Asp2013

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If you have a laptop or tablet and a gmail account visit: http://sjsuriot.appspot.com/

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We will be using this application during part of the workshop

Don’t have a laptop or tablet? No problem! You can still fully participate.

Welcome!

http://sjsuriot.appspot.com/



R.I.O.T. (Real-time Instructor Observing Tool)

Provides meaningful classroom evaluations.

ASP 2013San José State University

Cassandra PaulAndrew Reid

Courses using Interactive-Engagement techniques have

been shown to improve instruction. (Hake 1998; Crouch & Mazur 2001; Prather et al. 2009; and many others)

Many classroom observation protocols are developed for researchers/evaluators to use, and not for instructors. (Examples: Active-Learning Inventory Tool, Amburgh et al. 2007; Reformed Teaching Observation Protocol, Sawada et al. 2002)

A poor ‘score’ on a protocol can cause a negative overall evaluation experience for the instructor.

The UC Davis Physics Education Research group wanted to make an observing tool that: Was easy for instructors to use

Gave instructors lots of data on their classroom

Let instructors make their own judgments on how to change

Motivation

Real-time Instructor Observing Tool

UC Davis team developed RIOT

Categories created for easy coding

Instructors see a visual representation of data collected in their classroom

No video

RIOT data can be discussed in an professional development environment, consultation or private reflection

Clarifying Instructions

Explaining Physics

Listening to Question

Closed Dialogue w/students

Open Dialogue w/ students

Open Dialogue with Ideas

Passively Observing Students

Actively Observing Students

Checking Homework

Out of Room

Fixing Apparatus

Not Interacting/Reading

Chatting with Students*West, E. A., Paul, C. A., Potter, W. H., Webb, D. Variation of instructor-student interactions in an introductory interactive physics course Phys. Rev. ST Phys. Educ. Res., Vol. 9 (March 2013)

Computerized Classroom Observing Protocol

Observer watches class

Clicks icons pertaining to interaction taking place

Report is auto-generated at the end

Designed to be used by and for instructors to inform teaching

Interaction categories are (relatively) easy to interpret

Initially developed for Physics TAs at UC Davis

Also used as research tool*

Little training required

After today you should be ready to go!

(More training required if using RIOT for research purposes.)

Real-time Instructor Observing Tool

*West, E. A., Paul, C. A., Potter, W. H., Webb, D. Variation of instructor-student interactions in an introductory interactive physics course Phys. Rev. ST Phys. Educ. Res., Vol. 9 (March 2013)

Outline

Intro

Using RIOT:

How to make observations

How to download and view results

Interpreting RIOT reports:

Small groups: Look at example data from courses

Whole class discussion: group findings and applications

Identifying Interactions:

Practice coding

Using RIOT


R.I.O.T Application


Explaining Physics







Checking Homework

Out of Room

Fixing Apparatus


Chatting with StudentsTime in minutes

TA is Interacting w/ Whole Class

TA is interacting w/ Group 1

TA is interacting w/ Group 2

TA is not Interacting

Sum of all Group rows

TA is interacting with individual

R.I.O.T. OUTPUT EXPLAINED BY ROW

TA is interacting w/ Whole Class during time when students are in small groups

Interpreting RIOT Reports

CLASPCOLLABORATIVE LEARNING THROUGH ACTIVE SENSE-MAKING IN PHYSICS

2 pieces of

CLASP

curriculum

Time spent

in class per

week:

Interactivity: Number of

Students:

Instructors:

Lecture 1x 80 minutes

(25 min Quiz)

(sometimes)

Peer-Instruction

~150

students (

x2 per

course)

Usually faculty,

sometimes

lecturer or

advanced grad

Discussion-

Lab

2 x 140

minutes

Series of

interactive

activities spliced

with whole class

discussions

25-30

students

(x11 per

course)

The vast

majority are

grad students.

Sodium7A DLM 17 3/12/2008

Silicon7A DLM 17 3/11/2008


Explaining Physics







Checking Homework

Out of Room

Fixing Apparatus


Chatting with Students

WCSG

SGWC

Lithium7B DLM 3 1/15/08

Titanium7B DLM 3 1/14/08

Identifying Interactions

Dr. Tom Fleming – University of Arizona

intro astronomy class

http://www.youtube.com/watch?v=LIa5hjVAAD8&list=PL19CE26ACB414B35B

Lecture Clip

Learning Assistant Resource Videos

University of Colorado

Lab/Discussion Clip

Benefits of RIOT

Coarse measurement allows for lots of observations

Output gives you an illustrative view of classroom (you can learn a lot of things about the instructor in seconds, our eyes respond to patterns) Excellent TA training tool

Not as invasive as video tape

instructors more likely to allow (invite!) observations (objective & anonymous)

Easier to act naturally in front of

Students not video taped (IRB exempt)

Can be modified to measure MANY things

Instantly turns qualitative data into quantitative data for statistical analysis

Weaknesses of RIOT

Not a replacement for video tape

Coarse observation

Info on quality lost (in current form)

Only gives you info regarding what TA is doing (student

info is lost)

You can’t go back and re-analyze interactions

(Next step to see if Active Observing is a true indicator for

student achievement is to see what happens before and after

active observing)

Future uses for RIOT

Professional development tool (faculty love data!)

Organizer for field notes (new feature!)

Small Group analysis (identifying common patterns in

student discourse)

Look for issues with the curriculum (for example: places

where instructors explain a lot)

As a ‘tag’ for videotape data

PRIME grant: Student Participation Observing Tool

(SPOT)

Thank you!

Cassandra [email protected]

Andrew [email protected]

RIOT: sjsuriot.appspot.com/

Slides and more info at: www.sjsu.edu/people/cassandra.paul/RIOT/

Extras

24

Talking AtStudents

Talking WithStudents

Observing Students CLASP A Observation 1

25

Talking AtStudents



26

Talking AtStudents



27

Talking AtStudents



28

Talking AtStudents



SMALL GROUP TIME

29

Instructors spend between 5% and 50% of their small

class time not interacting with their students.

Instructors spend between 1% and 75% of their whole

class discussion time explaining to their students.

WHOLE CLASS TIME

30

RIOT Findings

There is a large variation in the range of instructor-

student interactions between instructors

THE AMOUNT OF TIME

SPENT IN WHOLE CLASS

DISCUSSION VARIES IN

EACH OF THE THREE

SEGMENTS OF THE COURSE.

THE REGULARITY OF

CERTAIN

INTERACTIONS, LIKE

DIALOGUING, VARIES IN

EACH OF THE THREE

SEGMENTS OF THE COURSE

Carb

on 7

C 2

008

Carb

on 7

B 2

009

RIOT Findings

There is a large variation in the range of instructor-

student interactions between instructors

The curriculum affects how instructors spend their

time in class.

By changing the materials, developers can affect the

amount of time instructors spend interacting in

certain ways

Do interactions have impact on student

achievement?

RIOT Findings

There is a large variation in the range of instructor-student interactions between instructors

The curriculum affects how instructors spend their time in class. By changing the materials, developers can affect the amount

of time instructors spend interacting in certain ways

There is evidence that suggests that certain instructor interactions are correlated with student achievement (active observing in particular)

Student Participation

Observing Tool

39

Asp2013

Education

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