Interactive Classroom:Interactive Classroom:Why Use a Classroom Response SystemWhy Use a Classroom Response System

The Passive ClassroomThe Passive Classroom Students listen to traditional lecture and Students listen to traditional lecture and

take notes (lots of variations on this theme).take notes (lots of variations on this theme). Low attendanceLow attendance Little knowledge gained – no long term Little knowledge gained – no long term

gaingain No long term effect on students’ No long term effect on students’

misconceptionsmisconceptions No conceptual understandingNo conceptual understanding Student’s inclination to memorize Student’s inclination to memorize

algorithms is reinforced.algorithms is reinforced. Disinterested students disappear in the Disinterested students disappear in the

crowd.crowd.

Active ClassroomsActive Classrooms

Overview - Case Studies (L,S)Overview - Case Studies (L,S) Cooperative Groups (S)Cooperative Groups (S) Socratic Dialogue Inducing Labs (Lab)Socratic Dialogue Inducing Labs (Lab) Interactive Demonstrations (L,S)Interactive Demonstrations (L,S) Peer Instruction / Think-Pair-Share (L,S)Peer Instruction / Think-Pair-Share (L,S) Tutorials / Workshops (S)Tutorials / Workshops (S) Etc.Etc.

The Interactive ClassroomThe Interactive ClassroomThings you can do…Things you can do…

Class ParticipationClass Participation Give Reading QuizzesGive Reading Quizzes Check understanding (feedback)Check understanding (feedback) Pre- and Post-TestingPre- and Post-Testing Peer Instruction / Think-Pair-SharePeer Instruction / Think-Pair-Share Interactive DemonstrationsInteractive Demonstrations etc.etc.

The Interactive ClassroomThe Interactive ClassroomEvidence That It WorksEvidence That It Works

Richard Hake (Indiana U.- Richard Hake (Indiana U.- Bloomington)Bloomington) 6542 student study comparing 6542 student study comparing

traditional versus interactive lecturestraditional versus interactive lectures 62 introductory physics courses62 introductory physics courses Pre- and Post-Instruction TestingPre- and Post-Instruction Testing Measured Normalized GainMeasured Normalized Gain

e

ePost

S

SSg

Pr

Pr

100 −−

>=<

Richard Hake American Journal of Physics v66 p64-74 (1998)

Traditional<gain> = 0.23 ± 0.04

Interactive<gain> = 0.48 ± 0.14

Benefits Others have SeenBenefits Others have Seen Interactive engagement shows a 2Interactive engagement shows a 2

improvement in students learning improvement in students learning mechanics over traditional lectures.mechanics over traditional lectures.

Substantial impact on pre- versus post-Substantial impact on pre- versus post-test results in physics, astronomy, test results in physics, astronomy, economics, biology, chemistry, economics, biology, chemistry, computer science, and engineeringcomputer science, and engineering

Even more effective in conjunction with Even more effective in conjunction with methods that induce thinking before methods that induce thinking before lecture – Just in Time Teaching (JITT).lecture – Just in Time Teaching (JITT).

Benefits I have SeenBenefits I have Seen Students read the textbook in detail.Students read the textbook in detail. Class Overall Averages upClass Overall Averages up

(75-78 % versus 67-70%)(75-78 % versus 67-70%)

Attendance typically 85+%Attendance typically 85+% Student’s interest level in science Student’s interest level in science

increases…many students decide to increases…many students decide to take more courses in physics as a take more courses in physics as a result.result.

Four other colleagues in physics Four other colleagues in physics observe the same benefits.observe the same benefits.

Class Survey 10/2005