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Have you ever used clickers in a class? - CWSEI · COLTT CU 2009 Clicker Use in Upper-Level Courses...
Transcript of Have you ever used clickers in a class? - CWSEI · COLTT CU 2009 Clicker Use in Upper-Level Courses...
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
A) Yes, lotsB) Yes, occasionallyC) Iʼm familiar with them, but havenʼt used
themD) No, and Iʼm not really familiar with themE) Other/NA
Have you ever used clickers in a class?
Take a clicker & turn it onIf the green light flashes,
your vote has been counted
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Clickers inUpper-Division Courses
Stephanie V. ChasteenSteven PollockKathy Perkins
Physics Dept. and Science Education InitiativeUniversity of Colorado at Boulder
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
CU Physics Education ResearchPhysics faculty:
Michael DubsonNoah FinkelsteinKathy Perkins*Steve PollockCarl Wieman*
*Science Education InitiativeWendy AdamsAnd 12 Teaching Fellows in 5 departments
Ph. D. students:Lauren KostChandra TurpenBen SpikeCharles Bailey
Postdocs:Stephanie Chasteen*Steven Goldhaber*Rachel Pepper*Noah Podolefsky
Non-PER participating facultyPaul Beale (chair)*Edward KinneyOliver DeWolfe+ working groups
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Outline
• Step into our classroom…• Why use clickers in upper-division?• What does it look like?• Tips for success
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
A) Science teacher (University level)B) Non-science teacher (University level)C) Informal educatorD) Teacher (other)E) Administrator/support/other
(not teaching students)
What is your teaching role?
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Step into our classroomSTEP INTO OUR CLASSROOM…
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
CourseMech & Math IMech & Math IIEM IEM IIQM IQM IISolid StateStat MechOpticsGrad AMO
Sp04 Sp09
12 non-PER and 2 PER faculty
Upper-div Clickers at CU
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Example: Quantum Mech. I
Steven J. PollockPER researcher
3 semesters of transformed courseWith PER + non-PER co-teaching
Oliver DeWolfeString theorist
Video:Upperdivision use
10 years clicker user
Open-minded new user
???
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Example: Quantum Mech. I
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
WHY USE CLICKERS IN UPPER DIVISION?
SP
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
A) Attendance/quizzesB) focus on the conceptC) peer discussionD) feedback to the teacherE) something else
What’s the most important aspect of clickers?
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
What’s special about upper-div?
• Intellectually more sophisticated students• Faculty and student investment & identity• Complex physics
???
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Why use clickers in upper-div?
Active engagement andpeer instruction is just asuseful for juniors as forfreshmen
If you have a misconceptionabout some basic physicalidea (yes, this does happen atthe upper-division), it showsglaringly here. -student
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
There is a time for telling
… but not too soon
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Arguments against upper-div clickers
• Chews up time Ideas are complex• Discussion easy in small classes Students can still hide• Students are sophisticated learners Clickers used to aid learning• Students may resist But perhaps only initially…• Extra effort for faculty Question banks available if you want to try
???
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Why use clickers? Students Learn More
Electricity & Magnetism: ComparedTraditional (no clickers) andTransformed classes (with clickers)
• Traditional Exams• Conceptual test (CUE)
SC
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
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Assessing transformations: the CUE
IE/transformed courses
Development (PER-1)
Team teaching (PER-2 + 3)
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CU Trad
CU IE
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Students Find Clickers Useful
0% 10% 20% 30% 40%
Pure lecturemuch more useful
Pure lecturemore useful
Same
Lecture with clickersmore useful
Lecture with clickersmuch more useful 79% of
students
12 courses, 264 student responsesUpper-div courses using clickers:
Q: How useful for your learning is the addition of clickerquestions compared to pure lecture with no clicker questions?
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
0% 10% 20% 30% 40% 50%
Definitely notrecommended
Neutral
Recommended
HighlyRecommended
73% of students
Not recommended
Increases to 79% “ifused as suggested”
Students Recommend ClickersQ: Would you recommend using clickerquestions in upper-level physics courses?
12 courses, 267 student responsesUpper-div courses using clickers:
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
A) Increases attendanceB) feedback to the teacherC) feedback to the studentsD) keeps students paying attentionE) something else
What’s the most important impact of clickers?
