Five Easy Steps to Peer Instruction
Contents
1. Co presenters have included Steven Pollock Jenny Knight Trish Loeblein and Kathy Perkins Ee creative commons 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 Action Plan What will you do to implement ideas you heard about in this workshop OR what key ideas will you share with a colleague See Clicker Tips sheet for summary BOSTON UNIVERSITY Whiteboard 442. e Use questions at a mixture of cognitive depth e Ask challenging questions don t just test memorized facts See handout UNIVERSITY 3 Tips for writing clicker questions particularly for use with peer instruction e Don t make them too easy You can ask multiple choice questions at higher levels of Bloom s Don t just test memorized facts e Use questions that will prompt discussion Interesting questions that students can t answer on their own are more likely to spur productive discussion e Use questions that emphasize reasoning or process over the right answer Students need to be convinced that understanding strategies will get them a good grade e Use clear wording so that students understand what they are being asked e Write tempting distractors using your knowledge of student difficulties For example look at student answers on exams or quizzes or first give the question as an open ended question to generate common wrong answers e Consider creative questions You can survey your students ask them how well they understand break problems into parts or use pictures or graphs in the answer choices e Good sources of questions Questions your students ask you or that you overhear Common analogies you use as a teacher A series of connected questions to lead students through reasoning Interpret graphs data pictures etc Discussion questions where there is no one right answer
3. TONIKO See also handout m Part D Create your own clicker question Then share with your group BOSTON UNIVERSITY Create rate and swap e Use the Bloom s Taxonomy worksheet to rate the Bloom s level of your question e Swap your question with a neighbor Do you agree on the Bloom s level your question e Use the verbs on the detailed Bloom s handout to Bloomify up the level of your question 5 minutes 7 6 5 BOSTON UNIVERSITY 34 Part E What are your top three concerns regarding using clickers and peer instruction in your teaching Then share with your group Share out e What did you learn in this process e What worked well what was challenging How might you go about writing questions in your class BOSTON UNIVERSITY But The perfect question doesn t solve all problems BOSTON UNIVERSITY C Peer Instruction Learning Mode part 1 When your group is involved in learning which of the following best describes how you interact 1 always express my opinion and then attempt to defend it 2 listen to the opinion of others and then enter the conversation by supporting one or another 3 sit back and listen to the discussion and then make up my own mind 4 listen to the conversation but then wait for the instructor professor to explain the correct answer BOSTON UNIVERSITY 32 Consider the different learning modes use
4. information to the big What needs to happen when you picture Predict and show We have seen that X E F happens when we do Y What do you think will How does this lead into the next topic happen when e Demonstrate success and limits of e Assess prior knowledge or provoke understanding thinking discussion Ask questions that students have built an What do you think about understanding of during the class Ask questions that go beyond what was done Would you do you in class What do you think will happen if BONON See also the Bloom s Taxonomy handout for question stems UNIVERSITY 26 When to ask questions 2 During Test knowledge of facts e Test their ability to evaluate What are the three types of 3 Here are two solutions Which is Can you define more appropriate and why e Test comprehension of concepts Which of these is more important Which statements support e Provoke them to synthesize their What examples can you think of understanding Test applications of concepts How would you test What would happen if Propose a way to Which of the following are X e Elicit a misconception e Help them analyze what they are Ask questions where a common learning student misconception will result in a particular response Based on the symptoms what P 7 would you say is going on e
