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Page 1: 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

Page 2: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions2

student-centered instruction

listening

interacting

engaged

learning

traditional lecture

listening

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Clickers 2: Writing Good Clicker Questions3

student-centered instruction

listening

interacting

engaged

learningpeer instruction w clickersworksheetsvideosinteractive demonstrationssurveys of opinionsreading quizzesdiscussions

Page 4: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

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.

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Clickers 2: Writing Good Clicker Questions

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.

Page 6: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

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)

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Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

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

clarity context learning goals distractors difficulty discussion

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Clickers 2: Writing Good Clicker Questions

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

clarity context learning goals distractors difficulty discussion

Page 12: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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

clarity context learning goals distractors difficulty discussion

Page 13: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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))

clarity context learning goals distractors difficulty discussion

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Types of questionsand when to ask them

14

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Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

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

Clickers help students learn...

16

BEFORE DURING AFTER

setting upinstruction

developingknowledge

assessinglearning

asse

ss p

rior

know

ledg

e

prov

oke

thin

king

pred

ict

mot

ivat

e

disc

ove

r

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen

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Clickers 2: Writing Good Clicker Questions

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

Clickers help students learn...

17

BEFORE DURING AFTER

setting upinstruction

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

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen

Page 18: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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

mon

stra

te

succ

ess

Clickers help students learn...

18

BEFORE DURING AFTER

setting upinstruction

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

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen

Page 19: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

Clickers help teachers teach...

19

BEFORE DURING AFTER

setting upinstruction

developingknowledge

assessinglearning

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

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Clickers 2: Writing Good Clicker Questions

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

Clickers help teachers teach...

20

BEFORE DURING AFTER

setting upinstruction

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?

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Clickers 2: Writing Good 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?

Clickers help teachers teach...

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BEFORE DURING AFTER

setting upinstruction

developingknowledge

assessinglearning

Are they getting it?

Do I need to intervene?

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Clickers 2: Writing Good Clicker Questions

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

How did I do?

Did they get it?

Clickers help teachers teach...

22

BEFORE DURING AFTER

setting upinstruction

developingknowledge

assessinglearning

Can I move to the next topic?

Did that activity work?

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Clickers 2: Writing Good Clicker Questions23

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

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Creating good clicker questions

Clicker question (at driving school)

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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

clarity context learning goals distractors difficulty discussion

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Clickers 2: Writing Good Clicker Questions25

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/

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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

Page 27: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

What do you think is mostinteresting about this picture?

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A) lunar eclipseB) solar eclipseC) cloud blocking

the SunD) sunspotsE) other

Astronomy Picture of the Day 2011 January 5

discover

(Newbury, Richer, UBC)

Page 29: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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)

Page 30: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

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)

Page 32: Wi13 Workshop - Clickers 2: Writing Good Clicker Questions

Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

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)

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Clickers 2: Writing Good Clicker Questions

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

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Clickers 2: Writing Good Clicker Questions

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

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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

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Clickers 2: Writing Good Clicker Questions

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)

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Clickers 2: Writing Good Clicker Questions

Clicker question

38

Would you like to learn more about MOOCs next class?

A) yesB) no

exit poll

(Newbury, UCSD)