Post on 20-Jan-2016
Slides on Facilitation and Challenges of Peer
Instruction
Dr. Stephanie V. Chasteen Physics Department & Science Ed. InitiativeUniversity of Colorado – Boulderhttp://STEMclickers.colorado.eduStephanie.Chasteen@colorado.edu
Co-presenters have included Steven Pollock, Jenny Knight, Trish Loeblein, and Kathy Perkins.
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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
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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
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“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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I n t h i s s e c t i o n o f t h e w o r k s h o p , w e a d d r e s s b e s t - p r a c t i c e s i n f a c i l i t a t i o n o f P e e r I n s t r u c t i o n . I n a w o r k s h o p f o c u s e d o n
f a c i l i t a t i o n , t h i s f o r m s a b o u t h a l f t h e w o r k s h o p . I n a w o r k s h o p f o c u s e d o n q u e s t i o n - w r i t i n g o r a n i n t r o d u c t i o n t o P e e r
I n s t r u c t i o n , w e m u s t c h o o s e a s m a l l s u b s e t o f t h e s e s l i d e s a n d a c t i v i t i e s t o g i v e a n o v e r v i e w.
We h i g h l i g h t b e s t p r a c t i c e s b y e x p l i c i t l y a d d r e s s i n g c o m m o n c h a l l e n g e s a s s o c i a t e d w i t h t h e t e c h n i q u e . T h e r e a r e s e v e r a l
p o s s i b l e a c t i v i t i e s w e h a v e u s e d . T h e P e d a g o g i c a l P h i l o s o p h i e s a c t i v i t y l e a d s i n t o b e s t - p r a c t i c e s t h r o u g h
d i s c u s s i o n o f t h e u n d e r l y i n g b e l i e f s t h a t w o u l d b e r e q u i r e d t o f a c i l i t a t e P e e r I n s t r u c t i o n . T h e o t h e r “ C h a l l e n g e s ” a c t i v i t i e s
g e t p a r t i c i p a n t s b r a i n s t o r m i n g a b o u t c o m m o n h u r d l e s a n d s o l u t i o n s .
Common Challenges / Facilitation
Activity: Pedagogical Philosophy
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Core Philosophies exercise
What are the underlying principles that make this work?• Why might this be an effective
teaching strategy?• What must the instructor believe?• What must the students believe?
Discuss in groups, and then share-out.
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Some core philosophies of mine
Students learn by … teaching each other… articulating their ideas
It’s important for me to …. hear student ideas… know what my students understand I value and respect student ideas
I want students to … know that I value student ideas… feel safe sharing their ideas
Clicker questions are an integral part of my lecture
Activity: Challenges in the Classroom
You ask students a question, and ask them to discuss.
You then ask them to share their answers and reasoning in a whole-class discussion
What could possibly go wrong?
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In groups of 3-5 brainstorm some of the challenges you imagine in using this.
Brainstorm some solutions that are in line with your core philosophies
Write on your handout and then scribe on board
10 mins
What are the challenges?
What do you think is the toughest thing about using Peer Instruction?
A. Writing good questionsB. Technical issuesC. Tough to get students to discuss questionsD. I have too much content to cover / takes too
much timeE. Something else
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1. Ask Question
What are some challenges/ philosophies / solutions related to asking the question?
Best practices•Ask several times during lecture•Ask challenging, meaningful questions•Don’t post until ready & give time to read
Philosophies•Questions are integral to lecture•Students can learn by considering a question
Question Cycle: Before / During / After
Credit: Rosie Piller and Ian Beatty.
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BEFORESetting up instruction
E.g.:MotivateAssess prior knowledge… (handout!)
DURINGDeveloping knowledge
ApplicationElicit misconception…
AFTER Assessing learning
Relate to big pictureDemonstrate success…
2. Peer Discussion17
What are core philosophies in peer discussion?
Philosophies: • Students learn through discussion• Students need to know that you value their ideas & that it’s safe to share
Solutions:•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
What are challenges / how can you help make it work?
Student buy-in is key!
Here we show a portion of the video, “Tell Students Why” at http://STEMvideos.colorado.edu. This highlights the importance of student buy-in and gives an example of an instructor speech to a class on why he is using Peer Instruction
3. Wrap-Up Discussion19
Philosophies? Challenges? What might you do to facilitate an effective wrap-up discussion?
Solutions:•Establish culture of respect•Consider whether to show the histogram immediately• Ask multiple students to defend their answers• Emphasize reasoning: Why are wrong answers wrong and why right answer is right
Philosophies:•Student ideas are important•Students need to feel safe
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Giving the answer stops student thinking!
Effects of increased wait time
Changes in student behavior: More students respond More students respond without being asked (unsolicited) Student responses are longer More alternative explanations are offered Student confidence increases There are more speculative responses Students ask more questions
Other changes (on teacher!) Quantity of questions decreased Quality of questions increased Expectations of slower students were revised Teacher reactions to answers were more appropriate
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Rowe, Mary Budd (1974)
All from a few more seconds!
Other things we haven’t talked about?
Other challenges / solutions / philosophies?
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