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7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
http://slidepdf.com/reader/full/flipping-the-introductory-physics-classroom-clickers-are-primary-lectures 1/63
Flipping the Classroom:
Clickers are Primary,Lectures are Secondary
Roger Freedman
University of California, Santa Barbara
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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• 19,000 undergrad students and 3,000 grad students
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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• 19,000 undergrad students and 3,000 grad students • #2 research university in the world (Centre for
Science and Technology Studies, Leiden University)
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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• 19,000 undergrad students and 3,000 grad students • #2 research university in the world (Centre for
Science and Technology Studies, Leiden University)
• #2 party school in the USA (Princeton Review)
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Booth 1008
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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i>clicker 2
Booth 1008
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i>clicker 2 i>clicker GO
Booth 1008
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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i>clicker 2 i>clicker GO
Problem types:• Multiple choice (A, B, C, D, E)
• Alphanumeric
• True-false
Booth 1008
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Source: Flickr user sarahjanenyc1
Are you familiar with the use
of clickers in the classroom?
A. No — I’ve never seen one before.
B. No — I’ve seen them before, but haven’t used them.
C. Yes — this is the first term they’re in use at my
institution.
D. Yes — we’ve used them for a couple of terms.
E. Yes — I’m a clicker pro.
A Clicker Question for You
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Traditional Course Structure
1. Instructor interacts with students
primarily by giving a lecture.
Source: Futurama
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7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Traditional Course Structure
Source: Flickr user Earls37a
1. Instructor interacts with students
primarily by giving a lecture.
2. There is
limited time
during the lecture for
interactive exercises.
Source: Futurama
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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g
post-test% pre-test%
100 pre-test%Class learning gain:
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g
post-test% pre-test%
100 pre-test%Class learning gain:
Richard Hake, Indiana U., American Journal of Physics 1998 66 , 64
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g
post-test% pre-test%
100 pre-test%Class learning gain:
i>clickers*
i>clickers + exercises*
* U. of Colorado (Stephanie Chasteen et al.)
Richard Hake, Indiana U., American Journal of Physics 1998 66 , 64
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Traditional Course Structure
Source: Flickr user Earls37a
Source: Grand Comics Database
3. Students can’t go
back in time to
replay the lecture or
review portions that
they missed.
1. Instructor interacts with students
primarily by giving a lecture.
2. There is
limited time
during the lecture for
interactive exercises.
Source: Futurama
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Source: UCSB
Photographic Services
1. During the lecture, students thinkthey understand the material.
Traditional Course Structure
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2. They then
go home to
try to do the
homework…
Source: UCSB
Photographic Services
Source: Microsoft/iStockphoto
1. During the lecture, students thinkthey understand the material.
Traditional Course Structure
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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2. They then
go home to
try to do the
homework…
Source: UCSB
Photographic Services
Source: Microsoft/iStockphoto
1. During the lecture, students thinkthey understand the material.
Source: Microsoft/iStockphoto
3. …where they discover that
they don’t really understand the
material after all.
Traditional Course Structure
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Solution: Use the power of video!
Source: Grand Comics Database
“Flipped” Course Structure
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Solution: Use the power of video!
Have students view
the lecture before
coming to class — a video podcast
Source: Grand Comics Database
“Flipped” Course Structure
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Solution: Use the power of video!
Have students view
the lecture before
coming to class — a video podcast
Source: Grand Comics DatabaseJonathan Bergmann and Aaron Sams,
Woodland Park H.S., CO
“Flipped” Course Structure
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Solution: Use the power of video!
Instructor can then devote class time to:• interactive exercises
• student work
• demonstrations
• providing guidance to students
Have students view
the lecture before
coming to class — a video podcast
Source: Grand Comics Database
Source: Microsoft/iStockphoto
Jonathan Bergmann and Aaron Sams,
Woodland Park H.S., CO
“Flipped” Course Structure
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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“Flipped” Course Structure
Source: Microsoft/iStockphoto
1. Instructor records a lectureusing a webcam, then
publishes it on the Web.
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“Flipped” Course Structure
Source: Microsoft/iStockphoto
1. Instructor records a lectureusing a webcam, then
publishes it on the Web.
Source: Microsoft/iStockphoto
2. Before coming to class,
students view lecture,read book, pose questions to instructor.
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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A Lecture Podcast
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“Flipped” Course Structure
Source: Microsoft/iStockphoto
1. Instructor records a lectureusing a webcam, then
publishes it on the Web.
Source: Microsoft/iStockphoto
2. Before coming to class,
students view lecture,read book, pose questions to instructor.
