FTEP-question-writin.. - University of Colorado Boulder
Contents
1. Motivate Discover Predict outcome Provoke thinking iE Assess prior knowledge AFTER Assessing learning Relate to big picture Demonstrate success Review or recap Exit poll DURING Developing knowledge Check knowledge Application Analysis Evaluation Synthesis Exercise skill Elicit misconception Clickers are a tool for questioning cheb hanna hes idaho ENIES ET Don t confuse the pedagogy with the technology But not a magic bullet The perfect question doesn t solve all problems Anatomy of Peer Instruction Ask Question Lecture Maybe vote Class Discussion Peer Discussion See also Peer Instruction A User s Manual E Mazur What is special about clicker questions 15 e Similar in terms of goals e Multiple choice e Anonymous to peers e Every student has a voice the loud ones and the shy ones e Forced wait time What does this tool help e You can withhold the answer eer ties until everyone has had time to think choose when to show the histogram Which of these could be clicker questions BEFORE Setting up instruction BA Motivate Discover Predict outcome Provoke thinking A Assess prior knowledge AFTER Assessing learning Relate to big picture Demonstrate success Review or recap Exit poll DURING Developing knowledge Check knowledge Application Analysis Evaluation Synthesis Exercise skill Elicit2. C Winter to spring would differ much less than now D Winter to spring would differ much more than now Much better question Requires reasoning Exercise 3 Revise your question e Use what we ve just talked about and the tips in your handouts to revise your question e If you wish swap with your neighbor and discuss 2a es 5 minutes 54 Use questions at a variety of cognitive depth Do the questions you use intellectually challenge your students or simply assess SS SSD E SS a a Se eae SS ec ee Gi Lower order handout Exercise 4 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 of your question e Use the verbs on the detailed Bloom s handout to Bloomify up the level of your question dO OW gt What was the Bloom s level of your question Remembering Understanding Applying Analyzing Evaluating Share out e What did you learn in this process e What worked well what was challenging e How might you go about writing questions in your class But The perfect question doesn t solve all problems J OW gt I think the toughest thing about clickers and peer instruction in class will be Writing good questions Getting students to really think about them Getting students to discuss the questions Getting
3. The Art of Questioning Short papers published in Computer Training amp Support Conference 1995 ISPI International Conferences 1991 and 1996 ASTD National Conference on Technical amp Skills Training 1990 Related workshop description at http www educationexperts net nstworkshop html e 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 My upcoming travel Chicago West Virginia Pittsburgh Need a speaker e Upcoming free webinar for K12 See flyer 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 1 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 1f What can you do 1f you ask questions and e There is no response e The same people keep raising their hands e The answers are called out before everyone has a chance to think We ll discuss in e The answers take
4. discuss eAllow enough time 2 5 mins eFocus on reasoning in wrap up 3 Wrap Up Discussion Challenges What might you do tofacilitate an Rm effective wrap up Py cu sioh DD 4 Establish culture of respect Consider whether to show the histogram immediately e Ask multiple students to defend their answers e Why are wrong answers wrong and why right answer is right Giving the answer stops student thinking Action Plan e Take a few minutes to write down your action plan to implement ideas you heard about in the workshop U Colorado clicker resources Videos of effective use of clickers http STEMvideos colorado edu Clicker resource page http STEMclickers colorado edu weer e Instructor s Guide e Question banks e Workshops Literature Articles References amp Resources Web and blog http sciencegeekgirl com Email stephanie chasteen colorado edu T a a a KS T e Clicker Resource Page from the Science Education Initiative http STEMclickers colorado edu Has clicker question banks in the sciences an instructors guide and videos of classroom use Useful books such as Eric Mazur s Peer Instruction are cited there e Workshop handouts will be uploaded to the above website or email me e Many materials in this workshop particularly the questioning cycle and the participant exercises were adapted from Rosie Piller Making Students Think
5. handouts e Write a draft question that aims to achieve this goal 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 at a mixture of cognitive depth e Ask challenging questions don t just test memorized facts See handout Effective multiple choice questions have believable distracters 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 gt 3 Using student responses to open ended questions that you include in wa 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 D Duncan Univ of Colorado moO Q amp An example question What causes the seasons The change in the earth s distance from the sun during the year The tilt of the earths axis Changes in the sun s brightnes Changes in clouds None of the above Can we make a better question on the SAME topic Yes Better seasons example What would happen to the seasons if the earth s orbit around the sun was made a perfect circle but nothing else changed A There would be no seasons B The seasons would remain pretty much as they are today
