Make clickers work Make clickers work Why use clickers? Why use - - PowerPoint PPT Presentation

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Make clickers work Make clickers work for you... for you...

A) The basics: What a clicker is and why to use it B) The research: What do we know that supports clicker use? C) Brainstorming uses at the museum D) Hands-on practice writing clicker questions and getting feedback E) Tips and practice facilitating discussion around clicker questions

What is least important to you to learn today?

Take a clicker & turn it on If the green light flashes, your vote has been counted

• Dr. Stephanie Chasteen

Physics Dept., Univ. of Colorado at Boulder Consultant and blogger, sciencegeekgirl.com

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Why use clickers? Why use clickers?

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Handout 2:

Brainstorm sheet Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Introducing Me Introducing Me

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Applying scientific principles to improve science education – What are students learning, and which instructional approaches improve learning?

Science Education Initiative Physics Education Research Group

One of largest PER groups in nation, studying technology, attitudes, classroom practice, & institutional change. http://colorado.edu/SEI http://PER.colorado.edu

Blogger & Consultant

http://sciencegeekgirl.com

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

• U. Colorado clicker resources
• U. Colorado clicker resources…

…

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Videos of effective use

• f clickers

http://STEMclickers.colorado.edu

Clicker resource page

http://STEMvideos.colorado.edu

2-5 mins long

• Instructor’s Guide
• Question banks
• Workshops
• Literature / Articles

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Agenda Agenda

1. What are the basic steps in using clickers with peer instruction? 2. Why does it work (ie., the research)? 3. Brainstorming museum uses 4. What makes a good question? 5. Practice writing questions 6. How do we facilitate discussions?

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Clickers are a tool Clickers are a tool

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But not a magic bullet!

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Basic use of clickers...

• Quiz-like comprehension check
• Only occasionally or at set times

Better use of clickers...

• Frequent and integrated
• Require or encourage peer discussion
• Mix of difficulty
• Use results to direct instruction

Becoming a clicker expert Becoming a clicker expert

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Clicker technology Clicker technology

What aspects of clicker technology makes it helpful for student learning?

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Q&A and DISCUSSION

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Clickers in large lectures at University of Colorado

% large lecture sections

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Anatomy of a clicker question Anatomy of a clicker question

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Ask Question Peer Discussion Vote Class Discussion …Lecture… (Maybe vote)

* See also: Peer Instruction, A User’s Manual. E. Mazur.

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

What are benefits of clickers? What are benefits of clickers?

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Think about… how does this apply to PacSci?

(use Brainstorm sheet) Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

QUESTION BREAK QUESTION BREAK

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Ask Question Peer Discussion Vote Class Discussion …Lecture… (Maybe vote)

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Why use clickers? Why use clickers?

 What are some of the goals and

benefits of using clickers at Pacific Science Center? (not necessarily specific uses… but the end goals of use) DISCUSSION

Record on sticky paper

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Some things I thought of Some things I thought of… …

 Questions provide focus for discussions  To increase engagement in public programs (e.g.,

clickers provide interactivity, tap into participatory culture, lower barrier to participation, people like it, and clickers frame the experience as participatory)

 To increase understanding and retention of content,

leading to deeper exploration

 To spark conversation between family members and

school groups

 To allow presenter to tailor presentation to interests

and knowledge of participants through data visualization

 To help staff learn a variety of concepts and discuss

ideas

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Let Let’ ’s try it s try it

Your sister in law calls to say that she’s having twins. Which of the following is the most likely? (Assume she’s having fraternal, not identical, twins) A)Twin boys B)Twin girls C)One girl and one boy D)All are equally likely

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Not sure? Not sure?

You flip a nickel and a penny. Which is the most likely? A)Two heads B)Two Tails C)One head and one tail D)All are equally likely

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You can vote on this one too, it’s the same question

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Two way conversations with Two way conversations with students are vital... students are vital...

