Make clickers work for you
Contents
1. eFrequent and integrated into class eRequire or encourage peer discussion eMix of difficulty eUse results to direct instruction Anatomy of a clicker question bmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmemmmmmemmmememmmmemmmmmmmmmmmmmmnnmmmnnnnmnmnnmmnsmmmmms s Y A Y id Ask Ouestion EN Lecture Maybe vote Class Discussion y Peer Discussion See also Peer Instruction A User Manual E Mazur How much gas and dust do you think this galaxy contains A rather large amount B Very ittie C There is no way to tell just from an image You would need additonal observations to know Based on learningwoats e Seral times per lecture e Challenging meaningful question Based on common student difficulties 2 Peer Discussion M2 Students learn more deeply by A teaching each other J e Makes them articulate answer e Typically allow 2 5 minutes e When buzz in room dies down or e When about 75 of students have clicked in 4 Wrap Up Discussion e 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 Let s try it Which superpower would you rather have The ability to A Change the mass of things2. e Watch classes taught by expert users e Find mentors and form user groups e Videos at http STEMvideos colorado edu e There are lots of great books o Teaching with Classroom Response Systems Derek Bruff o Peer Instruction Eric Mazur o Clickers in the Classroom Douglas Duncan o Clickers in Chemistry Margaret Asirvatham Thank you Clickers resource page videos question banks workshops http STEMclickers colorado edu Web and blog http sciencegeekgirl com The Active Class blog http theactiveclass com Email stephanie sciencegeekgirl com Upcoming travel to SF Bay Area LA W Virginia U Pittsburgh Chicago Look for the Make Clickers Work for You session recording and announcements of future webinars at theactiveclass com or our twitter stream iclickerclique
3. select sketch or predict I like predict 3 Try writing a clear targeted question Revise for wording Consider common misconceptions I poke a hole in the bottom of a plastic water bottle What will happen if I drop the bottle A The water will continue to pour out and down EH B The water will continue to pour g out but the stream will aim T straight out e C The water will just pour out more slowly but still aimed down D The water will no longer pour out Due to the absence of pressure the water will not pour out so the answer is D Research shows that having students predict the outcome of a demonstration before doing it increases their learning This is an example of a discrepant event used in this style http www physicslessons com demos html Two way conversations with students are vital TF YOU COULD HAVE A CONVERSATION WITH ONE PERSON LIVING OR DEAD WHO WOULD iT BE because students can misunderstand what we say CHAT DISCUSSION What sue possibly go wrong What are some of the TZ in using clickers and peer instruction How might you overcome those challenges Ask Ouestion ON Maybe vote Lecture Class Discussion y Peer Discussion See also Peer Instruction A User s Manual E Mazur How much gas and dust do VOLI thunk ait gt galaxy contin n QuestroI ME QUE Example questions Consider goals
4. D Un manteau a coat EN A E Plus qu un quelquechose d autre E A more than one nie something else o y Ask Ouestion nn Lecture Maybe vote 1 Peer Discussion Class Discus AE Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto What decisions do you have A 100 90 00 10 60 90 40 30 20 10 0 C Turpen and N D Finkelstein Not all interactive engagement is the same Variations in Physics professors implementation of Peer Instruction Phys Rev ST Physics Ed Research 5 020101 o Peer discussiong O O What are the practices that the instructor can change during peer discussion CN MN yy F IND Ni if p 4 v AA att e ar o a L y y Class Discussion Ba Whole class Mrcussion O What are the practices that the instructor can change during whole class discussion Do not reveal the answer immediately Hide the histogram until after discussion Hear arguments from students more than one Hear arguments for right and wrong answers Make sure students know correct answer and reasoning by the end Giving the answer stops student thinking More how to tips SEI Clicker and Education Videos Videos produced by the University of Colorado Science Education Initiative CU SEl and the University of British Columbia Carl V Science Education Initiative
