Facilitating-clicker.. - University of Colorado Boulder
Contents
1. sufficient Turn to the screen read and answer the question as if you are one of your students Another possibility keep facing the class helping those with confused stares Another possibility model how to think about the question by acting 1t out When you notice students picking up their clickers and getting restless they are prepared to vote Clicker choreography 4 When you have made a choice or when you see the class getting restless ask the students Do you need more time If many students are not ready to vote they will not have committed to a choice and will be unprepared to discuss the question Some students may be uncomfortable asking for more time Make it clear from the first class that you ll honour the request with no repercussions to the student who asked 5 Yes Give them a few more seconds silence Ask them to prepare to vote Clicker choreography Please vote If you ve given them sufficient time to commit to a choice the voting should take very little time Another option watch the number of votes and when most of the votes are n say Can I have your final answers please ike Don t wait for every last student to vote Some may be choosing not to vote Clicker choreography 7 Check distribution of votes on the 1 gt clicker receiver Don t show the histogram to the class yet Popular choices may sway second vote a studen2. questions What is the purpose of clicker questions Warm up activity Discuss in small groups making notes in handout Then share out 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 1n the air D Sunlight Common misconception leads to answers A and B Correct answer C Example question Astronomy You look to the eastern horizon as the Moon 1s rising and discover that it is in the new moon phase Later that same day when the moon 1s setting which of the moon phases shown below would the Moon have looked like Center for Astronomy Education Ed Prather Example Question History In your opinion which had the most positive impact on the modern world A coffee B tea C chocolate D spice E sugar Clickers help students learn the learn ng cycle eo BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller Ian Beatty Stephanie Chasteen Clickers help students learn ee BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller lan Beatty Stephanie Chasteen Clickers help students learn eo BEFORE DURIN
3. G setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller Ian Beatty Stephanie Chasteen Clickers help students learn eo BEFORE DURING setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller Ian Beatty Stephanie Chasteen Clickers help students learn the research Research shows that Students can better answer a similar question after talking to their peers Students like peer instruction Peer instruction classes outperform traditional lectures on a common test Peer discussion instructor explanation of question works better than either one alone See http STEMclickers colorado edu for various references Clickers help teachers teach eo BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller Ian Beatty Stephanie Chasteen Clickers help teachers teach Are they ready for the next topic What do they already know Do they care about this What DO they care about anyway ee BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller Ian Beatty Stephanie Chasteen Clickers help teachers teach Where are they 1n the activity Are they getting it Do I need to
4. Gallery Walk WT An While you are coming in browse the example questions on the wall What would an instructor be trying to accomplish with this question Aihofanz2010 on Wikimedia Facilitating Clickers Effectively Dr Stephanie V Chasteen Physics Dr Jenny Knight MCDB Science Education Initiative University of Colorado Boulder http STEMclickers colorado edu Stephanie Chasteen colorado edu Agenda Part 1 The Why and How Part 2 Facilitation Matters 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 a O a ye z UD Ka 4 C U Colorado clicker resources Videos of effective http STEMvideos colorado edu use of clickers Clicker resource page http STEMclickers colorado edu Clicker Resource Instructor s Guide Question banks Workshops iterature Articles Warm Up Why question Why do we ask questions When might we use
5. intervene Did they notice key idea X eo BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller Ian Beatty Stephanie Chasteen Clickers help teachers teach Can I move to the next topic Did that activity work How did I do eo BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Cynthia Heiner Peter Newbury Rosie Piller Ian Beatty Stephanie Chasteen Clickers are a tool for questioning But not a magic bullet ON Mrs bei Don t equate the pedagogy with the technology So what IS the pedagogy Anatomy of a Clicker Question Peer Instruction Anatomy of a clicker question Ask Question FE May vote Lect re individually Debrief E MUNI Peer Discussion Class Discussion Vs See also Peer Instruction A User s Manual E Mazur Let s try it 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 Question Ian Beatty UMass Amherst Image Thibault fron Wikimedia Question break Ask Question N ay vote n Lecture individually T Debrief Peer Discussion 5 Minute Break WA STE Stretch your legs and look at the example questions on the wall Wha
