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Clickers 101: A Primer for College Faculty
Dr. Stephanie V. Chasteen Science Education Initiative, CU-Boulderhttp://sciencegeekgirl.com
An introduction to the what, why, and how of clickers
THERE IS A POLL OPEN. Do you see it? If
not, select “polling” from the dropdown menu on your
toolbar.
Introduce yourself in the chat window as you
come in: Where and what you teach, and why
you are here.
This presentation is copyrighted under the Creative Commons License
Attribution Non-Commercial Share-Alike
That means: Please watch it, share it, and use it in your presentations. Just give us credit, don’t make money from it, and use the same kind of license on the works that you create from it.
More information about Creative Commons licenses here:
http://creativecommons.org/licenses/
Credit should be given to: Stephanie Chasteen and the Science Education Initiative at the University of Colorado, http://colorado.edu/sei
•
About Me
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
3
Science Education Initiative: Improving science education through research on learning
Physics Education Research Group: Studying student learning in physics
http://colorado.edu/SEI
http://PER.colorado.edu
I’m also a blogger & consultant
http://sciencegeekgirl.com
Agenda
• Why question?
• About clickers and Peer Instruction
• Facilitation tips
• Common challenges
Handouts at
U. Colorado clicker resources…
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
5
Videos of effective use of clickers
http://STEMclickers.colorado.edu
Clicker resource page
2-5 mins long
• Instructor’s Guide• Question banks• Workshops• Literature / Articles
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Introduction: Questioning
Why question?
• Why and when do we use questions (any questions!) in class?
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
7
Chat discussionShare your ideas in the chat window.
Clickers help students learn...
Peter Newbury, UCSD9
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
t h e l e a r n i n g c y c l e
t h e l e a r n i n g c y c l e
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
Peter Newbury, UCSD10
Clickers help students learn...
t h e l e a r n i n g c y c l e
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
Peter Newbury, UCSD11
Clickers help students learn...
t h e l e a r n i n g c y c l e de
mon
stra
te
succ
ess
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
Peter Newbury, UCSD12
Clickers help students learn...
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Do they care about this?
Are they ready for the next topic?
What DO they care about, anyway?
What do they already know?
Peter Newbury, UCSD13
Clickers help teachers teach…
Did they notice key idea X?
Where are they in the activity?
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Are they getting it?
Do I need to intervene?
Clickers help teachers teach…
Peter Newbury, UCSD14
How did I do?
Did they get it?
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Can I move to the next topic?
Did that activity work?
Peter Newbury, UCSD15
Clickers help teachers teach…
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
About clickers and peer instruction
Two way conversations with students are vital...
17
...because students can misunderstand what we say
What does the “clicker” do for us?
18
What does this tool help us to do?
Chat discussionWhy use clickers to ask questions?Share your ideas in the chat window.
What does the “clicker” do for us?
Clicker questions have similar goals to non-clicker questions but…
• They are anonymous (to peers)
• Every student has a voice – the loud ones and the shy ones
• There is forced wait time
• You can withhold the answer until everyone has had time to think (choose when to show the histogram)
• They are multiple choice 19
What does this tool help us to do?
Clickers are a tool for questioning
But not a magic bullet!
20
Don’t equate the pedagogy with the technology.
So what IS the pedagogy? Peer Instruction
Anatomy of Peer Instruction
21
Ask Question
Peer Discussion
Vote
Debrief
…Lecture…(May vote individually)
* See also: Peer Instruction, A User’s Manual. E. Mazur.
22
Let’s try an example:
Which superpower would you
rather have? The ability to…
A. Change the mass of things
B. Change the charge of things
C. Change the magnetization of things
D. Change the boiling point of thingsQuestion: Ian Beatty, UNC Greensboro Image: Thibault fr on Wikimedia
Poll questionRespond to the poll, not in the chat.
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Facilitation Tips
1. Ask a Question
2424
• Ask several questions per lecture
• Ask challenging, meaningful, interesting questions
• Make your questions part of the lecture (not a quiz at the end)
• Use 2-5 questions per 50-minute lecture
Learning is in the application of knowledge. Students can learn from a question, and
reduces pace of lecture.
Conceptual question: Biology
A small acorn over time can grow into a huge oak tree. The tree can weigh many tons. Where does most of the mass come from as the tree grows?
A)Minerals in the soil
B)Organic matter in the soil
C)Gases in the air
D)SunlightCreative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
25
Common misconception leads to answers (A) and (B). Correct answer: C
25
Survey/discussion: Sociology
A. Don’t have two opposite-sex parents / one or both didn’t work / varied year to year
B. Dad usually earned a lot more
C. Dad usually earned a little more
D. Mom usually earned a lot more
E. Mom usually earned a little more
http://www.colorado.edu/ibs/HB/mollborn/papers/Mollborn%20Hoekstra%20Teaching%20Soc%20forthcoming.pdf
Stefanie Mollborn
When you were growing up, which of your parents earned the most money?
Discussion question: History
In your opinion, which had the most positive impact on the modern world?
A) coffeeB) teaC) chocolateD) spiceE) sugar
Peter Newbury, UCSD27
Good discussion/debate question, before or after instructionNot necessarily a right answer.
28
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 (UBC CWSEI)
Graphical question: Physics
What texture does this rock display?
