Interactive Learning: Using Research to Promote Student
Contents
1. L UIE tl AAN CA a Vince N To B of the erection to the sinuses B damage to the olfactory nerve C destruction of white blood cells D congestion of the mucous membrane in the nose F A T Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Program AF A A fo Al OO T MY NFAT VN ii AnA dT a N eit i Td i ATP Den ie LI A STE CAN IT Adele RAS respiratory diseas rheumatic heart disease accidents cancer F ATC Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Program 2500 10 000 F A T Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Basas Constructing good items stem and choices is difficult and time consuming It is difficult to find create plausible distracters Ineffective for measuring some types of problem solving and the ability to organize and express ideas Real world problem solving involves proposing a solution versus selecting a solution from a set of alternatives There is a lack of feedback on individual thought processes it can be difficult to determine why individual students selected incorrect responses Often MC questions focus on factual information and fails to assess higher levels of cognitive thinking They place a high degree of dependence on the students reading ability and the instructor2. Astronomy Teaching Scholars When is it NOT a good idea to avoid negative questions A Never B Sometimes C Always D What Adapted from http F ATC Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Program How often is the correct choice A A B C D Usually Frequently Often Almost never because if A is the right answer then the learner doesn t have to read all the other options we spent so much time writing and revising and where s the return on investment in that Adapted from Collaboration of Astronomy Teaching Scholars When is All of the above the correct answer A With alarming regularity B When we try to cover too much in one question C When we use a question to teach instead of assess D All of the above Adapted from Collaboration of nM Astronomy Teaching Scholars We can confuse learners when we fail to actually complete the sentence we started in the question B inconsistent grammar in the options C sometimes we veer off into another idea entirely D wombats Adapted from Collaboration of nM Astronomy Teaching Scholars IIavo ada dolic eleterious effect on A the sinuses B red blood cells C white blood cells D the olfactory nerve d a y 1 qs L rA N J Art IIan AF ANRKAILIC mile AAN AREA mreoueril Ladd ad A IE AVAS WIIS ITS ep AE va
3. the preconception that the strings make all the sound Explaining about sound and how a violin works he shows the class a violin and tells them that the strings cannot move enough air to produce much sound so actually the sound comes from the wood in the back A K rw Mm 4 15 mili E Val gm i AN al z n o 1 fa V Fia re h rT on ea P Fa Ta fel sl HI a PF an ja el Len Y al Va i Pate 4 N ye lea til Te lutes later 1N the lecture ne asked students a question tne sound L they hear from a vio lin is produce d a mostly by the strings b mostly by the wood in the violin back c both equally d none of the above What fraction of the students sot the right answer B Only 10 of students gave the correct answer Fifteen minutes later in the same lecture if you want student to master concepts A g a TAS es Ae iv oa Wa m we F a VV ilal v ES w Maure rd is a set of strategies to get Students actively involved in their learning j e ETE ot 7 VJA R AnA ate want es i Anc Interactive Demonstrations Interactive Learning uses a combination of lecture real time assessment and peer Ha and instruction Research has shown that Interactive Learning Strategies lead to significant improvement in conceptual understanding by students compared with lecture alone For more information on research into interactive learning see my presentation from October 2011 at http it
4. Alexander L Rudolph Department of Physics and Astronomy California State Polytechnic University Cal Poly Pomona et Professeur Invit UPMC Collaboration of nM Astronomy Teaching Scholars F A T c Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Basas What is Interactive Learning Implementation challenges and solutions Creating your own question Practicing Collaboration of nM Astronomy Teaching Scholars Classroom response systems clickers are remote controls which can submit answers to the instructor s computer via an RF receiver The instructor can see the results of the student responses in real time These results can also be displayed graphically Clickers are used to provide the instructor and students with real time feedback about student understanding of a topic or concept Collaboration of Astronomy Teaching Scholars Clickers are not the only way to promote interactive learning in your classroom as we will see today Qui ai Me seS Collaboration of Astronomy Teaching Scholars Please choose the most appropriate answer Quelques citations pour encadrer la discussion Some Quotes to Frame Our Discussion A mind is a fire to be kindled not a vessel to be filled Ce nest pas que le professeur fait qui a d importance plut t c est que les tudiants font It s not what the teacher does that m
5. VJ Weiman reports the following example of trying to teach how a violin works that the body of a violin is essential for amplifying the sound of the strings Most students have the preconception that the strings make all the SOU n a WUT IK Explaining about sound and how a violin works he shows the class a violin and tells them that the strings cannot move enough air to produce much sound so actually the sound comes from the wood in the back 15 minutes later in the lecture he asked students a question the sound they hear from a violin is produced a mostly by the strings b mostly by the wood in the violin back c both equally d none of the above Weiman reports the following example of trying to teach how a violin works that the body of a violin is essential for amplifying the sound of the strings Most students have the preconception that the strings make all the sound RAILS SOUT d 90 aCLUALLY LIVE Sound COMES IFOFT tne WOOd IN NEC DACK 15 minutes later in the lecture he asked students a question the sound they hear from a violin is produced a mostly by the strings b mostly by the wood in the violin back c both equally d none of the above PR am VR N MR ER ee Ha n DE EO ES Tan earning IS not Weiman reports the following example of trying to teach how a violin works that the body of a violin is essential for amplifying the sound of the strings Most students have
6. answer Give a clear short time for them to talk Give a clear indication to start Go The key elements of these instructions are Telling them to convince their neighbor Indicate the idea that they should argue believing they are right Emphasize that it is the reasoning that counts not the answer 4 Give a clear short time for them to talk Give a clear indication to start Go e Ci I Al Ula w Ui HEIL AJG W VO PR VR die VER fin 7 n Ts ementation T P VV im FR LR PR 1 J al ral als OUR LA Sinai E N ad After the students have talked for 60 seconds or so you will stand somewhere they can all see you and say Time If you are using clickers you will simply state Vote again you have 20 or 30 seconds to vote and start the question If using flashcards say again Prepare to vote etc again In either case if the percent correct is gt 80 90 you can say That is much better more of you now have the right answer In any case you should review the reasoning for the correct answer or better yet have a student do it You can decide if you want to show them the second histogram of results or tell them the right answer 1 If the percent correct on the second vote is still below you have to decide what you will do One possibility is to have two or three students State what they chose and why and start a debate about the reasonin
7. atters rather it is what the students do L erreur p dagogique fatale est de donner des r ponses aux tudiants qui n ont pas des questions The fatal pedagogical error is to give answers to students who do not yet have questions F A T Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Program What is Interactive Learning Poe g enter your lecture hall with conce s about how the world ae If their initial understanding is not engaged they may fail to grasp the new concepts and information that are taught or they may learn them for the purposes site a i test but revert to their r preconcept s outside the EE A cautionary tale about a violin From Carl Weiman s Physics of Everyday Life class Univ of Colo Nobel prize winner AND good teacher the strings Most students have the preconception that the strings make all the sound Explaining about sound and how a violin works he shows the class a violin and tells them that the strings cannot move enough air to produce much sound so actually the sound comes from the wood in the back 15 minutes later in the lecture he asked students a question the sound they hear from a violin is produced a mostly by the strings b mostly by the wood in the violin back c both equally d none of the above ae VR N MR F hw e W PR nm an Wen A re Ke Taw ah
8. eignement interactif en TD Tutorials EE EE inners AAAI SORBONNE UNIVERSIT S Professeur Invit and am available to work with faculty who wish to implement Interactive Learning in their classroom am already working with faculty in LP112 and LP 203 who are implementing both TPS and Tutorials can help with understanding the pedagogy selection of materials visiting classrooms to provide feedback My office is and my e mail is Feel free to contact me if you would like to meet F A T Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Basas
