CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

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PEER INSTRUCTION 1: WRITING GOOD PEER INSTRUCTION QUESTIONS Peter Newbury Center for Teaching Development, University of California, San Diego [email protected] @polarisdotca ctd.ucsd.edu #ctducsd resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ Wednesday, May 7, 2014 12:00 – 12:50 pm Center Hall, Rm 316 please sign in

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Peter Newbury Center for Teaching Development, UCSD ctd.ucsd.edu May 9, 2014

Transcript of CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

Page 1: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

PEER INSTRUCTION 1:

WRITING GOOD PEER

INSTRUCTION QUESTIONS

Peter Newbury

Center for Teaching Development,

University of California, San Diego

[email protected] @polarisdotca

ctd.ucsd.edu #ctducsd

resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/

Wednesday, May 7, 2014

12:00 – 12:50 pm Center Hall, Rm 316

please sign in

Page 2: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

2

Writing good peer instruction questions

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Clicker Question (Economics)

Writing good peer instruction questions 3

For which of the following professionals is driving an

expensive car a sign of success compared to others in the

same profession?

A) a carpenter

B) a realtor

C) a politician

D) a major league baseball player

(adapted from Steve Morris, UCSD)

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Typical episode of peer instruction

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1. Instructor poses a conceptually-challenging multiple-choice question.

2. Students think about question on their own and vote using clickers, colored ABCD cards, smartphones,…

3. The instructor prompts students, “Turn to your neighbors and convince them you’re right.”

4. After the peer-to-peer discussion, [the students vote again and] the instructor leads a class-wide discussion concluding with why the right answer(s) is right and the wrong answers are wrong.

Page 5: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

In effective peer instruction

Writing good peer instruction questions 5

students teach each other while

they may still hold or remember

their novice preconceptions

students discuss the concepts in their

own (novice) language

each student finds out what s/he does(n’t) know

the instructor finds out what the students (don’t) know

and reacts, building on their initial understanding

and preconceptions.

students learn

and practice

how to think,

communicate

like experts

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Effective peer instruction requires

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1. identifying key concepts, misconceptions

2. creating multiple-choice questions that

require deeper thinking and learning

3. facilitating peer instruction episodes that

spark and support student discussion

4. leading a class-wide discussion to clarify

the concept, resolve the misconception

5. reflecting on the question: note curious

things you overheard, how they voted, etc.

before

class

during

class

after

class

today

next week

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What makes a good clicker question?

Writing good peer instruction questions 7

clarity Students should waste no effort trying to figure

out what’s being asked.

context Is this topic currently being covered

in class?

connection to

learning goals

Does the question make students do the right

thing to demonstrate they grasp the concept.

distractors What do the “wrong” answers tell you about

students’ thinking?

difficulty Is the question too trivial? too hard?

stimulates

thoughtful

discussion

Will the question engage the students and

spark thoughtful discussions?

Is there potential for you to be “agile”?

(Adapted from Stephanie Chasteen, CU Boulder)

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t h e l e a r n i n g c y c l e

Peer instruction helps students learn...

Writing good peer instruction questions 8

BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen

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Clicker question

Writing good peer instruction questions 9

Melt 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)

assess prior knowledge

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Clicker question

Writing good peer instruction questions 10

In your opinion, which had the most positive impact on

the modern world? Be prepared to defend your choice

with evidence from the readings.

A) coffee

B) tea

C) chocolate

D) spice

E) sugar

(Herbst, UCSD)

provoke thinking

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Clicker question

Writing good peer instruction questions 11

A ball is rolling around

the inside of a circular

track. The ball

leaves the track

at point P.

Which path

does the ball

follow?

P

A

B C

E

D

(adapted from Mazur)

predict

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t h e l e a r n i n g c y c l e

Peer instruction helps students learn...

Writing good peer instruction questions 12

BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen

The students have not

solved concept X.

But they’re know X exists

and why X is interesting.

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Clicker question

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Which of these are reasons for the seasons? i. the height of the Sun in the sky during the day ii. Earth’s distance from the Sun iii. how many hours the Sun is up each day A) ii only B) iii only C) i and ii D) i and iii E) i, ii and iii

clarity

context

learning goals

distractors

difficulty

discussion

probe misconception

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Clicker question

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How many of these are reasons for the seasons?

height: the height of the Sun in the sky during the day

distance: Earth’s distance from the Sun

hours: how many hours the Sun is up each day

A) none of them

B) one

C) two

D) all three

probe misconception

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Clicker question

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Select the line that

you feel has the

strongest imagery in

“Fast rode the

knight” by Stephen

Crane (1905).

analysis

Fast rode the knight

With spurs, hot and reeking,

Ever waving an eager sword,

"To save my lady!"

Fast rode the knight,

And leaped from saddle to war.

Men of steel flickered and gleamed

Like riot of silver lights,

And the gold of the knight's good banner

Still waved on a castle wall.

. . . . .

A horse,

Blowing, staggering, bloody thing,

Forgotten at foot of castle wall.

A horse

Dead at foot of castle wall.

A

B

C

D

E

(David Kurtz, via LearningCatalytics)

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Clicker question

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Evaluate: A)

B)

(adapted from Bruff (2009))

4

0

32 1 dxxx

23)65(16

9

16

C.

D.

)165(9

2 23

3

1022clarity

context

learning goals

distractors

difficulty

discussion

exercise skill

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Clicker question

Writing good peer instruction questions 17

Which of the following is an incorrect step when using

the substitution method to evaluate the definite integral

A)

B)

4

0

32 1 dxxx

31 xu

dxxdu 2

3

C.

D. none of the above

4

03

1duu

(adapted from Bruff (2009))

exercise skill

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Clicker question

Writing good peer instruction questions 18

According to Augustine, which do you think was the most

significant event in his conversion to Christianity? Be

prepared to defend your choice with evidence from the

readings.