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...because students can misunderstand what we say

From Pearls to Swine

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Clickers Clickers can can be used in ways that be used in ways that align with align with How People Learn How People Learn

OR

• 1. Motivation is essential for learning

Handout 4:

How People Learn Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Clickers Clickers can can be used in ways that be used in ways that align with align with How People Learn How People Learn

• 1. Motivation is essential for student learning
• 2. People learn by actively constructing their own

understanding.

i.e., not this…. So, this webinar isn’t enough!

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Clickers Clickers can can be used in ways that be used in ways that align with align with How People Learn How People Learn

Fish is Fish

• L. Lionni

Dragonfly Books

• 1. Motivation is essential for student learning
• 2. People learn by actively constructing their own

understanding.

• 3. People learn by building on what they already know.

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Clickers Clickers can can be used in ways that be used in ways that align with align with How People Learn How People Learn

• 1. Motivation is essential for student learning
• 2. People learn by actively constructing their own

understanding.

• 3. People learn by building on what they already know.

“Mr. Osbourne, may I be excused? My brain is full.”

• 4. Don’t exceed cognitive load

(c) Gary Larson, The Far Side

Handout 4:

How People Learn Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Students answer a clicker question individually Students talk to neighbors and answer the same clicker question again

Just guessing Not quite sure

Before discussion

Pretty sure

B C A

Just guessing Not quite sure

After discussion

B C A

Mazur, 1997

http://vig-fp.prenhall.com/bigcovers/0135654416.jpg

Peer discussion: The research Peer discussion: The research

Are students learning? OR Are they being told right answer?

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Students answer Q1 individually. Students talk to neighbors and answer Q1 again (Q1AD = Q1“After Discussion”).

n= 350 students

Smith et al., Science. 2009, 323(5910):122.

Are they learning from peers? Are they learning from peers?

CU Faculty Researchers: Tin Tin Su (CU MCDB Dept) Michelle Smith (CU SEI)

10 20 30 40 50 60 70 80 90 100

Q2

Individual

Q1

Individual Q1AD After Discussion 20 40 60 80 100

Percent

Students answer Q2 individually . Q2 tests same concept as Q1. Then explain answers to Q1 and Q2

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Types of uses Types of uses

 How might clickers be used in your

department?

 Record on sticky paper

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BRAINSTORM IN DEPARTMENTS

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Asking Questions Asking Questions

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Ask Question Peer Discussion Vote Class Discussion …Lecture… (Maybe vote)

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Do clickers = interactivity? Do clickers = interactivity?

Not necessarily! It depends on how they’re used. We try to write questions that spur peer discussion, because peer discussion works.

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What kinds of questions have you found to be most engaging for visitors?

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Which do you think will work Which do you think will work best best with visitors? with visitors?

• A. Conceptual questions about science

content

• B. Predicting the outcome of a demo
• C. Opinion surveys
• D. Background / experience surveys
• E. Something else

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Which do you think will work the Which do you think will work the least least with visitors? with visitors?

• A. Conceptual questions about science

content

• B. Predicting the outcome of a demo
• C. Opinion surveys
• D. Background / experience surveys
• E. Something else / they’re all good

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Different question goals Different question goals

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Assess Learning:

• Exit poll
• Probe limits of

understanding

• Demonstrate success
• Review

Develop Knowledge

• Elicit misconception
• Exercise skill
• Conceptual understanding

Setting up instruction:

• Assess prior knowledge
• Provoke thinking about something new
• Stimulate discussion
• Predict-and-show
• Induce cognitive conflict

Spark curiosity to learn more later

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Some question types Some question types… …. .

 Opinion (What do they think/believe?)  Background info (About audience

demographics or behaviors)

 Gauge audience (what do they already

know?)

 Puzzler (Something to make them think)  Application (How does this apply to your

lives?)

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing Facets Question Writing Facets

1.Question Goals 2.Question Mechanics 3.Question Depth

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing Facets Question Writing Facets

1.Question Goals 2.Question Mechanics 3.Question Depth

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Handout 5:

Writing Questions

Handout 6:

Goals of TEFA Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Try writing a question Try writing a question

 Consider a topic you will be teaching in

the next week or two

 Brainstorm for 2-3 minutes (with a

neighbor if possible) a question based on what people tend to struggle with in that topic.

