Slides about Peer Instruction Dr. Stephanie V. Chasteen Physics Department & Science Ed. Initiative...

Slides about Peer Instruction

Dr. Stephanie V. Chasteen Physics Department & Science Ed. InitiativeUniversity of Colorado – Boulderhttp://[email protected]

Co-presenters have included Steven Pollock, Jenny Knight, Trish Loeblein, and Kathy Perkins.

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Scince Education Initiative/ CU-Boulder

This Powerpoint provides our workshop slides organized by topic

This presentation is copyrighted under the Creative Commons LicenseAttribution 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

About these slides

We have created a variety of workshops on clickers and Peer Instruction for faculty and K12 teachers. These slides represent the presentations and activities that we have produced through this work. You are free to use this material with proper attribution (see previous slide).

Not all slides or activities were used in every workshop.

Activities are designated with a peach background to the slide

You can find the full handouts and activity descriptions under Workshop Materials at http://STEMclickers.colorado.edu

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

T hese me t a -s l i des p rov ide a l i t t l e b i t o f i n f o rma t i on f o r you abou t ou r p resen t e r and

wha t we a re t r y i ng t o do w i t h ou r p ro f ess iona l deve lopmen t wo rkshops .

Overview

Introducing Me5

Applying scientific principles to improve science education – What are students learning, and which instructional approaches improve learning?

Science Education Initiative

Physics Education Research Group

One of largest PER groups in nation, studying technology, attitudes, classroom practice, & institutional change.

http://colorado.edu/SEI

http://PER.colorado.edu

Blogger & Consultant

http://sciencegeekgirl.comCreative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

U. Colorado clicker resources…6

Videos of effective use of clickers

http://STEMclickers.colorado.eduClicker resource page

http://STEMvideos.colorado.edu

2-5 mins long

• Instructor’s Guide• Question banks• Workshops• Literature / Articles


“Clickers” are really just a focal point

We aim to help instructors:Use student-centered, interactive teaching

techniquesBy the use of a tool (clickers) which makes a

transition to that pedagogy easier

Our talks are “how people learn” talks in disguise.

Bransford, Brown, Cocking (1999), How People Learn


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The typical pattern of professional development for faculty…

(we) Tell them how to do it (they) Try it (they) Fail or fade (we) Repeat (louder!)

In physics, half of faculty only use Peer Instruction for a single semester

What’s missing? We need to help faculty anticipate challenges and difficulties with

implementing peer instruction. Lose the rose-colored glasses! We also need to provide less prescriptive “do this, don’t do that”

recommendations, which are hard to remember, and instead provide a pedagogical strategy which will naturally lead to those “best practices”

These workshop materials are intended to help overcome some of the challenges to sustainable improvements in teaching, as based on the research on instructional change.


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How we try to accomplish goals:

Give a clear introduction to peer instruction. What does it really look like?

Give experience in peer instruction. How does it feel as a student? As an instructor?

Provide disciplinary experience. Give examples from multiple disciplines; have instructors sit next to others who teach in their subject area

Why does it work? The research.Respect their experience. Answer their

questions/challenges, rather than being gung-ho salesman.Provide opportunity for practice and feedback. Especially

in writing questions and facilitation.Practice what we preach. Do all this in a student-centered,

interactive environment. Don’t lecture about how not to lecture.


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T h e s e s l i d e s o u t l i n e h o w a c l i c k e r w o r k s , w h a t t h e b e n e f i t s a r e o f u s i n g c l i c k e r s , a n d e x p l a i n p e e r i n s t r u c t i o n ( t h e

p e d a g o g i c a l t e c h n i q u e u s i n g c l i c k e r s f o r i n - c l a s s q u e s t i o n i n g ) .

I t s e e m s i m p o r t a n t t o s h o w e x a m p l e q u e s t i o n s e a r l y i n t h e w o r k s h o p , t h o u g h t h i s c a n a l s o b e d o n e l a t e r w h e n d i s c u s s i n g f e a t u r e s o f g o o d q u e s t i o n s . S e e i n g l o t s o f e x a m p l e s s e e m s t o

b r o a d e n p a r t i c i p a n t s ’ t h i n k i n g a b o u t c l i c k e r q u e s t i o n s , a n d g i v e s t h e m s o m e c o n c r e t e e x a m p l e s t o r e f e r t o a s y o u d i s c u s s

t h e a b s t r a c t p e d a g o g y.