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Wh
What do upper-division students think?
Code # of responses*(out of 70) %
Positives 64 91%Improved mastery 35 50%Type of Activity 31 44%
“For the clicker questions and discussion in this course,please explain why you felt they were particularly useful ornot useful for your learning”
Coded 70 responses over range of courses.
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
“Clicker questions encourage me to pay attention in class as well as help me to come tofirm understanding of material through argument.”“They were useful because they were challenging but used the knowledge we justlearned in the lecture portion. They are a great way to go from hearing the information toactually using the information.”“It helps a lot to be able to check your understanding of the concepts before moving onto the next, especially when we're going over complex topics that we may not have seenbefore. Also, discussing the topic with others, as we did when a clicker question wasposed, is a great way to develop intuition and stay focused.”
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Wh
What do upper-division students think?
Code # of responses*(out of 70) %
Positives 64 91%Improved mastery 35 50%Type of Activity 31 44%Active processing/activity 44 63%Discussion with others 20 29%Feedback to students 20 29%Time/pause to think, OR Immediacy 18 26%Engagement 16 23%
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Quantum Mech: Before clickers
They are quite time consuming, and there is a lot of material tobe covered.
The class is small enough that if you don’t understandsomething you can ask the professor to clarify.
-students in non-clicker QMII course
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Student’s can’t predict value
0% 10% 20% 30% 40% 50%
Definitely notrecommended
Not recommended
Neutral
Recommended
HighlyRecommend
Q: Would you recommend using clickerquestions in upper-level physics courses?
In highly rated pure lecture, No clickers (QM II, n=17)Add Clickers (QM I, n=30)Missing clickers? (EM II, n=16)
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
WHAT DOES IT LOOK LIKE?WHAT DOES IT LOOK LIKE?
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
What does it look like?
• A range of courses• Depends on faculty:
– # of questions per lecture– Timing of questions– Amount and character of peer discussion– Depth of questions
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Example: Quantum IVideo (1 m) - what do upp div clicker questions look like?
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Students’ recommendation for implementation
# of Qs per lecture: 2-5 [2-3 (62%); 4-5+ (21%)]
Timing: Interspersed with lecture (87%)
Peer-discussion: Allow and encourage (80%)
Preferred response mode: 93% prefer peer discussion as part of response93% prefer peer discussion as part of response 64% prefer some time for individual thinking prior to peer discussion 64% prefer some time for individual thinking prior to peer discussion
N=11 courses, 224 responses
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Completely useless
Mostly useless
Somewhat useful
Useful
Very useful
Challenging conceptual
Recalling a previous fact
Recalling a recent fact
Plugging numbers into equation
Types of clicker questions:
0% 10% 20% 30% 40% 50% 60%% of students
How useful for learning?91%35%36%18%
N=4 courses, 66 students
Preferred types of questions
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Tips for Success
• Tell students why youʼre using clickers• Ask challenging questions• Tie the questions to the lecture• Make environment comfortable to talk
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Types of questions• Video (1 min) writing upper division questions
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Example Questions
• Conceptual• Math/Physics
connection• Application of
ideas• Step in calculation,
proof, derivation
SP
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Questions: Fundamentals
61% correct
30% correct (60%voting “C”) beforediscussion - then 60%correct
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Questions: Conceptual
80% correct
74% correct(“Need more info”)
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Questions: “Next step”
• Next step– Derivation– Proof– Calculation
Part of generalized uncertaintyprinciple proof in QM
84% correct
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Questions: “Application”• Application
– Of abstract idea– To new situation– To real-world– Variations on a theme
Mostly correct, but good discussions
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Questions: Math/Physics
• Math/Physics– Apply mathematics to a physical situation– Translate physical situation into math
UnderstandingE=-(grad)V
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Resources
• PER course materials for Quantum and E&Mhttp://www.colorado.edu/sei/departments/physics.htm
• Clicker videos and todayʼs talk atSTEMclickers.colorado.edu
http://per.colorado.edu
COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado
Questions?
• per.colorado.edu• www.colorado.edu/sei