 Use this question as a touchstone

during the rest of the workshop, and shop for ideas to improve it.

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing Facets Question Writing Facets

1.Question Goals 2.Question Mechanics 3.Question Depth

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing Question Writing Mechanics Mechanics

 Clear wording  Use tempting distractors  Sources of distractors:

• Student answers on homework & exams
• Common misconceptions

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing Question Writing Mechanics Mechanics

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In a multiple-choice question, when is the longest answer the correct answer?

• A. Rarely
• B. Sometimes
• C. It’s common for it to be the correct answer, and it’s often stuffed

with new information that should have gone in the main part of the course but we forgot so now we’re putting it in the quiz because we can’t possibly leave out the tiniest detail

• D. Occasionally

Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing Question Writing Mechanics Mechanics

38 Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/

When is it NOT a good idea to avoid negative questions?

• A. Never
• B. Sometimes
• C. Always
• D. What?

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing Facets Question Writing Facets

1.Question Goals 2.Question Mechanics 3.Question Depth

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing 2: Question Writing 2: Depth Depth

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I opened an online course on a topic I know nothing about, clicked through without reading anything, and took the assessment. I passed! What does that suggest?

• A. I am a genius!
• B. The assessment was too easy.
• C. Maybe the online course was too easy, too.
• D. Maybe the course didn’t even need to be written.
• E. B, C, and D

Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

COLTT CU 2009 Clicker Use in Upper-Level Courses

Completely useless Mostly useless Somewhat useful Useful Very useful

Challenging conceptual Recalling a previous fact Recalling a recent fact Plugging numbers into equation

Types of clicker questions: 0% 10% 20% 30% 40% 50% 60%

% of students

91% 35% 36% 18%

N=4 courses, 66 students

Question Writing 2: Question Writing 2: Depth Depth

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But how do we increase the level of questioning?

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Question Writing 2: Question Writing 2: Depth Depth

 Hierarchy of cognitive levels  Includes handy verbs and question

stems for different levels of understanding

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Do the questions you use intellectually challenge your students or simply assess their factual knowledge? Handout 7:

Bloom’s Taxonomy

One way to increase questioning – Bloom’s Taxonomy

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

BRAINSTORM/ BRAINSTORM/SHARE questions SHARE questions

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Consider… 1.Mechanics 2.Depth 3.Goals

Would you like to see question examples first, or share/brainstorm on yours first? (A) Examples (B) Our questions

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Example questions Example questions

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Consider… 1.Mechanics 2.Depth 3.Goals

Rate these questions – are they good? (A)Stellar (B) might be good with improvement (C) It depends on context, (D) Not a great question

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Background survey (making it Background survey (making it relevant) relevant)

Do you know someone who has, or has had, cancer? (A) Yes (B) No (C) Not sure

Consider… 1.Mechanics 2.Depth 3.Goals

If you were walking down the road and saw a piece of trash, would you pick it up? (A) Yes (B) No (C) It depends

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Background knowledge survey Background knowledge survey

Global warming could lead to the shutdown of the North Atlantic’s ocean circulation pattern causing global cooling

• A. Strongly agree
• B. Moderately agree
• C. Moderately disagree
• D. Strongly disagree

Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Opinion survey Opinion survey

What would you like to look at next?

A.Andromeda galaxy B.The north star C.Big dipper D.Orion

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Or, for teachers… What do your students struggle with most? A.The concept of electric fields B.Remembering that electrons are negative C.Solving algebraic equations Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Conceptual question (puzzler) Conceptual question (puzzler)

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)Sunlight

Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

True/false with explanation True/false with explanation

In this food chain, you would expect to have more owls than frogs. True or false?

