Wi13 Workshop - Clickers3: Click it up a level
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Transcript of Wi13 Workshop - Clickers3: Click it up a level
CTD WEEKLY WORKSHOPS:CLICKERS 3: CLICK IT UP A LEVEL
Peter Newbury Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
slides and resources: http://tinyurl.com/CTDClickers3
Thursday, February 7, 201312:30 – 1:30 pm Center Hall, Room 316
Clickers 3: Click it up a level2
student-centered instruction
listening
interacting
engaged
learning
traditional lecture
listening
Clickers 3: Click it up a level3
student-centered instruction
listening
interacting
engaged
learningpeer instruction w clickersworksheetsvideosinteractive demonstrationssurveys of opinionsreading quizzesdiscussions
Clickers 3: Click it up a level
Typical Peer Instruction Episode
4
Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-
challengingmultiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers, colored/ABCD voting cards,...
4. The instructor reacts, based on the distribution of votes.
Clickers 3: Click it up a level
Effective peer instruction requires
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1. identifying key concepts, misconceptions2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating peer instruction episodes thatspark student discussion
4. resolving the misconceptions
beforeclass
duringclass
Clickers 2
Clickers 1
Clickers 3: Click it up a level
In effective peer instruction
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students teach each other while theymay still hold or remember their novice misconceptions
students discuss the concepts in theirown language
the instructor finds out what the students know (and don’t know) and reacts
students learn and practice how to think, communicate like experts
Clickers 3
Clickers 3: Click it up a level7
Reacting to their votesYou 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 options.
This is where you show your “agility.”
(Image: Peter Newbury)
Clickers 3: Click it up a level8
Ideally……every 1st (“solo”) vote should be followed by1. “Please turn to your neighbors and
convince them you’re right.”2. peer discussion3. 2nd (“group”) vote4. instructor-led group discussion (“What
did your group talk about?”)5. confirmation/clarification of the correct
answer(s) and incorrect answers
Clickers 3: Click it up a level9
Let’s try it…
Clickers 3: Click it up a level10
Ideally……every 1st (“solo”) vote should be followed by1. “Please turn to your neighbors and
convince them you’re right.”2. peer discussion3. 2nd (“group”) vote4. instructor-led group discussion (“What
did your group talk about?”)5. confirmation/clarification of the correct
answer(s) and incorrect answers
Clickers 3: Click it up a level11
In reality… not every question works out the way
your were expecting (especially the first time)
it’s gets a bit boring, for them and for you
When you’re comfortable with the clicker choreography, click it up a level. Adjust your reaction to wring every ounce of learning out of the teachable moment.
Clickers 3: Click it up a level12
What do you think you should dowith this first-vote distribution?
A) “Turn to your neighbours and convince them you’re right”
B) move on – everyone got itC) confirm correct answer and move onD) “Can someone who answered C tell us
why they made that choice?”E) other
A B C D E
Clickers 3: Click it up a level13
A) “Turn to your neighbours and convince them you’re right”
B) confirm correct answer and move onC) “Can someone who answered B tell us
why they made that choice?”D) show the vote distributionE) other
What do you think you should dowith this first-vote distribution?
A B C D E
Clickers 3: Click it up a level14
What do you think you should dowith this first-vote distribution?
A B C D E
Clickers 3: Click it up a level15
What do you think you should dowith this first-vote distribution?(C is not the correct answer)
A B C D E
Clickers 3: Click it up a level16
What do you think you shoulddo if this is the second-votedistribution?
A B C D E
Clickers 3: Click it up a level
Reacting to their votes
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When you know the first-vote distribution (but they don’t) there are many options. You can confirm and move on ask the students to discuss with their
peers ask students to advocate for the choices
they made check that the question made sense eliminate one or more choices before re-
voting and more...
This is where you show your agility.
Clickers 3: Click it up a level
Resources
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www.cwsei.ubc.ca/resources/clickers.htmRich resource, including links to collections ofpeer instruction questions
peerinstruction4cs.orgBeth Simon and Cynthia Lee, UCSDExcellent guide to what to do before term, on the first day, how to get student buy-in, and more.
CWSEI Eric Mazur(1996)
Derek Bruff(2009)
Doug Duncan(2004)
Sample Questions
Clickers 3: Click it up a level20
Clicker questionA thin bar of gold is placed next toa bar of chocolate. Which of thefollowing is true?
A) Both take up the same space and are equally heavy.
B) The chocolate is lighter but both take up the same space.
C) The gold is heavier and takes up less space.
(Sujatha Raghu from Braincandy via LearningCatalytics)
Clickers 3: Click it up a level21
Clicker questionCopper pennies turn from a rosy pink color to a dark brown and even green over time. The color change: A) happens when copper reacts
with oxygen.B) is from accumulation of dirt
on the pennies.C) happens when the top
sheen wears off and the color underneath shows up.(Question: Sujatha Raghu from Braincandy via
LearningCatalytics)(Image: Penny Floor: Hotel Congress by cobalt123 on flickr
CC)
Clickers 3: Click it up a level22
Clicker questionWater is boiling in a pot. Whatare the bubbles made up of ? A) Hot airB) Water vaporC) Heat wavesD) Nothing (bubbles are empty)
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: Hubble, Bubble by canonsnapper on flickr CC)
Clickers 3: Click it up a level23
Clicker questionMelt chocolate over low heat. Remove the chocolate from the heat. What will happen to the chocolate?A) It will condense.B) It will evaporate.C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
Clickers 3: Click it up a level24
Clicker questionA leopard goes into a deep cavewhere there is no light. After anhour, can it see in the dark?
A) No because there is no light.B) No because its eyes have not had enough
time to adjust.C) Yes because its eyes have adjusted to the
darkness.D) Yes because leopards can see in the dark.(Question: Paul Simeon from Braincandy via
LearningCatalytics)(Image: Villy at the “door” of his cave by Tambako the Jaguar
on flickr CC)
Clickers 3: Click it up a level
Clicker question
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For the data set displayed in the following histogram, which would be larger, the mean or the median?
A) meanB) medianC) can’t tell from the given histogram(Peck, mathquest.carroll.edu/resources.html)
Clickers 3: Click it up a level26
Clicker questionIf you lower a 1.5 kg mass on a string into a 5 kg beaker filled with water, what happens to the reading on the scale?
A) increases to 6.5 kgB) increases to a value < 6.5 kgC) increases to a value > 6.5 kgD) stay the same
(UBC CWSEI)
Clickers 3: Click it up a level27
(Question: Bill Wood)(Image: Hubble, Bubble by canonsnapper on flickr CC)
Clicker question
The molecules making up the dry mass of wood that forms during the growth of a tree largely come from A) sunlight.B) the air.C) the seed.D) the soil.
Clickers 3: Click it up a level28
Clicker questionWhich point on the phylogenetic tree represents the closest relative of the frog?
AB
CD
E
(UBC CWSEI)