Developing Interactive Lectures Robyn Wright Dunbar Stanford University Katryn Wiese City College of...
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Transcript of Developing Interactive Lectures Robyn Wright Dunbar Stanford University Katryn Wiese City College of...
Developing Interactive Lectures
Robyn Wright DunbarStanford University
Katryn WieseCity College of San Francisco
Preparing for an Academic Career WorkshopJune 2011
http://serc.carleton.edu/introgeo/interactive/index.html (or http://serc.carleton.edu/ in general)
Students taught key concepts using one of four methods. Student learning assessed by proportion of correct answers to open ended questions on same concepts on final exam
Crouch, C.H., Fagen, A.P., Callan, J.P., & Mazur, E., 2004. American Journal of Physics, v.72 #6, p. 835-838.
No demonstration
Observation of demonstration w/explanation
Prediction prior to demo with a conceptest
Prediction prior to demonstration using discussion & a later conceptest
% correct answers
61
70*
77*
82*
Teaching method
n = 158-297; * = statistically significant result vs. no demonstration
Slide from David Steer
Why make lectures interactive?
Group brainstorm: What indicators would you observe/measure to determine if a lecture is successfully interactive?
• Students are talking with each other and teaching one another• Students are offering up answers and ideas• Students are engaged in thinking through concepts• Students are getting hands-on experiences with concepts• Students are collaborating with each other – brainstorming• Students are engaging with the material in multiple ways and
instructors are assessing understanding in multiple ways at multiple levels.
What is some evidence that a lecture is “Interactive”?
Interactive Lecture Toolbox• Think-pair-share• Concept Tests• Demonstrations, predictive demonstrations,
interactive demonstrations• One-minute papers
• Muddiest point, most important point
• Wall walk• Small group work
• Discussions, gallery walks, jigsaws
• Big group brainstorming• Other
http://serc.carleton.edu/introgeo/interactive/index.html
• Instructor asks a question related to an image, graph, or prediction
• Students think (write, calculate) a response
Think-Pair-Share
• In pairs (or small groups), students discuss their responses
• Solicit pair or group response• Instructor can use to guide
instructionSatellite measurements of ozone concentration above Antarctica, 1979-1992
Think-Pair-Share
EXAMPLE• Individuals think about
a THINK-PAIR-SHARE question you would ask a group of students about this picture.
• Discuss your example with a partner
• Share ideas with larger group
McConnell, D.A., Steer, D.N., & Owens, K., 2003, Journal of Geoscience Education, v. 51, #2, p. 174-183.
Concept TestsMultiple choice questions embedded in the lecture
• Focus attention on key concepts
• Frequently include peer instruction
• Formative exercises during class used to assess student understanding and progress
http://serc.carleton.edu/sp/library/interactive/conctest.html
Frequently used with an electronic Personal Response System (PRS) “clicker”
Slide from David Steer
Which of these
sedimentary textures tell us the rocks were
formed originally as
sand dunes?
E
D
C
B
A
Concept Tests:An Example
http://serc.carleton.edu/introgeo/interactive/conctest.html
Demonstrations• Ask first: What do you expect? Why?• RUN DEMONSTRATION / ACTIVTY• Review: Did it occur as you expected? Why or
why not? Do you want to run any follow-up experiments?
http://serc.carleton.edu/introgeo/demonstrations/index.html
Which is denser: Pepsi or Diet Pepsi?
Why?
Which is denser: Orange or Peeled
Orange?Why?
DemonstrationsExample
Photo by Howard Edin, American Meteor Society
Interactive Demonstration Example:
The heat of accretion that caused early Earth to melt…
JigsawSmall group work where students work on related
concepts and teach one another.
• Each team prepares a different assignment.• Teach information to others in mixed groups.• Mixed group addresses a more complex
problem that is best, or only, solvable with input from each member.
From B. Tewksbury at: http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html
Jigsaw Example – Mineral propertiesEveryone gets one of 5 minerals.
Your goal: find all the other people in the room with the same mineral and group yourselves together.
Once everyone has found each other – review in your group all the things that make your mineral samples the same (is it color? shape? etc.)
One person from each group takes mineral and joins a mixed group to teach their mineral – explaining its special traits and answering questions.
Finally, the mixed group solves a challenge only solvable using their combined expertise (e.g. identify which unknown rocks contain their minerals, etc.)
• Focus attention on key concepts• Used to stimulate class discussions• On 4 walls of the class, place signs: Agree, Disagree,
Strongly Agree, Strongly Disagree• Do not let students stand in the middle (make them “take a
stand”)• Establish rules (can change where you are standing, be
courteous, raise hand, will be called upon, etc…)• Project a (controversial) statement about a class topic
Wall Walk
From Steer and Trujillo
Set up posters around the room with different prompts. Teams circulate to each poster for review, discussion, and note making.
Every ~5 minutes, teams move to the next poster, engaging the pre-existing comments and enriching the “discussion,” until back at
original location.
Final groups review comments, discuss, and then choose spokesperson to report out key points to larger group.
SUGGEST
E(A modified Gallery Walk would do this by circulating papers among seated groups instead of circulating the people.)
EXAMPLE PROMPTS:
Identify and briefly describe some interactive lecture strategies.
What concerns might someone have about making lectures more interactive?
What resources are available to help make interactive lectures?
Gallery Walk Example
ON YOUR OWNYOU HAVE ~5 MINUTES TO WORK ON THIS:
Think about and design an interactive demonstration, concept test, brainstorm, wall walk, jigsaw, gallery walk, or think-pair-share for one of your courses on one topic.
WITH A PARTNER
YOU HAVE ~5 MINUTES TO WORK ON THIS (each person gets 2-3 minutes):
Discuss your activity with your partner – ask questions – elicit feedback.
“One-minute” papersPaper topics
The muddiest point of today’s classThe most important point(s) you learned from today’s class
A classroom assessment technique Involves students in their own learning, promotes
metacognitionCan show class-wide trendsMakes a natural starting point for the next class
From Macdonald
For More Information…Think-Pair-Share:http://serc.carleton.edu/introgeo/interactive/tpshare.html
Conceptest:http://serc.carleton.edu/introgeo/interactive/conctest.html
Predictive/Interactive Demo:http://serc.carleton.edu/introgeo/demonstrations/index.html