We a l s o h a v e t h e m p a r t i c i p a t e i n a m o d e l p e e r i n s t r u c t i o n q u e s t i o n .

About clickers and peer instruction

What is special about clicker questions?

Similar goals as other types of questioning techniques

Multiple choiceAnonymous (to peers)Every student has a voice –

the loud ones and the shy ones

Forced wait timeYou can withhold the answer

until everyone has had time to think (choose when to show the histogram)

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What does this tool help us to do?

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But not a magic bullet!

Clickers are a tool for questioning

Don’t equate the pedagogy with the technology.

So what IS the pedagogy?

Browsing Questions Activity

Three different activities follow which allow the participants to browse a variety of questions

This serves to expose participants to a wide variety of types of clicker questions, and to open participants’ eyes to the wide variety of possible uses of clicker/peer instruction questions, so that they may be able to gain a broad vision of how this tool might be used in their classroom. These activities also help ground the abstract pedagogy in concrete examples.

Browsing Questions 1: Gallery Walk

With a partner, look at the “example questions” trios on the wall.

What do you think an instructor would be trying to accomplish with such questions?

Jot down any ideas next to the question

5 minutes

Aihofanz2010 on Wikimedia

Browsing Questions #2: Treasure Hunt


Question Rating SheetBrowse the questions on the handout. In your groups, rate them on a 4-point scale, with “1” being “terrible” and “4” being “terrific.”

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Browsing Questions 3: Powerpoint


PowerpointShow a series of questions via Powerpoint and discuss.

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Why use peer instruction?17

Here we show one of two videos from http://STEMvideos.colorado.edu Anatomy of a Clicker Question (for

audiences that are already bought-in to using clickers)

Students and Teachers Speak (for audiences that could benefit from some persuasion), first few minutes

Each shows the process of teaching using peer instruction, from which we can extract the “anatomy of peer instruction” on the next slide

Anatomy of a clicker question18

Ask Question

Peer Discussion

Vote

Debrief

…Lecture…(May vote individually)

* See also: Peer Instruction, A User’s Manual. E. Mazur.

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1. Asking Question

Best practices•Ask several times during lecture•Ask challenging, meaningful questions•Questioning is integral to lecture

Why do it?•Students can learn by considering a question•Breaks up lecture• Learning is in the application of knowledge

Example question: Biology

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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 soilB)Organic matter in the soilC)Gases in the airD)Sunlight

Common misconception leads to answers (A) and (B). Correct answer: C


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2. Peer Discussion21


Why do it?•Students learn more deeply by teaching each other• Makes them articulate answer• Lets you see inside their heads Best Practices:

•Make it clear why you’re doing this• Circulate and ask questions / model•Use questions they want to discuss•Allow enough time (2-5 mins)•Focus on reasoning in wrap-up• Show students you value their ideas

3. Wrap-Up Discussion. 22

Best practices:•Establish culture of respect•Don’t always show the histogram immediately• Ask multiple students to defend their answers• Emphasize reasoning: Why are wrong answers wrong and why right answer is right

Why do it?•Student ideas are important•Instructor feedback is important•So students know answer and reasoning by the end

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Ask Question

Peer Discussion

Vote

Debrief

…Lecture…(May vote individually

Question break


The Practice Question

Following are a series of practice questions that you can use to demonstrate Peer Instruction. Choose one.

A practice question provides the experience of engaging in PI as a participant, which serves to outline a model PI cycle and highlight the value of the technique


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Practice question #1: Superpowers

Which superpower would you rather have? The ability to…

A. Change the mass of thingsB. Change the charge of thingsC. Change the magnetization of thingsD. Change the boiling point of things

Question: Ian Beatty, UNC Greensboro Image: Thibault fr on Wikimedia

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Practice Question #2: Twins

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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)

A)Twin boysB)Twin girlsC)One girl and one boyD)All are equally likely

Courtesy Derek Bruff, Vanderbilt

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Practice Question #3: Tennis Anyone?

A tennis racket and can of balls together costs $110. The tennis racket alone costs $100 more than the can of balls. How much does the can of balls alone cost?

A. $5B. $10C. $11D. $100E. None of these

Courtesy Steven Pollock, CU-Boulder

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Practice Question #4: Clicker Challenges

A. Writing good questionsB. Getting students to really think about the

questionsC. Getting students to share their reasoning with

the whole classD. Getting students to discuss the questions with

each other (peer discussion)E. It takes too long / I have a lot of content to cover

I think the toughest thing about using clickers and peer instruction in class is / will be:

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