5. 4 People have a finite cognitive load Mr Osbourne may I be excused My brain is full c Gary Larson The Far Side Handout 4 How People Learn Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by 1 gt clicker Panopto 4 JA a y Basic physics forc concept survey traditional lecture B U Z LI 0 25 Learned less Learned more Fraction learned SA O CE AAA A Y SA A A DA NO DV O A D PAYS A AA WM D O______zpP_PEEOREOOOEOEAAA 0 50 But by actively engaging students based on what they know traditional lecture interactive engagement 0 6 r UT Clickers only at CU ms Clickers and more at CU oda ad Learned less A Learned more Fraction learned D gt UU 7 U Uv L 5 O O Qe O c 2 O o LL N Peer discussion The research Students answer a clicker question individually Students talk to neighbors and answer the same clicker question again Before discussion After discussion 160 120 120 3 80 40 Are students o learning OR Are they being DN Mazur 1997 told right answer ERIC MAUR http vig fp prenhall com bigcovers 0135654416 jpg sP o nada Are they learning from peers Students answer Ol individually y Students talk to neighbors and answer Ol again Ol p Ol After Discussion y Students answer Q2 individually O2 tests sa
6. and the total of all three of their ages T m OS OS eee is 41 how old is Sue A 8 DURING Developing knowledge Where does most of the mass come from as the tree grows E 3 2 A Minerals in the soil 8 Organic matter in the soil C Gases in the air D Sunlight Exercise skill Elicit misconception Make Clickers Work for Yoy Dr Steglhtanie Chpryteen 20 4 o A U B qm de ponsored byfi gt gti 4 A 2 IV A pa er Payippto _ I opened an online course on a topic I know nothing about clicked through without reading anything and took the assessment I passed What does that suggest A lam a genius B The assessment was too easy C Maybe the online course was too easy too D More than one of the above Adapted from http Students prefer deeper questions ES Very useful N s COUrsSes 66 Useful EN 2H TT A A re S Y students El Mostly useless D Somewhat useful Types of clicker questions E Challenging conceptual E Recalling a previous fact E Completely useless 1777 O Recalling a recent fact O Plugging numbers into equation of students O 10 20 30 40 30 60 A way to think about question depth Bloom s Taxonomy Which superpower would you rather have The ability to A Change the mass of things E a e a al eae EPA High d C Change the magnetization of things N Lerner Or
7. B Change the charge of things C Change the magnetization of things D Change the boiling point of things A biology example Concepts and misconceptions 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 Gasesin theair dam D Sunlight How deep is this question anguage example The right answer for the right reason Is the following a run on sentence The sly fox sometimes jumped over the lazy dog unless it was Thursday A Yes B No C Not sure What is the goal sits How deep is this question OO 1 ee HT es en s Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto Experience survey or in class experiment 34 One of you will be randomly selected to be a winner Pick one A You can receive 1 00 cash right now B You can receive 1 05 cash during the next meeting of this class Results 66 of class took 1 now but 33 if 1 on next to last day of class instead of last day of class From DrJamesll at http www youtube com watch v CnnP0uCqD4k Math example Calculation If Leah is 6 years older than Sue and John is 5 years older than Leah and the total of all three of their ages 1S 41 how old is Sue A 8 10 14 19 21 Rs w What is the goal How deep
8. CWSEl Clicker Resource mms An instructor s guide to the effective use of personal e res ee pes response systems clickers in teaching E h eer D D tee ee a me ma e Back to the main Clickers page Click on links to play or right click and choose save as to download CLICKERS IN THE SCIENCE CLASSROOM Clickers Students and Teachers Speak Play video Instructors and students describe the benefits Flash of clicker use in class when used to actively engage the students and get them thinking QuickTime about the material Windows Media approx 4 5 min o How to Use Clickers Effectively Want to know more about just how to use Flash clickers to best help your students learn This video shares the best practices in clicker use QuickTime including tips on writing questions and getting students to talk about them the finer points of Windows Media runninn a clace dicciiecinn ahniit a miactinn and http STEMvideos colorado edu Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto Tips for success O Explain why you re using clickers O Use them frequently O Ask questions at a variety of levels of difficulty O Encourage discussion and listen to students O Emphasize reasoning O Use a variety of techniques and goals O Start small Handout 1 rips for Success To Learn More 104 This short webinar can t do it all