• A. True, because owls are good hunters and can

catch more food than frogs can

• B. False, because frogs are lower on the food

chain

• C. True because owls are higher on the food chain

D.False because frogs have more food to eat

• E. False because frogs are smaller and need less

food

• F. True because no predators eat owls

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Credit: Cathy Wanat, Northampton HS

Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Judge similarity Judge similarity

Skin: wall as Mucus:

A.Welcome mat B.Storm door C.Moat D.Room E.Mailbox F.Vaseline G.No pest strip H.None of above

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Credit: Kate Dollard, Northampton HS

Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Bring out misconception Bring out misconception

If you want strong, athletic children, you should work out at the gym a lot

A.Agree B.Disagree C.It depends

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Consider… 1.Mechanics 2.Depth 3.Goals

Credit: Cathy Wanat, Northampton HS

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

What are some not-so-great What are some not-so-great questions? questions?

 What is the fundamental building block of

matter? (Atoms, electrons, molecules, rocks, air).

 What types of carbon sequestration do

you think are going to help us the most?

 Electrons are negatively charged – T/F?  What is your favorite color?

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Sort / Classify Sort / Classify

Which of the following are alive? Choose all that apply.

A.Seed B.Leaf on tree C.Leaf after it has fallen D.Tree in spring E.Tree in winter

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Credit: Bill Leonard, U Mass Amherst

Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Preference / Preference / judgement judgement

If you could have only one system left, which would it be?

A.Circulatory B.Nervous C.Endocrine D.Immune E.Digestive F.Respiratory G.Excretory

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Credit: Kate Dollard, Northampton HS; Ian Beatty, UMass Amherst

Another great one of this type: If you were a superhero, which superpower would you rather have? A.Ability to change the mass of things B.Ability to change the charge of things C.Ability to change the magnetization of things.

Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Conceptual question using Conceptual question using pictures or graphs pictures or graphs

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You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase. Later that same day when the moon is setting, which of the moon phases shown below would the Moon have looked like?

Center for Astronomy Education, Ed Prather Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

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Prediction of a demonstration Prediction of a demonstration

Demonstration predictions. For example, show that a light bulb lights up when it’s connected to a power source through a weak acid. What will happen if I use a 100% acid solution? (A) Brighter (B) Dimmer The answer ends up being opposite of what you’d expect!

Consider… 1.Mechanics 2.Depth 3.Goals

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Peer Discussion Peer Discussion

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Ask Question Peer Discussion Vote …Lecture… (Maybe vote) Class Discussion

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Peer discussions Peer discussions

What are the practices that the instructor can change during peer discussion?

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• Allow plenty of time for discussion
• Encourage discussion
• Circulate classroom (to listen in)

Handout 8:

Peer Discussion Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Whole Class Discussion Whole Class Discussion

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Ask Question Peer Discussion Vote …Lecture… (Maybe vote) Class Discussion

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Whole-class Discussion Whole-class Discussion

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What can you do during this time?

• Incentive for participation (stickers, candy…)
• Do not reveal the answer immediately
• Hide the histogram until after discussion
• Hear arguments from students (more than one!)
• Hear arguments for right and wrong answers
• Make sure students know correct answer and

reasoning by the end

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Giving the answer stops student thinking!

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

Tips for success Tips for success

 Look at the “Tips for successful clicker

use” handout

 Do these apply at the museum, and how?

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Handout 3:

Tips for use

Some things I thought of:

• Encourage participation with stickers/candy
• Team training is key
• Use frequently, variety of techniques
• Don’t use questions that are too easy

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

To Learn More To Learn More… …

This short workshop can’t do it all….

 Form user groups. I can provide

readings and suggestions.

 Videos at

http://STEMvideos.colorado.edu

 There are lots of great books

• Teaching with Classroom Response Systems (Derek Bruff)
• Peer Instruction (Eric Mazur)
• Clickers in the Classroom (Douglas Duncan)
• Clickers in Chemistry (Margaret Asirvatham)

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Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder).

 Clickers resource page (videos, question banks,

workshops): http://STEMclickers.colorado.edu

 PER Group: http://per.colorado.edu  Sci. Ed. Initative: http://colorado.edu/sei  Web and blog: http://sciencegeekgirl.com  Email: stephanie@sciencegeekgirl.com  Twitter & