Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

CTD WEEKLY WORKSHOPS:CLICKERS 2: WRITING GOOD CLICKER QUESTIONS

Peter Newbury Center for Teaching Development,University of California, San Diego

[email protected] @polarisdotca

ctd.ucsd.edu #ctducsd

slides and resources: http://tinyurl.com/CTDClickers2

Thursday, January 31, 201312:30 – 1:30 pm Center Hall, Room 316

Clickers 2: Writing Good Clicker Questions2

student-centered instruction

listening

interacting

engaged

learning

traditional lecture

listening


student-centered instruction

listening

interacting

engaged

learningpeer instruction w clickersworksheetsvideosinteractive demonstrationssurveys of opinionsreading quizzesdiscussions

Clickers 2: Writing Good Clicker Questions

Typical Peer Instruction Episode

4

Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-

challengingmultiple-choice question.

2. Students think about question on their own.

3. Students vote for an answer using clickers, colored/ABCD voting cards,...

4. The instructor reacts, based on the distribution of votes.


Clicker question

5

An ice cube is floating in a glass of waterthat is filled entirely to the brim. As the icecube melts, the water level will

A) stay the same, remain at the brim.B) rise, causing the water to spill.C) fall to a level below the brim.D) cannot say without knowing the density

of ice.


In effective peer instruction

6

students teach each other while theymay still hold or remember their novice misconceptions

students discuss the concepts in theirown language

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

students learn and practice how to think, communicate like experts


Effective peer instruction requires

7

1. identifying key concepts, misconceptions2. creating multiple-choice questions that

require deeper thinking and learning

3. facilitating peer instruction episodes thatspark student discussion

4. resolving the misconceptions

beforeclass

duringclass

today

last week


What makes a good clicker question?

8

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 Chasteen, CU

Boulder)


Clicker question (History)

9

In your opinion, which had the most positive impact on the modern world?

A) coffeeB) teaC) chocolateD) spiceE) sugar

clarity context learning goals distractors difficulty discussion


Clicker question (intro Astronomy)

10

Which of these are reasons for the seasons?i. the height of the Sun in the sky during the dayii. Earth’s distance from the Suniii. how many hours the Sun is up each day

A) ii onlyB) iii onlyC) i and iiD) i and iiiE) i, ii and iii



Clicker question (intro Astronomy)

11

How many of these are reasons for the seasons?

the height of the Sun in the sky during the dayEarth’s distance from the Sunhow many hours the Sun is up each day

A) none of themB) oneC) twoD) all three



Clicker question (Calculus)

12

Evaluate:

A)

B)

(adapted from Bruff (2009))

4

0

32 1 dxxx

23)65(16

9

16C.

)165(9

2 23

3

1022



Clicker question (Calculus)

13

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. none of the above

4

03

1duu

(adapted from Bruff (2009))


Types of questionsand when to ask them

14


Clickers help students learn...

15

BEFORE DURING AFTER

setting upinstruction

developingknowledge

assessinglearning

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

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen




16

BEFORE DURING AFTER


developingknowledge

assessinglearning

asse

ss p

rior

know

ledg

e

prov

oke

thin

king

pred

ict

mot

ivat

e

disc

ove

r





17

BEFORE DURING AFTER


developingknowledge

assessinglearning

asse

ss p

rior

know

ledg

e

prov

oke

thin

king

pred

ict

mot

ivat

e

disc

ove

rpr

obe

misc

once

ption

synt

hesi

s

exer

cise

skillev

alua

tio

n

analys

i

s

chec

k

know

ledg

e

real w

orld

appl

icat

ion



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

mon

stra

te

succ

ess


18

BEFORE DURING AFTER


developingknowledge

assessinglearning

asse

ss p

rior

know

ledg

e

prov

oke

thin

king

pred

ict

mot

ivat

e

disc

ove

rpr

obe

misc

once

ption

synt

hesi

s

exer

cise

skillev

alua

tio

nre

view

/

reca

p“b

ig p

ictu

re”

exit

poll

analys

i

s

chec

k

know

ledg

e

real w

orld

appl

icat

ion



Clickers help teachers teach...

19

BEFORE DURING AFTER


developingknowledge

assessinglearning





20

BEFORE DURING AFTER


developingknowledge

assessinglearning

Do they care about this?

Are they ready for the next topic?

What DO they care about, anyway?

What do they already know?



Did they notice key idea X?

Where are they in the activity?


21

BEFORE DURING AFTER


developingknowledge

assessinglearning

Are they getting it?

Do I need to intervene?



How did I do?

Did they get it?


22

BEFORE DURING AFTER


developingknowledge

assessinglearning

Can I move to the next topic?

Did that activity work?


Let’s try it…Gather around a whiteboard in groups of 2 – 3.

Creating good clicker questions

Clicker question (at driving school)

24

Learning outcome: [after this lesson, you will be able to] change lanes from a slower lane into a faster lane. While you’re writing it, think about what type of question is it? (predict, assess...) when would you present it? (before, during, after) critique your question for



Resources1. Peer instruction resources from the Carl Wieman

Science Education Initiative at the Univ. of British Columbia :www.cwsei.ubc.ca/resources/clickers.htm

2. Bruff, D. (2009). Teaching with Classroom Response Systems. San Francisco: Jossey-Bass.cft.vanderbilt.edu/teaching-guides/technology/clickers/

3. Peer Instruction network blog.peerinstruction.net

4. Resources from Clickers 1, Clickers 2, Clickers 3 workshops at the Center for Teaching Developmentctd.ucsd.edu/programs/winter-2013-teaching-and-learning-workshops/

CTD WEEKLY WORKSHOPS:CLICKERS 3: CLICK IT UP A LEVEL…

Peter Newbury Center for Teaching Development,University of California, San Diego

[email protected] @polarisdotca

ctd.ucsd.edu #ctducsd

slides and resources: http://tinyurl.com/CTDClickers2

Thursday, March 7, 201312:30 – 1:30 pm Center Hall, Room 316


Clicker question

27

A ball is rolling around the inside of a circulartrack. The ballleaves the trackat point P.