6. ptions This 1s where you show your agility First Vote 1 What do you think you should do with this first vote distribution C is the correct answer A BCDE A Turn to your neighbours and convince them you re right B move on everyone got it C confirm correct answer and move on D Can someone who answered C tell us why they made that choice E other First vote 2 What do you think you should do with this first vote distribution A BCDE A Turn to your neighbours and convince them you re right B confirm correct answer and move on C Can someone who answered B tell us why they made that choice D Would someone like to explain why they picked the answer they did E other First Vote 3 i 4 What do you think you should do with this first vote distribution A BCDE A Turn to your neighbours and convince them you re right B confirm correct answer and move on C Can someone who answered B tell us why they made that choice etc D Would someone like to explain why they picked the answer they did E other First Vote 4 What do you think you should do with this first vote distribution C is not the correct answer Second Vote What do you think you should do if this is the second vote distribution What are the challenges What do you think is will be the toughest thing about using Peer Instruction Brainstorm wi
7. t who picked an unpopular choice may be reluctant to participate 1n discussions You can motivate students without showing the histogram e g by saying there seem to be two popular answers Clicker choreography 8 Depending on the distribution of votes proceed We ll discuss reacting to various distribution scenarios 1n a few moments Clicker choreography 9 Have students discuss with peers usually Allow enough time 2 5 minutes Circulate the room to listen ask questions model discussion This process 1s greatly enhanced if students buy in more on this later Clicker choreography 10 At the end confirm the answer s and continue with the class Even if more than 80 90 of the students have picked the correct choice some students are still not sure why that choice is correct Briefly confirm the correct choice explain why the correct choice 1s correct explain why popular distractors are incorrect allows those who chose the correct answer to make sure they had the correct reasoning
8. t would an instructor be trying to accomplish with this question How would you use it Part 2 Facilitation Matters Remember not a magic bullet Or the perfect question doesn t solve all problems Implementation is also important X4 a he l CN 2 C vr a e Clicker Choreography See handouts for more details about the process of running a clicker question and common pitfalls Will you modify this approach Honestly I think that I m most likely to modify this technique of peer instruction to suit me and my students I know that there are atleast parts of the technique that I ll be changing None One Two three Four or more Is there a problem with modifications Probably s gt 22 MUN La You re smart amp you care about teaching Be strategic about modifications Reacting to their Votes After the first or second vote Don t show the histogram to the class yet Popular choices may sway second vote a student who picked an unpopular choice may be reluctant to participate in discussions You can motivate students without showing the histogram e g by saying there seem to be two popular answers Reacting to their votes You don t know what s going to happen but you can anticipate and prepare yourself for the likely outcomes When you know the first vote distribution but they don t you have lots of o
9. th neighbor s for just a few minutes What are the challenges What do you think 1s will be the toughest thing about using Peer Instruction Writing good questions Technical issues Tough to get students to discuss questions I have too much content to cover takes too much time something else Practices to avoid common challenges Challenge Possible solution Student buy n 1s key Option 1 Explain why you are doing this Option 2 Demonstrate why you are doing this Action Plan Take a few minutes to write down your action plan to implement ideas you heard about in the workshop Please also fill out the FTEP evaluation form We value your feedback Thank you Clicker choreography These are in your handouts 1 Present the question Don t read it aloud Reasons for not reading the question aloud your voice may give it away the students are not listening anyway your voice may distract them from reading Clicker choreography 2 Please answer this on your own Goals of the first solo vote get the students to commit to a choice get the students curious about the answer get the students prepared to have discussion w peers If they discuss the question right away e Some students are making choices based on someone else s reasoning Clicker choreography Don t start the 1 gt clicker poll Instead give the students sufficient time to make a choice What 1s
Download Pdf Manuals
Related Search