9. amp depth How might some of these examples inform your own question writing Chat in backchannel too 2 A question idea In class experiment 48 One of you will be randomly selected to be a winner Pick one A You can receive 1 00 cash right now B You can receive 1 05 cash during the next meeting of this class Results 66 of class took 1 now but 33 if 1 on next to last day of class instead of last day of class From DrJamesll at http www youtube com watch v CnnP0uCqD4k During a group or individual task Click in with your progress A Still working B Almost done C Finished I m bored speed up Im with you Slow down a little Fm totally lost If you saw a piece of trash in the street would you pick it up A Yes B No C It depends Applic fa principle pplica t10 noia rinciple Play students the Jaws theme after a break Is your reaction an example of operant or classical conditioning Discuss with your neighbor A Yes B No C It depends Example question Using visual representations 53 You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase Later that same day when the moon is setting which of the moon phases shown below would the Moon have looked like Center for Astronomy Education Ed Prather Demonstration predictions For example show that a light bulb lights up when it s connected
10. to a power source through a weak acid What will happen if I use a 100 acid solution A Brighter B Dimmer The answer ends up being opposite of what you d expect Example question Analyze graph The pie graph shows the energy of the Skater where could she be on the track Kathy Perkins CU Boulder Example question Reinforce vocabulary La fille porte the girl is wearing A Un chapeau a hat B Des lunettes glasses C Une casquette a cap RS D Un manteau a coat EN A E Plus qu un quelquechose d autre E A more than one sise something else i 2 Peer Discussion AL E PA Y N lh 4 AX EL How to encourage student discussion ware Circulate f Give enough time Explain why you re doing this ve Respect ideas in wrap up Peer discussion The research Students answer a clicker question individually Students talk to neighbors and answer the same clicker question again Before discussion After discussion 160 120 120 3 80 40 Are students o learning OR Are they being DN Mazur 1997 told right answer ERIC MAUR http vig fp prenhall com bigcovers 0135654416 jpg sP o nada Are they learning from peers Students answer Ol individually y Students talk to neighbors and answer Ol
11. 4 5 min YouTube How to Use Clickers Effectively Want to know more about just how to use Flash clickers to best help your students learn This video shares the best practices in clicker use QuickTime including tips on writing questions and getting students to talk about them the finer points of Windows Media runninn a clace dicciiecinn ahniit a miactinn and http STEMvideos colorado edu Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto Tips for success O Explain why youre using clickers O Use them frequently O Ask questions at a variety of levels of difficulty O Encourage discussion and listen to students O Emphasize reasoning O Use a variety of techniques and goals O Start small Handout 1 rips for Success To Learn More 64 This short webinar can t do it all e Watch classes taught by expert users e Find mentors and form user groups e Videos at http STEMvideos colorado edu e There are lots of great books o Teaching with Classroom Response Systems Derek Bruff o Peer Instruction Eric Mazur o Clickers in the Classroom Douglas Duncan o Clickers in Chemistry Margaret Asirvatham Thank you Clickers resource page videos question banks workshops http STEMclickers colorado edu Web and blog http sciencegeekgirl com The Active Class blog http theactiveclass com Email stephanie sciencegeekgirl com Upcoming travel
12. Make clickers work for you Q S 4 z a s e 7 As E gt e gt e Dr Stephanie V Chasteen Physics Department amp Science Ed Initiative University of Colorado Boulder http blog sciencegeekgirl com a Stephanie Chasteen colorado edu Upcoming travel to SF Bay Area LA W Virginia U Pittsburgh Chicago THERE IS A POLL OPEN Do you see it If not select polling from the dropdown menu on your toolbar helpful at blog sciencegeekgirl com see presentations tab Technical a ON os Difficulties Contact 1 866 229 5259 Sponsored by 1 gt clicker Panopto Why question e How many times have you given a lecture and found that students hadn t followed you e Can you rely on students to ask questions if they don t understand something e Can you rely on students to know if they don t understand something e What are the benefits of questioning Credit Rosie Piller pt course a Zed floor x st Floor basement Introducing Me Science Education Initiative http colorado edu SEI Applying scientific principles to improve science education What are students learning and which instructional approaches improve learning Y Z VA s Physics Education Research Group http PER colorado edu One of largest PER groups in nation studying technology attitudes classroom practice amp institutional change Blogger amp Co