5. Creating Effective Learning Environments Five Easy Steps to Peer Instruction Bennett Goldberg Physics STEM Education Initiatives MSU College Teaching Certificate Thursday May 14 2015 Props to Stephanie Chasteen CU Boulder and SEI Eric Mazur Harvard University Derek Bruff Vanderbilt Kathryn Spilios Boston University Andrew Duffy Boston University Jenny Knight CU Boulder Rique Campa MSU Peter Newbury UCSD a Zed floor X Ist Floor BOSTON UNIVERSITY Two way conversations with students are vital TE YOU COULD HAVE A es oes z You MUST THINK T CONVERSATION WiTH ONE e EA ETA REALLY STUPID PERSON LIVING OR DEAD EE WHO WOULD T BE because students can misunderstand what we say BOSTON UNIVERSITY Clickers are really just a focal point We aim to help instructors e Use student centered interactive teaching techniques e By the use of a tool clickers which makes a transition to that pedagogy easier Our talks are how people learn talks in disguise Bransford Brown Cocking 1999 How People Learn BOSTON UNIVERSITY Using the Clicker The clickers should be easy to use When I ask a multiple choice question and start the timer just choose an answer and hit that button on your clicker Clicker responses right or wrong count toward your participation grade BOSTON UNIVERSITY Why we re using clickers The click
6. Exercise a skill What is the relationship How would you between What is the next step in this problem BOSTON See also the Bloom s Taxonomy handout for question stems 27 Analyze Step 2 Use questions at a variety of cognitive depth Bloom s Taxonomy of the Cognitive Domain Higher order Lower order handout BOSTON UNIVERSITY 28 Analyze Step 3 Effective multiple choice questions have believable distracters 29 1 Talking with other instructors that have taught the course in the past 2 Talking with your students one on one before class after class during office hours 3 Using student responses to open ended questions that you include in HW and exams 4 Asking your students to come up with answers that will be used as the choices 5 Use researched and documented student misconceptions 29 BOSTON D Duncan Univ of Colorado Part C Let s analyze clicker questions For each of the three clicker questions together analyze the questions on the first page of Part C Once you are done start on the second set of clicker questions revised version of the first set BOSTON UNIVERSITY 30 Question writing tips e Move away from simple quizzes e Use questions that prompt discussion e Use questions that emphasize reasoning or process e Use clear wording e Use tempting distracters e Use questions for a variety of instructional goals
7. d in this studio section Rank order the following learning modes from most to least valuable in terms of your own learning Studio Learning Mode part 2 A Discussing clicker questions worksheets and lab activities with my peers at the table B Discussing clicker questions worksheets and lab activities with the instructors Professor TA s LA s during class C Hearing and thinking about the discussion and then getting the professor s description at the end e A B C ww ww wa QwrqQqw gt raAWN DOW gt gt wl ww ww SIONI KOIN UNIVERSITY tE R an Studio Learning Mode part 2 Consider the different learning modes used in this studio section Rank order the following learning modes from most to least valuable in terms of your own learning A Discussing clicker questions worksheets and lab activities with my peers at the table B Discussing clicker questions worksheets and lab ee with the instructors Professor TA s LA s during class C Hearing and thinking about the discussion and then getting the professor s description at the end A B C J J J J vE tE OarwWN gt QOwrqQqw gt rOaAWO DOW gt gt wa wl BOSTON UNIVERSITY 40 Slides about Questioning for Clicker Workshops Dr Stephanie V Chasteen Physics Department amp Science Ed Initiative University of Colorado Boulder http STEMclickers colorado edu Stephanie Chasteen colorado edu
8. ers are designed to get you involved n the class by encouraging discussion between you and your classmates and between you and the course staff SIONI KOIN UNIVERSITY Icons for peer instruction This icon means this is an individual activity start by answering the questions on your own When you have done this individually compare notes with the members of your group BOSTON UNIVERSITY Q Have you used response systems clickers in your teaching x Take a clicker z If the green light flashes your vote has been counted Not at all and I haven t seen them used Not at all but ve observed their use somewhat I ve used them a little I ve used them a lot AATA TS I could be should be giving this workshop BOSTON UNIVERSITY How familiar are you with Peer Instruction l Fairly familiar and I like it 2 Fairly familiar but I m not sure that I like it 3 Pve heard of it but only have a vague idea what it 1s 4 Not familiar at all 5 Not sure BOSTON UNIVERSITY 10 Example question Biology A small acorn over time can grow into a huge oak tree The tree can weigh many tons Where does most a of the mass come from as the tree grows Minerals n the soil Organic matter n the soil Gases in the air Sunlight eS BOSTON A Private Universe Annenberg Media 1 an Example question Biology A small acorn over time can grow into a
