. Warm Up #2: Clicker question about questions The toughest thing about asking questions in class is… 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 This is an example question about questions. Have others? Share in the chat! Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 31. Warm Up #3: Question goals 31  If sufficient time, can have them discuss goals of a question they draft Warm up activity #3 What is the goal of your Watch a short mini question? lecture and write up one A. Setting up instruction or two questions you B. Developing knowledge could ask students to C. Assess Learning assess learning (not D. Something else multiple choice). Ian Beatty, UNC
  • 32. #2. Early in workshop: Show some examples  It seems important to show examples early though this can also be done when discussing features of good questions.  This broadens their thinking from the start, and gives them some concrete examples before abstract pedagogy Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 33. Possible example question activity #1 Gallery Walk Activity Post questions around room. Often in “trios” of similar question types. Circulate with buddy. “What would an instructor be trying to accomplish with such questions?” Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 34. Possible example question activity #2 Question Rating Sheet Give a sheet with various questions and ask them to rate them on a 4-point scale. Discuss. This is best done after discussing features of good questions. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 35. Possible example question activity #3 Powerpoint Show a series of questions via Powerpoint and discuss. This has never worked very well for me. The audience tunes out after more than 3 questions, and it’s hard to get a wide range. Simultaneous contrast seems to work better. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 36. #3. Introduction to clickers and peer instruction  Give explanation of Peer Instruction pedagogy  Show them what it really looks like  Allow time for questions afterwards Chat discussion: Share any strategies or resources you have for giving an introduction to clickers and peer instruction Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 37. Introduction to clickers and peer instruction  Give explanation of Peer Instruction pedagogy Show video “Teachers and students speak” for the skeptical audience “Anatomy of a clicker question” for the savvy audience (early poll questions help you know your audience) STEMvideos.colorado.edu Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 38. Introduction to clickers and peer instruction  What about showing data and research?  I at least mention it, to show this isn’t just cool gimmick  But faculty typically not convinced by data – use it to justify practices that make sense to them intuitively Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 39. Introduction to clickers and peer instruction  Allow time for questions  Make sure this happens early in the workshop (or else these questions will be burning in their minds)  Sit down to indicate that this is time for a “chat” Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 40. The Practice Question  How do you choose an authentic question to practice peer instruction, that your audience can all understand, and thus see the value of discussion? Got any good practice questions? Share them in the chat! Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 41. Practice question #1: Superpowers 41 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 No one right answer encourages discussion. 41 Question: Ian Beatty, UNC Greensboro Image: Thibault fr on Wikimedia
  • 42. Practice Question #2: Twins 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 Good question, but faculty typically don’t come to consensus, and K12 teachers have trouble 42 Courtesy Derek Bruff, Vanderbilt reasoning through it.
  • 43. Practice Question #3: Math 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 Most people at first glance say that the balls cost $10. Silent B. $10 vote: 35% right. After discussion: C. $11 75%. (Right answer is A). D. $100 E. None of these Courtesy Steven Pollock, CU-Boulder
  • 44. Practice Question #4: About Clickers I think the toughest thing about using clickers and peer instruction in class is / will be: A. Writing good questions B. Getting students to really think about the questions C. Getting students to share their reasoning with the whole class D. The same students always respond in whole class discussion E. It takes too long / I have a lot of content to cover Works well, but be prepared to have a long discussion about challenges. Leads well into challenges.
  • 45. #4. Optional: Pedagogical Philosophy  Didactic explanation of best-practices alone seems preachy and shallow  One option is to have an explicit discussion of the underlying pedagogical principles and philosophies Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 46. Pedagogical Philosophy Core Philosophies exercise What are the underlying principles that make this work? Discuss in groups, and then share-out. Use these as guiding principles when discussing best practices Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 47. Some core philosophies of mine Clicker questions are an integral part of my lecture Students learn by  … teaching each other  … articulating their ideas It’s important for me to  …. hear student ideas  … know what my students understand I value and respect student ideas I want students to  … know that I value student ideas  … feel safe sharing their ideas
  • 48. #5: Challenges and Best Practices  Important to address common hurdles Chat discussion: What do you think are the main Peer Instruction sticking points for faculty? Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 49. 3 approaches Discuss Peer Instruction Challenges plus a practice opportunity 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 challenges associated with each aspect of PI •Writing questions / Peer discussion / Wrap-up discussion 4. Role Play •Give groups a question to try teaching. Seed a “ringer” group 49 to mess it up. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 50. My current approach Challenges Brainstorm I then go through these three aspects Brainstorm in your groups the of Peer Instruction, challenges related to: discussing 1. Writing/asking questions challenges together 2. Student peer discussion and presenting some 3. Whole class wrap-up of my best-practices 4. Other as answers to those challenges Write on the board
  • 51. What are the challenges? POLL: Which do you think is the most common challenge cited by teachers? A. Writing good questions B. Technical issues C. Tough to get students to discuss questions D. I have too much content to cover / takes too much time E. Something else Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 52. #6: Writing Great Clicker Questions  This is instructors’ first common hurdle  This can be an entire workshop Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 53. Didactic: Question-writing tips  Move away from simple quizzes  Use questions that prompt discussion  Use questions that emphasize reasoning or process  Use clear wording  Use tempting distracters  Use questions for a variety of instructional goals  Use questions at a mixture of cognitive depth  Ask challenging questions – don’t just test memorized facts Also provided on handout
  • 54. Remember the instructional goals for clickers when writing questions 54 BEFORE Setting up instruction DURING E.g.: Developing knowledge Motivate Assess prior knowledge Application … (handout!) Elicit misconception … AFTER Relate to big picture Assessing Demonstrate success learning … Credit: Rosie Piller and Ian Beatty.
  • 55. Cognitive Depth: Bloom’s Taxonomy 55 Do the questions you use intellectually challenge your students or simply assess their factual knowledge? Higher order ---------------- Lower order handout
  • 56. Activity #1: Writing Clicker Questions Write your own question and workshop to improve Participants write a question aimed at a particular pedagogical goal (ie., “setting up instruction”) or learning goal (e.g., “students should be able to…”). Then swap with a This only works well in neighbor. Work to improve it. workshops focused on question writing. Otherwise, instructors don’t want to take Creative Commons – Attribution. the time. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 57. Activity #2: Writing questions Rate and Swap Participants take their question and rate it on Bloom’s Taxonomy (right). Swap with neighbor. Work to “Bloomify up” the level of the question. This only works well in workshops focused on question writing. Otherwise, instructors don’t want to take the time. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 58. Activity #3: Writing questions Rate existing question With partner, take an existing question and work to improve it. Rate it on Bloom’s. “Bloomify up” the level. Tough to find questions to match all disciplines, or that is understandable by all disciplines. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 59. What do you think? CHAT DISCUSSION What additional ideas, questions, or concerns do you have about teaching effective clicker use? Do you think this will work with your faculty? Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
  • 60. To Learn More… (this webinar can’t do it all!) 60 Bruff Teaching with Classroom Response Systems Watch Read Mazur Peer Instruction expert users books Duncan Clickers in the Classroom Asirvatham Clickers in Chemistry Watch our videos; http://blog.sciencegeekgirl.com get resources Contact me stephanie@sciencegeekgirl.com STEMclickers.colorado.edu Look for the session recording & future webinars at iclicker.com (user community) or our twitter stream @iclicker Handouts/slides at blog.sciencegeekgirl.com Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

Notes de l'éditeur

  1. Future webinars
  2. Faculty see the benefit of using clickers to encourage student discussionBut they go into the classroom and it often doesn’t work for themAnd they give up, or stop using it. In physics, over half only use for a semester.
  3. Faculty see the benefit, and we give them tools and ideas, but we don’t help support them in developing an underlying pedagogical strategy, or in facing the challenges that come up in using clickers with peer instruction
  4. We often stop at #1.
  5. So we created clicker resources but we needed more
  6. What comes first? Learning goals.
  7. Instructor circulates, may need to show that you’re serious
  8. 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.
  9. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  10. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  11. 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.
  12. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  13. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  14. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  15. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  16. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  17. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  18. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  19. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  20. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  21. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  22. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  23. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  24. Shop for ideas
  25. 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.
  26. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  27. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.
  28. Why question gets us thinking about questioning and why we do it. Focus on pedagogy.