9. g behind the answers With your guidance this can help students who are unsure to understand what is the correct answer and why If the number of students with the correct answer is even lower below you may want to consider additional instruction or some other intervention e g work on concept in TD Some Rules for Our Implementation of Think Pair Share TPS Questions If or any of you do something wrong yell Pause to let us know to stop and discuss the implementation error The figure below shows a boy swinging on a rope starting at a point higher than A Consider the following distinct forces downward force of gravity A force exerted by the rope pointing from A to O A force in the direction of the boy s motion A force pointing from O to A Which of the above forces is are acting on the boy when he is at position A A 1 only B 1 and 2 C 1 and 3 D 1 2 and 3 E 1 3 and 4 x ATS Collaboration of Astronomy Teaching Scholars WP NSF Funded Center for Astronomy Education CAE Program UTTAR IIE WEI GE SAE gL o a er This is Lunacy The Moon remains in its orbit around the Earth rather than falling to the Earth because it is outside of the gravitational influence of the Earth it is in balance with the gravitational forces from the Sun and other planets C the net force on the Moon is zero D none of these all of these Two uniforml
10. is multiple choice Each of the members of your group will work together model Think Pair Share using your question On the topic of Collaboration of Astronomy Teaching Scholars If you can t discuss it in your own words and make sense of your beliefs to others do you really understand it F A T c Collaboration of PG Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Basas What are the learning and instructional goals when using TPS for them and for you What is needed in terms of the question used When or why should you or should you NOT give answers F Are Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Program Some Ideas TPS When should you use TPS did you provide the information they needed How to explain to students why you do this get student buy in Why does it matter if the students talk to each other Why does it matter if the questions are MC What distinguishes a good MC from a bad MC question Should you show the results data at the end of the first voting before they pair Do you read the question to them Sweet spot Broadcast time to vote provide time limit Happy spot How do you debrief after second voting When if ever do you provide the right answer Clickers vs Cards and attendance graded or not Next Thursday there is a second workshop on Ens
11. ng Scholars Implementation is key Rule 1 simultaneous Rule 2 anonymous Rule 3 resist broadcasting giving answers too early or maybe at all Collaboration of Astronomy Teaching Scholars Instruct students that this question will give them feedback on whether they understand the concept you just presented Be sure to indicate that they should try to answer the question themselves at first Tell them they will have 30 seconds to answer give them 45 60 seconds 4 Do not read them the question Read to yourself as if you are trying to answer the question Allow enough time to go through the reasoning steps Elements of best implementation of Think Pair Share TPS Questions If using clickers you can start the question now Give them a 15 or 10 second warning when the question will close usually count down the last 5 seconds If using clickers you can start the question now Give them a 15 or 10 second warning when the question will close usually count down the last 5 seconds If using flashcards ask if anyone needs more time 4 If not tell them to Prepare to vote Say On the count of three one two three vote At this time they should simultaneously hold up the cards to their chests Elements of best implementation of Think Pair Share TPS Questions 1 If using clickers check the results on your screen using the histogram 2 Do not le
12. s writing ability Students can sometimes read more into the question than was intended May encourage guessing Collaboration of nM Astronomy Teaching Scholars Learning outcomes from simple to complex can be measured Incorrect alternatives provide diagnostic information Scores are less influenced by guessing than true false items Scoring is easy objective and reliable Can cover a lot of material very efficiently tem analysis can reveal how difficult each item was and how well it discriminates between the strong and weaker students Performance can be compared from class to class and year to year Collaboration of nM Astronomy Teaching Scholars Base each item on an educational or instructional objective of the course not trivial information Try to write items in which there is one and only one correct or clearly best answer The phrase that introduces the item stem should clearly state the problem Test only a single idea in each item Be sure wrong answer choices distracters are at least plausible Incorporate common student naive ideas or reasoning difficulties in distracters The position of the correct answer should vary randomly from item to item Include from three to five options for each item Avoid overlapping alternatives The length of the response options should be about the same within each item preferably short Collaboration of nM Astronomy Teaching Scholars There should be no gramma