13. NDERSTAND match paraphrase restate o APPLY choose explain show Bloom s Taxonomy o ANALYZE compare classify categorize o EVALUATE judge criticize defend o SYNTHESIS combine develop design Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto Question Writing Facets 1 Question Mechanics 2 Question Depth 3 Question Goals Setting up instruction Develop Knowledge Assess prior knowledge o pl Provoke thinking abo Assess Learning Stimulate discussion Exit poll Predict and show Probe limits of understanding Induce cognitive conf Demonstrate success Review Example questions Consider 1 Mechanics 2 Depth 3 Goals How might some of these examples inform your own question writing Handout 6 Chat in backchannel too EOS Make Clickers Work for You A question idea In class experiment S One of you will be randomly selected to be a winner Pick one A You can receive 1 00 cash right now B You can receive 1 05 cash during the next meeting of this class Results 66 of class took 1 now but 33 if 1 on next to last day of class instead of last day of class From DrJamesll at http www youtube com watch v CnnP0uCqD4k During a group or individual task Click in with your progress A Still working B Almost done C Finished I m bored speed up Im with you Slow down a
14. again Ol p Ol After Discussion y Students answer Q2 individually O2 tests same concept as Ol y Then explain answers to Ol and O2 Percent E Individual A OA CT Faculty Researchers More research at STEMclickers colorado edu A AAA PRE EE DIMMU El Uleg SCLENUE ZUUY ILIIILU J 1LL 4 Wrap Up Discussion e How to create a respectful climate for discussion 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 The student must be convinced that understanding strategies high exam score BACKCHANNEL BREAK More how to tips SEI Clicker and Education Videos Videos produced by the University of Colorado Science Education Initiative CU SEl and the University of British Columbia Carl V Science Education Initiative CWSEI Clicker Resource mms An instructor s guide to the effective use of personal e res ee pes response systems clickers in teaching E h eer D D tee ee a me ma e Back to the main Clickers page Click on links to play or right click and choose save as to download CLICKERS IN THE SCIENCE CLASSROOM Clickers Students and Teachers Speak Play video Instructors and students describe the benefits Flash of clicker use in class when used to actively engage the students and get them thinking a approx
15. come Provoke thinking iE Assess prior knowledge AFTER Relate to big picture Assessing learning Demonstrate success Review or recap Exit poll DURING Developing knowledge Check knowledge Application Analysis Evaluation Synthesis Exercise skill Elicit misconception Anatomy of Peer Instruction tf fi A An T 5 J If PL AS Na en a ee Ask Question a vote on own Lecture Class Discussion Peer Discussion 1 Ask Question How much gas and dust do VEDLI thunk ait galaxy COMMISE 2 Peer Discussion fl Y tf Vf yee Students learn more deeply by teaching each other f Makes them articulate answer e Lets you see inside their heads e Typically allow 2 5 minutes e When buzz in room dies down or e When about 75 of students have clicked in 4 Wrap Up Discussion e Ask students to defend their answers e Emphasize reasoning A few technical comments Grading Motivate students to participate without stressing over the right answer We recommend extra credit for Mostly participation eg 2 points Some for correctness eg 1 point A few technical comments Timing Groups e Students p
16. der D Change the boiling point of things 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 Lower order a CE Y gp MH Do the questions you use intellectually challenge your students or simply assess their 2 factual knowledge Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto If Leah is 6 years older than Sue and John is 5 years older than Leah and the total of all three of their ages is 41 how old is Sue 8 10 14 19 21 mo onw gt How to use Bloom s Taxonomy Handout Bloom s Taxonomy e Handout with handy verbs and question stems for different levels e g o UNDERSTAND match paraphrase restate o APPLY choose explain show o ANALYZE compare classify categorize o EVALUATE judge criticize defend o SYNTHESIS combine develop design Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto A possible question writing strategy 1 Pick a goal Preparing Developing Assessing Let s say I want to give my students a chance to try applying some ideas we ve been learning about pressure 2 Look for verbs at the right level I use the Bloom s Taxonomy sheet to look for verbs at the right level In this case Apply has the verbs choose
