CWSEI Workshop 2Interventions

Goals of workshop1. Articulate your own reasons for (or against)using clickers/in class exercises in YOUR class.

2. Write a thought-provoking clicker questionabout something you consider important.

3. Edit and improve your clicker question

4. Respond to class answers (histograms) inreal time.

5. Design in class exercises

Where we are......

• Stage 1- Measuring status Quo (refining goals)

Reduced material increased real world examples

• Stage 2- Making changes (interventions) Measuring changes

Interventions

Aligned assessmentsFormative

ClickersIn class exercises

Summative

What is the point in doing the interventions in your class?

Hopefully some of your list will be reflected in our measurements

• PRE/POST test to measure learning• Attitude survey• In class observations

Students like clickers.......

Improved learning

Clicker Qs tips

• One concept at a time- but multiple facts• Don’t make questions easy• Distracters should be common misconceptions• Higher level of Bloom’s• Avoid double negatives• Avoid cute distracters• All distracters in same format

• Early type main sequence stars are:

• A) red and small• B) big and blue• C) yellow and hot• D) green and cold• E) black

• Compared to late type main sequence stars early type stars are:

• A) redder and bigger• B) redder and smaller• C) bluer and bigger• D) bluer and smaller

Why is the new question better ?

Why is the new question better ?

1. Factual Knowledge: remember and recall factual information

2. Comprehension: demonstrate understanding of ideas,

concepts

3. Application: apply comprehension to unfamiliar situations

4. Analysis: break down concepts into parts

5. Synthesis: transform, combine ideas to create something

new

6. Evaluation: think critically about and defend a position

Define, List, State, Label, Name, Describe

Describe, Explain, Summarize, Interpret, Illustrate

Apply, Demonstrate, Use, Compute, Solve, Predict, Construct, Modify

Compare, Contrast, Categorize, Distinguish, Identify, Infer

Develop, Create, Propose, Formulate, Design, Invent

Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate Higher level: Require deeper conceptual

understanding

Help with writing questionsBloom's Taxonomy of Learning – with verbs

Your clicker Q

Give your clicker Q to your neighbour to solve, 1 minute to decide on an answer ?

1 minute to discuss the answers (not rephrase the question)

1 minute to predict the student responses as a histogram of number of students per answer?

What type of histogram of responses do you want ?

A

B

C

D

Practice responding to the histogram

A

B

C

D

Can we improve your clicker Q ?

Are the distracters common misconceptions ?

Could a picture or a graph be used ?

Are al the multiple choice tips used ?

Is the concept and important high level goal?

Watch and discuss a CWSEI video

Video how to use clickers effectively video

Break

Group work video

• http://www.cwsei.ubc.ca/resources/SEI_video.html

In class exercises

Rational is the same as clickers but possible to do more, and they are easier to write !

In addition to Clickers......• Concept Map- describe, relate, explain• T chart- discuss• Tables- Compare and contrast• 5 minute paper- draw- scenario- design experiment

Lets practice a concept map

• Create a concept map using these nouns, choose verbs to connect the nouns ?

Formative assessment, discussion, feedback, instructor, students, summative assessment, wrong answer, better answer.

Discuss- T chart

• What are the Pros and Cons or clickers versus in class exercises

Compare and contrast- Table• Organise characteristics of three different things- compare and

contrast the characteristics of concept maps, T charts, and comparison tables

Characteristic a)

Characteristic b)

Characteristic c)

Concept map T chart Comparison table

Create scenario

5 min paper

• Design, Create, synthesize, analyse.Create a scenario where you are trying one of

these new teaching techniques in your lass room and it all starts going horribly wrong- what would you do to manage this?

Feedback from In class Exercises

• Hand in ...... with names on• Discuss in class• Grade incentives....participation marks ?

Recap- Explain to students why we are doing interventions

• Tell them data shows increased learning Improve engagement -learning and attitude

Through ......• Practice through testing• Student-student interaction• Lecturer-student feedback• Student- lecturer feedback• Re watch the videoshttp://www.cwsei.ubc.ca/resources/SEI_video.html