13. t them see the results of the first vote Elements of best implementation of Think Pair Share TPS Questions If using clickers check the results on your screen using the histogram Do not let them see the results of the first vote If using flashcards estimate the percent correct by eye If using clickers check the results on your screen using the histogram Do not let them see the results of the first vote If using flashcards estimate the percent correct by eye In either case if the percent correct is gt 80 90 you can go on without another vote You may want to review the reasoning for the correct answer or better yet have a student do it 1 If the percent correct on the first vote is 50 80 the sweet spot you will instruct the students to talk to each other Do not indicate anything about the distribution of answers Say something like Interesting there is some disagreement about the answer Turn to you neighbor and try to convince them that you are right and they are wrong and why Even if you have the same answer it is very important to talk about your reasoning You have 60 seconds Go Elements of best implementation of Think Pair Share TPS Questions The key elements of these instructions are Telling them to convince their neighbor Indicate the idea that they should argue believing they are right Emphasize that it is the reasoning that counts not the
14. tical clues to the correct answer Word the stem positively avoid negative phrasing such as not or except If this cannot be avoided the negative words should always be highlighted by underlining or capitalization Which of the following is NOT an example Avoid the excessive use of All of the above and None of the above in the response alternatives In the case of All of the above students only need to know that two of the options are correct in a four or more option question to determine that All of the above is the correct answer choice Conversely students only need to eliminate one answer choice as implausible in order to eliminate All of the above as an answer choice Similarly with None of the above when used as the correct answer choice information is gained about students ability to detect incorrect answers However the item does not reveal if students know the correct answer to the question Collaboration of nM Astronomy Teaching Scholars Do the questions you use intellectually challenging your students or simply asses their factual knowledge Bloom s Taxonomy of evaluation Educational Objectives synthesis analysis application comprehension declarative knowledge An Assessment Primer for Introductory Astronomy Astronomy Education Review 1 1 1 24 2002 G Brissenden T F Slater and R Matheiu Work with a small group 3 4 Make sure your question
15. unes apple com WebObjects MZStore woa wa viewPodcast id 479835182 Think Pair Share TPS Questions Short 10 20 minute lecture on topic Think Pair Share Question posed Students given time to think Students record individual answers Students discuss with their neighbors Students record revised answers Instructor leads class discussion Adapted from Eric Mazur Peer Instruction A user s manual 4 ie i J a F gt 4 d d Collaboration of Astronomy Teaching Scholars Classroom Response System Low Tech PEN F ATS Collaboration of Astronomy Teaching scholar An NSF Funded Center for Astronomy Education CAE Program Collaboration of Ke Astronomy Teaching Scholars F ATC Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CA Free Clickers Flashcards Participation i Interactive Questioning Feedback to inst Feedback to stud Feedback Saved Credit Cost Answer tied to student Class Time SS g IERES Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Program Why not just use a show of hands Collaboration of Hp Astronomy Teaching Scholars 4 1 Herd instinct 2 Shy students dont participate 3 Anonymity is desirable Surveys 4 Sensitive topics e g Human Sexuality class Collaboration of Astronomy Teachi
16. y charged spheres are firmly fastened to and electrically insulated from frictionless pucks on an air table The charge on sphere 2 is three times the charge on sphere 1 Which force diagram correctly shows the magnitude and direction of the electrostatic forces 7 none of the above ae me 1 Orbit of star 20 Earth 4 2 aand E Time TD 3 a 7 20 Pi iN Orbit of planet 3 Given the location marked on the stars radial velocity curve at what location in the planet s orbit would you expect the planet to be Peer Instruction Can Be Very Powerful E Before Peer Instruction After Peer Instruction 100 90 Co 2 NI S gt f N E d Sometimes Further Teaching is Needed E Before Peer Instruction After Peer Instruction F A T Collaboration of Astronomy Teaching Scholars An NSF Funded Center for Astronomy Education CAE Basas In a multiple choice question when is the longest answer the correct answer A Rarely B Sometimes C It s common for it to be the correct answer and it s often stuffed with new information that should have gone in the main part of the course but we forgot so now we re putting it in the quiz because we can t possibly leave out the tiniest detail D Occasionally Adapted from Collaboration of
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