17. ior knowledge Analysis Evaluation Synthesis AFTER Relate to big picture Exercise skill Assessing learning i Demonstrate success Elicit misconception Review or recap Exit poll Credit Rosie Piller and lan Beatty How can we ask questions e Ask rhetorically e Target the class how e Target someone in particular e Wait and then call on whom e Answer your own question e Leave the question unanswered Or ask out of class e Blogs e Discussion boards e Homework Credit Rosie Piller pe The toughest thing about asking questions in class Is Writing good questions Getting students to really think about them Getting students to answer the questions Nobody responds The same students always respond Not everybody responds It takes too long I have a lot of content to cover Clickers are a tool for questioning But not a magic bullet How is a clicker _ the same or different From other es O tn class uestions e Similar in terms of soals E iin Maldbiaia m e Multiple choice CHAT DISCUSSION o An onym ou S t O p e er S poll Why do you want ene e Every student has a voice the to vse clickers loud ones and the shy ones e Forced wait time e You can withhold the answer until everyone has had time to think choose when to show the histogram What does this tool helo us to do BEFORE Setting up instruction 5 Motivate Discover Predict out
18. is this question What is the goal of your question Setting up instruction Assess prior knowledge superpower Re ratner nave e aDiil ae Provoke thinking about something new y Stimulate discussion A Change the mass of things 8 Change the charge of things Predict and show C Change the magnetization of things eInduce cognitive conflict D Change the boiling point of things Where does most of the mass come from as the tree grows E i D A Minerals in the soil B Organic matte C Gases in the If Leah is 6 years older than D Sunlight Sue and John is 5 years struction nowledge ing Develop Knowledge Elicit misconception Exercise skill Conceptual understanding Assess Learning Exit poll Probe limits of understanding e Demonstrate success Review older than Leah and the total of all three of their ages is 41 how old is Sue Make Clickers Work for You Dr Stephanie Ch C U Boulder S by i gt clicker Panopto What is the goal of your question BEFORE i Setting up instruction Which superpower would you rather have The ability to A Change the mass of things 8 Change the charge of things C Change the magnetization of things D Change the boiling point of things ASSESS prior Knowledge A SS A ER i lt If Leah is 6 years older than i f AFTER Sue and John is 5 years H Assessing learning F older than Leah
19. little Fm totally lost If you saw a piece of trash in the street would you pick it UP A Yes B No C It depends gt pay P p D Application of a princip Play students the Jaws theme after a break Is your reaction an example of operant or classical conditioning Discuss with your neighbor A Yes B No C It depends Consider Mechanics Depth Goals Example question Using visual representations 92 You look to the eastern horizon as the Moon is rising and discover that it 1s in the new moon phase Later that same day when the moon is setting which of the moon phases shown below would the Moon have looked like Consider 1 Mechanics 2 Depth 3 Goals Center for Astronomy Education Ed Prather Demonstration predictions For example show that a light bulb lights up when it s connected to a power source through a wi weak acid What will happen 1f I use a 100 acid solution Consider 1 Mechanics 2 Depth 3 Goals A Brighter B Dimmer The answer ends up being opposite of what you d expect Example question Analyze graph The pie graph shows the energy of the Skater where could she be on the track Kathy Perkins CU Boulder Example question Reinforce vocabulary La fille porte the girl is wearing A Un chapeau a hat B Des lunettes glasses C Une casquette a cap RS