9. huge oak tree The tree can weigh many tons Where does most i of the mass come from as the tree grows Minerals n the soil Organic matter n the soil Gases in the air Sunlight eS BOSTON A Private Universe Annenberg Media 12 Minimum length When you add two vectors with lengths of 4 0 m and 7 0 m what is the minimum possible length of the resultant vector 3 0 m Om 3 0 m 4 0 m Pw nN gt BOSTON UNIVERSITY an Minimum length When you add two vectors with lengths of 4 0 m and 7 0 m what is the minimum possible length of the resultant vector 3 0 m Om 3 0 m 4 0 m Pw nN gt BOSTON UNIVERSITY Minimum length When you add two vectors with lengths of 4 0 m and 7 0 m what is the minimum possible length of the resultant vector 1 3 0m 2 Om Just subtract the two Length Is a scalar and A 440m can t be negative BOSTON UNIVERSITY 15 Clicker question about questions The toughest thing about asking questions in class Is 1 Writing good questions Getting students to really think about them Getting students to answer the questions Nobody responds 4 The same students always respond Not everybody responds 5 It takes too long have a lot of content to cover BOSTON UNIVERSITY 16 oo Clicker question about questions The toughest thing about asking questions in class Is 1 Writing good questions Get
10. t of pain and sensation followed by numbness BOSTON UNIVERSITY You are studying a neuron that you isolated from an animals When you examine the synaptic vesicles you discover that they contain an unknown neurotransmitter The neurotransmitter seems to open K channels on other neurons You hypothesize that your neuron has fA Inhibitory effects B Excitatory effects It is impossible to know without more info BOSTON UNIVERSITY Analyze Step 1 Question Cycle Before During After 25 BEFORE Setting up instruction Motivate Discover Predict outcome Provoke thinking Assess prior knowledge AFTER Relate to big picture Assessing Demonstrate success Review or recap Exit poll DURING Developing knowledge Check knowledge Application Analysis Evaluation synthesis Exercise Skill Elicit misconception Credit Rosie Piller and lan Beatty UNIVERSITY When to ask questions 1 Before amp After Before Instruction After Instruction Motivate students i Have students recap what they have Why is it important to learne What steps did you go through to solve the What m we w 9 hat might we want to problem E What kinds of things can go wrong What are the most important things to e Help them discover information remember What do we have to take into account when Exit poll What did we learn today we Ask them to relate
11. ting students to really think about them Getting students to answer the questions Nobody responds 4 The same students always respond Not everybody responds 5 It takes too long have a lot of content to cover BOSTON UNIVERSITY 17 BOSTON UNIVERSITY Presentation and Observation of Peer Instruction BOSTON UNIVERSITY Part B Elements of Peer Instruction Anatomy of Peer Instruction Ask Question Lecture Maybe vote Class Discussion Peer Discussion See also Peer Instruction A User s Manual E Mazur BOSTON UNIVERSITY Active Learning Class Pre Class Small Group Preparation Discussion Homework Quiz toward the Practice center of the circle od The following is a list of changes in a tissue undergoing cellular respiration Which of them would have NO EFFECT on hemoglobin s affinity for oxygen A Build up of CO Change in pH Drop in Po from alveoli to tissues af D All of the above would effect hemoglobin s affinity for O BOSTON UNIVERSITY You have discovered a molecule that blocks K channels in sensory neurons in the skin You d like to market this drug as a pain management drug Which of the following would be the most accurate description of the drug s effect 56 A The patient will feel no pain but will still feel touch and pressure B The patient will be totally numb fC The patient may feel a short burs
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