Which pathdoes the ballfollow?

P

AB

CD

E

(Mazur)

predict


What do you think is mostinteresting about this picture?

28

A) lunar eclipseB) solar eclipseC) cloud blocking

the SunD) sunspotsE) other

Astronomy Picture of the Day 2011 January 5

discover

(Newbury, Richer, UBC)


Clicker question

29

An ice cube is floating in a glass of waterthat is filled entirely to the brim. As the icecube melts, the water level will

A) stay the same, remain at the brim.B) rise, causing the water to spill.C) fall to a level below the brim.D) cannot say without knowing the density

of ice.

predict

(Heiner, UBC)


Clicker question

30

If this is the phase of the Moon when it rises:

what is the phase of the Moon 12 hours later?

(Prather, UAriz)

A B

D

C

E

probe misconception


Clicker question

31

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 sec0

exercise skill

(CWSEI UBC)


time

velocity

2 sec0

Atime

velocity

2 sec0

B

time

velocity

2 sec0

Ctime

velocity

2 sec0

D

E) some other graph

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

(CWSEI UBC)32


Clicker question

33

John is walking to school. This graph shows his position as a function of time. When is John moving with the greatest velocity?

time

position

A B C D E

analysis

(CWSEI UBC)


Clicker question

34

Which of the following is an incorrect step when using the substitution method to evaluate the definite integral

A)

B)

(Bruff, Vanderbilt)

4

0

32 1 dxxx

31 xu

dxxdu 2

3 C. none of the above

4

03

1duu

evaluation


Clicker question

35

For the data set displayed in the following histogram, which would be larger, the mean or the median?

A) meanB) medianC) can’t tell from the given histogram

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

check knowledge

How people learn physics36

Clicker question

What happens to the brightness of the first light bulb when you close the switch?A) gets brighterB) gets fainterC) stays the same

real-world application


Clicker question

37

In your opinion, which had the most positive impact on the modern world?

A) coffeeB) teaC) chocolateD) spiceE) sugar

“big picture”

(Herbst, UCSD)


Clicker question

38

Would you like to learn more about MOOCs next class?

A) yesB) no

exit poll

(Newbury, UCSD)

Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Education

Transcript of Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Literature Review on Clickers - University of Colorado Boulder · Literature Review on Clickers Prepared for: i>clicker ... Physics Teacher Education ... A central implication of

cbe9.pdf ...community.wvu.edu/~miholcomb/clicker best practices paper.pdfcbe9.pdf 12 of 12 2/24/2013 2:01 PM. Clickers in the Classroom Clickers in the Large Classroom: ...

03 Aminoglycoside Pharmacokinetics20070904drtedwilliams.net/cop/770/Week01AminoglycosideDosing.pdfClickers The Tuesday recitation received clickers yesterday If you would like a clicker

Literature Review on Clickers · 2017-08-03 · Literature Review on Clickers Prepared for: i>clicker (Bedford, Freedman, & Worth Publishing) Prepared by: Chris Keller ([email protected])

CLICKERS OUT !. Clicker Question Have you used clickers before? A) Yes B) No.

Wi13 Workshop - Teaching as Research

Electrostatics Chapter 23 Week-1-2 What’s Happening Clicker use will start on Friday (maybe). Today we begin the study of charge with make-believe clickers.

David McConnell Marine, Earth, and Atmospheric Sciences and Office of Faculty Development NCSU Clicker Pedagogy in Larger Classes: How Using Clickers Can.

Clickers: A tool for improving pedagogics and assessment in ...Clickers: A tool for improving pedagogics and assessment in academic libraries. Join the class! • Switch the clicker

Sense of Place photos (MJMC251-Wi13)

Clicker Resource Guide - University of Denver1. Types of clicker questions 2. Recommended approach to using clickers. 3. Writing effective questions 4. Introducing students to the

Welcome to CS 152 - University of New Mexicojoel/cs152/note/CS-152-01-Intro.pdfmy loner i-clickers. Each loner i-clicker has an animal picture. If you borrow an i-clicker, then to

Have you ever used clickers in a class? - CWSEI · COLTT CU 2009 Clicker Use in Upper-Level Courses Univ. of Colorado “Clicker questions encourage me to pay attention in class as

Wi13 Workshop - Alternatives to Lecture

Get Clicker With It: Using Clickers in the Classroom Matt Slocomb Social Studies West Fargo High School [email protected].

Wayne State University Physics for the Life Sciences II ... · Clickers All students will need an i>clicker 2 (“clicker”). These are the same clickers used in ... electricity,

Clicker Resource Guide - CWSEI€¦ · Clicker Resource Guide An Instructors Guide to the E˜ective Use of Personal Response Systems (Clickers) in Teaching. Connecting students in

Clicker Resource Guide - CWSEI · 1. Types of clicker questions 2. Recommended approach to using clickers 3. Writing effective questions 4. Introducing students to the use of clickers

On the use of clickers at CU - Ball State University...clickers in 1 and 2 large courses (out of 16 and 7, respectively). There are 10,011 unique students who used a clicker in at

Clickers 1: Peer Instruction with Clickers