A. Phaneritic
B. Aphanitic
C. Porphyritic
D. Glassy
CU SEI
Question with images: Geology
Example of a less effective question
“Apprized” means
A) AppreciatedB) CompromisedC) DefiedD) Noted
Peter Newbury, UCSD30
No need to talk to your neighbor; you know it or you don’t! Does not encourage reasoning.
Another example of a less effective question
What causes the seasons?
A) The change in the earth’s distance from the sun during the year
B) The tilt of the earth’s axisC) Changes in the sun’s brightnessD) Changes in cloudsE) None of the above
Peter Newbury, UCSD31
Can pattern-match to find the answer because “tilt” would have been mentioned during lecture
What would happen to the seasons if the earth’s orbit around the sun was made a perfect circle (but
nothing else changed) ?
A. There would be no seasons
B. The seasons would remain pretty much as they are today
C. Winter to spring would differ much less than now
D. Winter to spring would differ much more than now Much better question. Requires
reasoning!
Better seasons example
2. Peer Discussion & Vote
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
33
• Get students on-board• Circulate & listen• Model good discussion• Give about 2-5 minutes• Show students you
value their reasoning
Students learn more deeply by articulating their thinking and teaching each other
How to get students to buy-in?
• See our “framing the active engagement classroom” activities and slides at http://www.colorado.edu/sei/fac-resources/framing.html
• Encourage engagement early and often!
Three schools of thought about points
High-stakes: Getting clicker questions right counts heavily in
your grade
Points as motivationSmall amount of
participation credit, perhaps some for
correctness
Intrinsically motivated: No points; the reward is
learning
Not recommended. Shuts down conversation, and does not support atmosphere of learning and respect.
Most often used. May only count as extra credit. E.g., 3 points participation, 1 point correctness.
Best-case scenario, if you can pull it off.
36
Reacting to their votes
Carefully choose when to show the histogram.Use your sneak preview to guide your instruction.
What do you do when it’s- 90% correct?- 70% correct?- 50% correct?- 20% correct?
This is where you show your “agility.”
37
What do you think you should do with this first-vote distribution?
First vote
A) “Turn to your neighbours and convince them you’re right”
B) confirm correct answer and move onC) “Can someone who answered B tell us
why they made that choice?”D) “Would someone like to explain why they
picked the answer they did?”E) other
3. Wrap-Up Discussion.
38
• Be careful about when to show histogram
• Ask multiple students to defend their answers
• Emphasize reasoning for right & wrong answers
• Treat student answers respectfully
• Make sure students know answer (and reason) by the end.
It is important to hear student ideas, and for students to get feedback on their thinking.
39
Giving the answer stops student thinking!
Peer Instruction helps students learn
Research shows that:
• Students can better answer a similar question after talking to their peers
• Students like peer instruction
• Peer instruction classes outperform traditional lectures on a common test
• Peer discussion + instructor explanation of question works better than either one alone
See http://STEMclickers.colorado.edu for various references
Question break
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
41
Ask Question
Peer Discussion
Vote
Debrief
…Lecture…(May vote individually
Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder
Common challenges
Challenges in the Classroom
• You ask students a question, and ask them to discuss.
• You then ask them to share their answers and reasoning in a whole-class discussion
• What could possibly go wrong?
43
Practices to avoid common challenges:
Challenge Possible solution
Content coverage?
Students reluctant to discuss?
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.
Students reluctant to discuss?
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or
course.
Students reluctant to discuss?
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions3. Circulate during question
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions3. Circulate during question4. Focus on reasoning in wrap-up
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions3. Circulate during question4. Focus on reasoning in wrap-up5. Ask for student reasoning in
wrap-up
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions3. Circulate during question4. Focus on reasoning in wrap-up5. Ask for student reasoning in wrap-
up6. Careful about motivating with
points (can backfire)
Students reluctant to share with class?
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions3. Circulate during question4. Focus on reasoning in wrap-up5. Ask for student reasoning in wrap-
up6. Careful about motivating w/ points
(can backfire)
Students reluctant to share with class?
1. Circulate and eavesdrop
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions3. Circulate during question4. Focus on reasoning in wrap-up5. Ask for student reasoning in wrap-
up6. Careful about motivating w/ points
(can backfire)
Students reluctant to share with class?
1. Circulate and eavesdrop2. Give incentives (candy?)
Practices to avoid common challenges:
Challenge Possible solution
Content coverage? 1. Focus questions on key concepts.2. Reduce content in class or course.
Students reluctant to discuss?
1. Make it clear why you’re doing this2. Use interesting questions3. Circulate during question4. Focus on reasoning in wrap-up5. Ask for student reasoning in wrap-
up6. Careful about motivating w/ points
(can backfire)
Students reluctant to share with class?
1. Circulate and eavesdrop2. Give incentives (candy?)3. Create a safe environment
Clickers can change your classroom!
56
Action Plan
• Take a few minutes to write down your action plan to implement ideas you heard about in the webinar, and email it to yourself!
57
Thank you!
Feel free to contact me at stephanie@sciencegeekgirl.com, and visit my blog at
http://blog.sciencegeekgirl.com
More resources at http://STEMclickers.colorado.edu
More webinars from i>clicker at http://bit.ly/19n2oEX
Handouts at
Recommended