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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“Flipped” Course Structure
Source: Microsoft/iStockphoto
1. Instructor records a lectureusing a webcam, then
publishes it on the Web.
Source: Microsoft/iStockphoto
2. Before coming to class,
students view lecture,read book, pose questions to instructor.
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Actual Student Questions
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“Flipped” Course Structure
3. In class, instructor clarifies points
raised by the students…
1. Instructor records a lectureusing a webcam, then
publishes it on the Web.
Source: Flickr user sarahjanenyc1
Source: Microsoft/iStockphoto
Source: Microsoft/iStockphoto
2. Before coming to class,
students view lecture,read book, pose questions to instructor.
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Physics
Mailbag
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Q1. I don’t understand how in adiabatic processes if there is noheat flow in or out, the temperature can still change?
Q2. I know that W = – (U 2 – U 1) for adiabatic process, and this
makes W = nC V (T
1 – T
2), but if the gas is cooling and decreasing in
temperature, wouldn't it also decrease in volume, making work
negative because W = p(V 2 – V 1)?
Q3. In a mechanical engine, such as a car engine, would the engine
be 100% efficient if friction didn't exist?
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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“Flipped” Course Structure
3. In class, instructor clarifies points
raised by the students…
1. Instructor records a lectureusing a webcam, then
publishes it on the Web.
Source: Flickr user sarahjanenyc1
Source: Flickr user sarahjanenyc1
4. …and has
students spend
class time on
exercises and clicker questions.
Source: Microsoft/iStockphoto
Source: Microsoft/iStockphoto
2. Before coming to class,
students view lecture,read book, pose questions to instructor.
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Suggestions for using i>clicker
as a learning tool
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Suggestions for using i>clicker
as a learning tool
Even the best tools can be misused!
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Best practices: Think-Pair-Share
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Think: First ask students to thinkindividually about a conceptually
challenging multiple-choice question,
then vote with their i>clickers.
Source: Flickr user sarahjanenyc1
Best practices: Think-Pair-Share
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Think: First ask students to thinkindividually about a conceptually
challenging multiple-choice question,
then vote with their i>clickers.
Pair: Have the students talk with
their neighbors to discuss and
defend their answers.
Source: Flickr user sarahjanenyc1
Source: University of Utah
Best practices: Think-Pair-Share
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Think: First ask students to thinkindividually about a conceptually
challenging multiple-choice question,
then vote with their i>clickers.
Pair: Have the students talk with
their neighbors to discuss and
defend their answers.
Share: After the private discussions,
ask the students to vote again. This
can be followed by a full class
discussion.
Source: Flickr user sarahjanenyc1
Source: University of Utah
Source: i>clicker
Best practices: Think-Pair-Share
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THINK: Please read the question silently, then vote on
the answer with your i>clicker.
A Think-Pair-Share Question for You
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A friend calls to say that she’s having
twins. Which is most likely? (Assumethat she’s not having identical twins.)
A. two girls
B. two boys
C. one girl and one boy
D. all three are equally likely
E. not sure
THINK: Please read the question silently, then vote on
the answer with your i>clicker.
Source: Flickr user makehoe
(Derek Bruff, Vanderbilt U.)
A Think-Pair-Share Question for You
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A friend calls to say that she’s having
twins. Which is most likely? (Assumethat she’s not having identical twins.)
A. two girls
B. two boys
C. one girl and one boy
D. all three are equally likely
E. not sure
PAIR-SHARE: Now discuss with your neighbor, then
vote again on the answer with your i>clicker.
Source: Flickr user makehoe
(Derek Bruff, Vanderbilt U.)
A Think-Pair-Share Question for You
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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A friend calls to say that she’s having
twins. Which is most likely? (Assumethat she’s not having identical twins.)
A. two girls
B. two boys
C. one girl and one boy
D. all three are equally likely
E. not sure
PAIR-SHARE: Now discuss with your neighbor, then
vote again on the answer with your i>clicker.
Source: Flickr user makehoe
(Derek Bruff, Vanderbilt U.)
A Think-Pair-Share Question for You
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An object moves at a constant speed in a clockwise direction
around an oval track. The geometrical center of the track is at
point O. When the object is at point P , which arrow shows the
direction of the object’s acceleration vector?
A. #1 (directly away from O)
B. #2 (perpendicular to the track)
C. #3 (in the direction of motion)
D. #4 (directly toward O)
E. #5 (perpendicular to the track)
#1#2
#3
#4
#5
P
O
Oval track
A Multiple-Choice Question
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A. the same acceleration and the same orbital period.