6. m not sure that I like it I ve heard of it but only have a vague idea what it is Not familiar at all Not sure Introducing Me Science Education Initiative http colorado edu SEI A SEI A SE Applying scientific principles to improve science education What are students learning and which instructional approaches improve learning Physics Education Research Group http PER colorado edu One of largest PER groups in nation studying technology attitudes classroom practice amp institutional change Blogger http blog sciencegeekgirl com Why question 2 Zed floor X st Floor Credit Rosie Piller Agenda 1 When and how we can ask questions 2 About clickers as a way to ask questions 3 Writing good questions Example questions writing our own 4 Action plan Learning goals Participants will be able to Explain several benefits of questioning and of using clickers to question Defend the use of best practices in questioning to overcome common challenges Formulate and revise clicker questions to target student learning goals Exercise 1 Question goal brainstorm e What goals might clickers be used to achieve Or put another way what might you use clicker questions to accomplish in your class e Brainstorm in your handout then we will discuss as a group 2 minutes whiteboard Some of my question goals BEFORE Setting up instruction
7. misconception Let s try it 17 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 Example question Ethics If you were a judge how would you assess the responsibility of the U S Government for what happened in the world between 1933 and 1945 Not responsible Minimally responsible Responsible Very responsible Dom gt Origin unknown 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 Twin boys Twin girls One girl and one boy All are equally likely J a wp What is the goal of this question When might you use it Gn a sa T ee eee Example question Literature If Homer wrote the Iliad today Stanley Fish and Harold Bloom would argue respectively whether the work should be categorized as A Existential vs Romantic B Postmodern vs Classical C Modern vs Romantic D Postcolonial vs Modern E Preliterate vs Postliterate Origin unknown Questions Ask Question Lecture Maybe vote Class Discussion Peer Discussion See also Peer Instruction A User s Manual E Mazur Exercise 2 Try writing a question e Choose one of the question goals slide 3 on page 2 in
8. The Gentle Art of Questioning WRITING GREAT CLICKER QUESTIONS Dr Stephanie V Chasteen Physics Department amp Science Education Initiative Univ of Colorado at Boulder http colorado edu sei Web and blog http sciencegeekgirl com Email stephanie chasteen colorado edu O creative common 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 Attp colorado edu sei a Who are you a Show of hands Natural sciences Social sciences Humanities Arts Languages Other moO we Have you used response systems clickers in your teaching a Take a clicker amp turn it on 2 If the green light flashes your vote has been counted Not at all and I haven t seen them used Not at all but I ve observed their use somewhat I ve used them a little I ve used them a lot I could be should be giving this workshop moo gt How familiar are you with Mazur s Peer Instruction Fairly familiar and I like it Fairly familiar but I
9. students to share their ideas in the class discussion It takes too long I have a lot of content to cover Or something else Write it on your handout What are some solutions to some of these challenges Some best practices and solutions We ll do these quickly These are repeated in handouts e Underlying philosophy to most of these best practices are It is important for students to discuss their ideas to feel safe doing so and for the teacher to be aware of those ideas 1 Ask Question ee a Ps ae eer C0 ee What are some challenges things to consider when posing a clicker do you think this galaxy contains A A rather large amour O Very litle C There is no way to tell just from an image You would need additonal observathons to know Lim Ask several times during lecture Ask challenging meaningful questions Don t post until ready Give time to read read silently Don t read question out loud 36 Handout worksheet whiteboard Students learn more deeply by teaching each other e Makes them articulate answer e Lets you see inside their heads diggtsston ENZ A aai A What are chaHengesa s how can you help mak oj lt Cwork a Make it clear why you re doing this e Circulate and ask questions model Use questions they want to
10. too long Workshop 2 e Someone gives a wrong answer a these challenges are e Only some students are prepared addressed by clickers o
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