Facilitating Clickers Effectively
Contents
1. ng html 22 1 25 14 The Whiff of Credit May provide low stakes incentive to have a good clicker score Give points for trying and maybe a little more for getting a correct answer At the end of the semester substitute the average clicker score for the worst homework score if it is better Have clear policies on cheating Reacting to their votes You don t know what s going to happen but you can anticipate and prepare yourself for the likely outcomes After the individual vote before peer discussion you know the distribution amp they don t You have lots of options This is where you show your agility 23 1 25 14 What do you think you should do with this first vote distribution C is the correct answer 1 A BCDE A Turn to your neighbors and convince them you re right B Confirm correct answer and move on C Can someone who answered C tell us why they made that choice Discuss correct and incorrect choices What do you think you should do with this first vote distribution A Turn to your neighbors and convince them you re right confirm correct answer anc C Can someone who answered B tell us why they made that choice D other 24 1 25 14 What do you think you should do with this first 2 vote distribution A BCDE A Turn to your neighbors and convince them you re right B confirm correct answer and2. figure _ out what s being asked context Is this topic currently being covered in class connection to Does the question make students do the right learning goals thing to demonstrate they grasp the concept distractors Use tempting distractors What do the wrong answers tell you about students thinking difficulty Use a variety of difficulty levels Is the question too trivial too hard Stimulates Will the question engage the students and spark thoughtful thoughtful discussions discussion Is there potential for you to be agile 15 1 25 14 Various question types Mix up your question strategies to keep things fresh and help students practice different skills Conceptual one right answer Let s try 11 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 in the air D Sunlight A Private Universe Annenberg Media 16 1 25 14 Discussion no one right answer How much do you personally think that cultural factors explain differences in evidence of violent behaviors between men and women Not much at all A little They are sometimes useful They explain most of what we see Don t know other Predict an outcome You re on a Cart initially at rest throwing balls at a partition that is rigidly mounted on the front
3. move on C Can someone who answered B tell us why they made that choice etc Chat Peer Discussion Discussion Challenges amp Solutions Best Practices Create student buy in Circulate Use good questions Allovv enough time 2 5 mins eFocus on reasoning in wrap up 25 1 25 14 Chat Wrap Up Discussion Discussion Challenges amp Solutions Best Practices Establish a safe respectful environment Encourage sharing of ideas somehow Dont necessarily show histogram immediately Ask multiple students to defend their answers Emphasize reasoning Why wrong answers are wrong and why right answer is right What do you think you should do if this is the second vote distribution r A BCDE A Turn to your neighbors 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 26 1 25 14 Giving the answer stops student thinking What about content coverage 27 1 25 14 Facilitation Matters the research Research shows that e Peer discussion instructor WHAT DO WE WA explanation of question works better EV DFNCE f s than either one alone wr WHEN WVO WE WAS Instructor explanation is particularly AF TER Y EER Neyi un helpful for strong students Students prefer time
4. 1 25 14 Egreative 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 Facilitating Clickers Effectively Sponsored by i gt clicker Dr Stephanie V Chasteen Science Education Initiative University of Colorado Boulder Stephanie Chasteen colorado edu Clicker resource page at http STEMclickers colorado edu Handouts at http blog sciencegeekgirl com There is a poll open Tell us if you re having trouble finding it Agenda Brief intro Effective Questions Facilitation Matters 1 25 14 Peer Instruction and Clickers 3 5 questions per class Students discuss amp vote Improved learning multiple studies Used by 30 of physics faculty Danc amp Henderson AJP 2010 1 25 14 U Colorado Clicker Website http STEMclickers colorado edu Clicker resource page Clicker Resource e Downloadable Instructor s Guide e Question banks e Workshops e Literature Articles Short videos Clickers are a
5. for individual thinking amp peer discussion Students prefer 2 5 challenging questions interspersed with lecture High stakes p oints have a negative See http STEMclickers colorado edu for effect on conversation quality various references Action Plan e Take a few minutes to write down your action plan to implement ideas you heard about in this part of the workshop e Email it to yourself 4 4 28 1 25 14 Thank you Clickers resource page videos question banks workshops http STEMclickers colorado edu My web and blog http sciencegeekgirl com The Active Class blog http theactiveclass com Email stephanie sciencegeekgirl com Look for announcements of future webinars and handouts and slides from today s session at iclicker com or our twitter stream iclicker Any burning questions ni Ask Question Lectulie individually 8 y Debrief Peer Discussion 29
6. means A B C D Appreciated No need to talk to Compromised your neighbor you Defied know it or you don t Noted Does not encourage reasoning Another example of a less effective question What causes the seasons A B C D E The change in the earth s distance from the sun during the year The tilt of the earth s axis Changes in the sun s brightness Changes in clouds None of the above Can pattern match to find the answer because tilt would have been mentioned during lecture 13 1 25 14 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 There would be no seasons The seasons would remain pretty much as they are today Winter to spring would differ much less than now Winter to spring would differ much more than now Much better question Requires reasoning Let s try t 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 M nerals 1n the soil B Organic matter in the soil C Gases 1n the air D Sunlight A Private Universe Annenberg Media 14 1 25 14 Any burning questions Ask Question Lect individually 8 y Debrief Peer Discussion U What makes a good clicker que stion See handout clarity Students should waste no effort trying to
7. of the cart If the balls bounce straight back as in the figure then is the cart put in motion A Yes left B Yes right c No D Don t know 17 1 25 14 Survey questions Do you know someone who has cancer or had it in the past A Yes someone close to me B Yes but didn t know them well C No D Not sure Origin unknown Beyond True False Embed reasoning in answers In this food chain would More owls because they are you expect to have more good hunters and can catch owls or more frogs Why more food than frogs can More frogs because they are lower on the food chain More owls because they are higher on the food chain More frogs because they have more food to eat More frogs because they are smaller and need less food More owls because no predators eat them Cathy Wanat Northampton High School 18 1 25 14 Images as Choices John is walking to school This graph shows his position as a function of time When is John moving with the greatest velocity position time E UBC CWSEI Recap question types Conceptual one right answer questions Discussion no one right answer questions Predict an outcome e g of experiment Survey questions personal opinion Embed reasoning in answers Slovver because gravity is acting against it Slower because it loses energy to friction Use images as answer choices See TEFA hando
8. sessing instruction knowledge learning Adapted from Rosie Piller Ian Beatty Stephanie Chastee 1 25 14 Anatomy of Peer Instruction Ask Question xr May vote Lecture individually Debrief 4 4 Peer Discussion Class t See also Peer Instruction A User s Manual E Mazur Clicker Choreography See handouts 1 25 14 Clicker choreography These are in your handouts 1 Present the question Don t read it aloud 2 Please answer this on your own 3 Give the students sufficient time to make a choice Do you need more time 4 Please vote 5 Check distribution of votes privately 6 Depending on the distribution of votes proceed Clicker choreography These are in your handouts 6 Depending on the distribution of votes Have students discuss with peers usually Have a class discussion or O 9 Discuss question yourself be 7 At the end confirm the answer s and continue with the class 1 25 14 Clickers help students learn the research Research shows that WHAT DO WE WA EV DENCE EAS WHEN DO WE VN AFTER PEER e Courses using peer instruction outperform traditional lecture courses on a common test Students can better answer a similar question after talking to their peers especially difficult questions What do we want Evidence based change See http STEMclickers colorado edu for When do we want it Af
9. ter peer review various references Clickers amp Classroom Culture Research shows that students say that clickers Help them show up for class and participate Make them feel part of the class community Make their voice heard in class Hold them accountable for learning Increase group learning outside the classroom But only if clickers are used well 10 1 25 14 Part 1 Effective Questions Example Question History In your opinion which has had the most positive impact on the modern world A coffee Good discussion debate B tea question before or after C chocolate instruction D spice E sugar 11 1 25 14 Example Question Superpowers Which superpower would you rather have The ability to A Change the mass of things Change the charge of things No one right answer also works in the Change the boiling point of things sciences B C Change the magnetization of things D Question Ian Beatty UMass Amherst Image Thibault fron Wikimedia Example question Astronomy 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 ss setting which of the moon phases shown below would the Moon have looked like Helping with visual literacy and application of a concept to daily life Center for Astronomy Education Ed Prather 12 1 25 14 Example of a less effective question Apprized
10. tool for questioning But not a magic bullet Don t equate the pedagogy with the technology So what IS the pedagogy 1 25 14 Why question 1 Why do we ask students questions in class 2 Why might we use clicker questions Clickers help students learn the learning cycle ool BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Rosie Piller lan Beatty Stephanie Chasteen 1 25 14 Clickers help students learn DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Rosie Piller Ian Beatty Stephanie Chastee Clickers help students learn DURING setting up developing assessing instruction knowledge learning Adapted from Rosie Piller Ian Beatty Stephanie Chastee 1 25 14 Clickers help students learn DURING setting up developing assessing instruction knowledge learning Adapted from Rosie Piller Ian Beatty Stephanie Chastee Clickers help teachers teach ool BEFORE DURING setting up developing assessing instruction knowledge learning Adapted from Rosie Piller Ian Beatty Stephanie Chastee 1 25 14 Clickers help teachers teach BEFORE DURING AFTER oo setting up developing assessing instruction knowledge learning Adapted from Rosie Piller Ian Beatty Stephanie Chastee Clickers help teachers teach BEFORE DURING AFTER oo setting up developing as
11. ut 19 1 25 14 Question writing tips DIFFICULTY Don t just use simple quiz questions use questions at a variety of difficulty levels see Bloom s STRATEGIES Use a variety of types of questions TIMING Use questions at a variety of points in lecture WORTHY OF DISCUSSION Use interesting challenging questions that prompt discussion and emphasize reasoning DISTRACTORS Use tempting distractors to challenge students ability to reason 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 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 20 1 25 14 But The perfect question doesn t solve all problems Part 2 Facilitation Matters 21 1 25 14 Remember not a magic bullet Or the perfect question doesn t solve all problems Implementation is also important Student buy in is key Option 1 Explain why you are doing this Option 2 Demonstrate why you are doing this better In your handouts is a link to some example framing activities http vvvvvv colorado edu se1 fac resources fram
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