A) Corporal punishments as a school-boy

B) Student years of follies (studies and promiscuity)

C) Stealing the pears from the neighbor’s tree

D) Death of his classmate/friend

exercise skill analysis

Heidi Keller-Lapp (UCSD)

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Clicker question

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Susan throws a ball straight up into the air. It goes up

and then falls back into her hand 2 seconds later.

Draw a graph showing the velocity of the ball from the

moment it leaves her hand until she catches it again.

time

velocity

2 sec 0

exercise skill

(CWSEI UBC)

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time

velocity

2 sec 0

A time

velocity

2 sec 0

B

time

velocity

2 sec 0

C time

velocity

2 sec 0

D

E) some other graph

Which one is the closest match to your graph? exercise skill

(CWSEI UBC) Writing good peer instruction questions 20

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t h e l e a r n i n g c y c l e

Peer instruction helps students learn...

Writing good peer instruction questions 21

BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen

Students have had

opportunities to

try, fail, receive feedback

and try again without facing

a summative evaluation. [3]

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Clicker question

Are features X and Y

ridges or valleys?

A) X=ridge, Y=valley

B) X=valley, Y=ridge

C) both are ridges

D) both are valleys

X

Y

(EOSC / CWSEI, UBC)

demonstrate success

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Clicker question

Writing good peer instruction questions 23

What are the mean and median of these numbers?

74, 32, 35, 87, 28, 36, 11, 26, 93, 56, 34, 52, 8

A) 13, 36

B) 44, 35

C) 572, 93

D) 48,13

(terribly adapted from Peck, mathquest.carroll.edu/resources.html)

review / recap

clarity

context

learning goals

distractors

difficulty

discussion

Page 24: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

Clicker question

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For the data given below, which is larger, the mean or

the median?

74, 32, 35, 87, 28, 36, 11, 26, 93, 56, 34, 52, 8

A) mean

B) median

(poorly adapted from Peck, mathquest.carroll.edu/resources.html)

review / recap

clarity

context

learning goals

distractors

difficulty

discussion

Page 25: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

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) mean

B) median

C) can’t tell from the given histogram

(adapted from Peck, mathquest.carroll.edu/resources.html)

review / recap

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Clicker question

Writing good peer instruction questions 26

In your opinion, which had the most positive impact on

the modern world?

A) coffee

B) tea

C) chocolate

D) spice

E) sugar

“big picture”

(Herbst, UCSD)

Page 27: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

Clicker question

Writing good peer instruction questions 27

Traxoline is a new form of zionter. It is monotilled in

Ceristanna. The Ceristannians gristerlate large amounts

of fevon and then bracter it to quasel traxoline.

Traxoline may well be one of our most lukised snezlaus

in the future because of our zionter lescelidge.

Why is traxoline important?

A) important gristerlation for Ceristannians

B) new quasel for excess fevon and bracter

C) addresses the zionter lescelidge

(adapted from Judy Lanier)

Page 28: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

Clicker question

Writing good peer instruction questions 28

In your opinion, how many of these statements are true

about the traxoline peer instruction question?

o It builds on pre-existing knowledge.

o It nicely assesses the students’ current understanding.

o Difficult to discuss one choice over another.

o Superficial feedback to students about their current

understanding.

A) none B) one C) two D) three E) all four are true

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Peer instruction helps teachers teach

Writing good peer instruction questions 29

BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

t h e l e a r n i n g c y c l e

Page 30: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

t h e l e a r n i n g c y c l e

Peer instruction helps teachers teach

Writing good peer instruction questions 30

BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Do they care about this?

Are they ready for the next topic?

What DO they care about, anyway?

What do they already know?

Page 31: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

t h e l e a r n i n g c y c l e Did they notice key idea X?

Where are they in the activity?

Peer instruction helps teachers teach

Writing good peer instruction questions 31

BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Are they getting it?

Do I need to intervene?

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t h e l e a r n i n g c y c l e How did I do?

Did they get it?

Peer instruction helps teachers teach

Writing good peer instruction questions 32

BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Can I move to the next topic?

Did that activity work?

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Writing good PI questions

Writing good peer instruction questions 33

It’s critical to have

content knowledge (the concepts)

pedagogical content knowledge (how people learn

the concepts in your discipline and how to teach them)

Page 34: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

Running effective PI

Writing good peer instruction questions 34

It’s critical to

teach the students how to engage in peer instruction

choreograph each episode so students waste no

precious cognitive load wondering what to do

(call us for another workshop!)

You might not write the perfect question the first time so

listen to the students’ conversations

write your self some notes immediately after class

revise and try it again next year

Page 35: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

References

Writing good peer instruction questions 35

1. National Research Council (2000). How People Learn: Brain,

Mind, Experience, and School: Expanded Edition. J.D.

Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC:

The National Academies Press.

2. Bruff, D. (2009). Teaching with Classroom Response Systems.

San Francisco: Jossey-Bass.

3. Bain, K. (2004). What the best college teachers do.

Cambridge, MA: Harvard University Press.

Page 36: CTD Sp14 Weekly Workshop: Writing Good Peer Instruction ("Clicker") Questions

What makes a good clicker question?

Writing good peer instruction questions

clarity Students should waste no effort trying to figure

out what’s being asked.

context Is this topic currently being covered

in class?

connection to

learning goals

Does the question make students do the right

thing to demonstrate they grasp the concept.

distractors What do the “wrong” answers tell you about

students’ thinking?

difficulty Is the question too trivial? too hard?

stimulates

thoughtful

discussion

Will the question engage the students and

spark thoughtful discussions?

Is there potential for you to be “agile”?

(Adapted from Stephanie Chasteen, CU Boulder) 36