20. me concept as Ol y Then explain answers to Ol and O2 Percent E Individual A OA CT Faculty Researchers More research at STEMclickers colorado edu A AAA PRE EE DIMMU El Uleg SCLENUE ZUUY ILIIILU J 1LL Ask Question ER Maybe vote P wer Discussion Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by i gt clicker Panopto 1 Question Mechanics 2 Question Depth 3 Question Goals 1 Question Mechanics gt Question Depth 3 Question Goals e Clear wording e Use tempting distractors e Sources of distractors o Student answers on homework amp exams o Common misconceptions When is it NOT a good idea to avoid negative questions A Never B Sometimes C Always D What Adapted from http 1 Question Mechanics gt Question Depth 3 Question Goals Question Writing Depth ES Very useful N s courses 66 iS E students T Somewhat useful EA ar E Mostly useless gt Types of clicker questions E Challenging conceptual E Recalling a previous fact E Completely useless 1777 O Recalling a recent fact O Plugging numbers into equation of students O 10 20 30 40 30 60 But how do we increase the level of questioning Question Writing Depth a a Back to Bloom s Taxonomy Handout 6 e Handout with handy verbs and question stems for different levels e g o U
21. nsultant http sciencegeekgirl com U Colorado clicker resources ee AA AS OEA E ODEA 1 Videos of effective use of clickers 2 5 mins long Clicker resource Dato http STEMclickers colorado edu o Instructor s Gui d e Papoua e Question banks e Workshops e Literature Articles d And thanks ansore The passe c ass provides a forum for educators to exchange ideas about teaching and learning with technology Visit us at www theactiveclass com clicker www iclicker com Agenda What are the basic steps in using clickers with peer instruction Why does it work e the research What makes a good question How do we facilitate student discussions There are handouts for this session that may be helpful at blog sciencegeekgirl com see presentations tab Why question e How many times have you given a lecture and found that students hadn t followed you e Can you rely on students to ask questions if they don t understand something e Can you rely on students to know if they don t understand something e What are the benefits of questioning If questioning is so great why dont we do it more Credit Rosie Piller When can we ask questions BEFORE Setting up instruction DURING Motivate Developing knowledge Discover Predict outcome Check knowledge Provoke thinking dl Application Assess pr
22. refer O 2 5 questions o Interspersed O Peer discussion e And we recommend o Manual timin O Neighbors only or informal groups QUESTION BREA SE PB M N J AN y A ZA Ask Question Lecture Maybe vote Class Discussion What is your main reason for wanting to use clickers A Motivate attendance with points B Reinforce concepts by letting students practice C Feedback to instructor D Feedback to students E Something else Department N total Applied Math 6 Psyc 16 an Mech E Sa gt A 246 Choro EY taita 4 History 3 Business 10 MODA 14 OO SEAS E de RE ee O A EA Chemistry 6 PORN CORRE PRE CONNUE E Geology 8 J lism 3 Y N A Mes xs hein LEE MV zz mos Sci f Int Physiology 6 eee E a E A o e A es Ea ni 36 A tE LL meer in peer ss SE Astro 4 aa str Physics 8 A A ll 0 10 20 30 40 50 BO FO B O 100 large lecture sections Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by 1 gt clicker Panopto Becoming a clicker expert Basic use of clickers Only for quizzes or testing Only occasionally or at set times eTo check for basic comprehension Better use of clickers
23. to SF Bay Area LA W Virginia U Pittsburgh Chicago Look for the Make Clickers Work for You session recording and announcements of future webinars at theactiveclass com or our twitter stream iclickerclique Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by 1 gt clicker Panopto 1 Motivation is essential for student learning OR Handout 4 How People Learn ckers can be used in ways that align with How People Learn 1 Motivation is essential for student learning 2 People learn by actively constructing their own understanding l e not this So this webinar isn t enough Handout 4 How People Learn Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by 1 gt clicker Panopto ckers can be used in ways that align with How People Learn 1 Motivation is essential for student learning 2 People learn by actively constructing their own understanding 4 noes learn by building on what they already know Fish is Fish L Lionni Dragonfly Books Handout 4 How People Learn Make Clickers Work for You Dr Stephanie Chasteen CU Boulder Sponsored by 1 gt clicker Panopto ckers can be used in ways that align with How People Learn 1 Motivation is essential for student learning 2 People learn by actively constructing their own understanding 3 People learn by building on what they already know
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