B. 1/2 the acceleration and 1/2 the orbital period.
C. 1/4 the acceleration and 1/4 the orbital period.
D. 1/4 the acceleration and the same orbital period.
E. none of the above.
You put your spacecraft into a circular orbit
around the forest moon of Endor, which has 1/2
the radius of Earth and has 1/4 the Earth’s mass.
Compared to being in an orbit of the same size
around Earth, when in orbit around the forest
moon of Endor your spacecraft will have
QuickTime™ and adecompressor
are needed to see thispicture.
A Multiple-Choice Question
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The figure shows three orbits of a spacecraft:
A. a circular orbit of radius r 1 = 7000 km
B. a circular orbit of radius r 2 = 14,000 km
C. an elliptical transfer orbit between the two circular orbits
Rank these three orbits from highest to lowest angular momentum.
r 2 = 14,000 km
r 1 = 7000 km
Transfer orbit
A Ranking Task
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v2
1
2 A
An object moves on a curved path as shown. It speeds up as it moves
from point 1 to point 2.
• Draw the vector
(the change in velocity from point 1 to
point 2)
• Draw the average acceleration vector
for the time interval from 1 to 2. This isan estimate of the direction of the
instantaneous acceleration vector at
point A, midway between points 1 and 2.
v v2 v1
a v t
v1
A Non-Clicker Exercise
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A particle of mass m is free to move along the x – axis. The only force
on the particle is a conservative force given by the potential energy
function
In this expression and are positive constants.
• Find the points at which the particle is in equilibrium.
• Determine which of the points of equilibrium are stable and whichare unstable.
U x 1
4
x4 1
2
x2
A Non-Clicker Exercise
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Physics
ExerciseTime
Tolasana
An Exercise Exercise
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“High Stakes” vs. “Low Stakes”
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“High Stakes” vs. “Low Stakes”
Source: Flickr user Pokerati
“High stakes” clicker questions: students get
points for correct answer
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“High Stakes” vs. “Low Stakes”
Source: Flickr user Pokerati
Source: Flickr user kevindooley
“High stakes” clicker questions: students get
points for correct answer
“Low stakes” clicker
questions: students get
participation points only
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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“High Stakes” vs. “Low Stakes”
Source: Flickr user Pokerati
Source: Flickr user kevindooley
Both approaches give same learning outcome, but “high
stakes” questions stifle student discussion and provide
less feedback to instructors. Advantage: “low stakes”
—Shannon D. Willoughby and Eric Gustafson, Montana State U., American Journal of
Physics 2008, 77 (2), 180-183
“High stakes” clicker questions: students get
points for correct answer
“Low stakes” clicker
questions: students get
participation points only
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• Use a combination of simple and
more complex questions. Many users
make their questions too simple.
• The best questions focus on
concepts you feel are particularly
important and involve challenging
ideas with multiple plausible answers
that reveal student confusion andgenerate spirited discussion.
—Douglas Duncan, University of Colorado
Source: Flickr user sarahjanenyc1
Best Practices: Question Types
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• Make i>clicker use a regular,
serious part of your course. On the
first day of class, tell students why
you’re using it and why it’simportant.
• If you treat i>clicker use as
unimportant or auxiliary, then your
students will do the same.
—Douglas Duncan, University of Colorado
Source: Flickr user sarahjanenyc1
Source: Flickr user sarahjanenyc1
Best Practices: Use i>clicker regularly
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Best practices: Credit and cheating
• Recommendation: Make
i>clicker participation worth
3-5% of the course points.
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Best practices: Credit and cheating
• Recommendation: Make
i>clicker participation worth
3-5% of the course points.
• Be aware that some unscrupulous
students will have another studentbring their i>clicker to class for
them (academic dishonesty). Tell
students your policy (and University
policy) on the first day of classes.
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Premed physics class, Winter 2011
Much prefer video lectures
Prefer video lectures slightly
Video lectures = traditional
Prefer traditional slightly
Much prefer traditional
Student opinions
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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Premed physics class, Winter 2011
Much prefer video lectures
Prefer video lectures slightly
Video lectures = traditional
Prefer traditional slightly
Much prefer traditional
All more than once
Some more than once
None more than once
Views per
video lecture:
Student opinions
7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)
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g post-test% pre-test%
100 pre-test%Class learning gain:
i>clickers*
* U. of Colorado (Stephanie Chasteen et al.)
Richard Hake, Indiana U., American Journal of Physics 1998 66 , 64
Algebra-
based W11
Calculus-based
W12 #1 Calculus-based
W12 #2
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Try flipping
YOUR class!
Source: Grand Comics Database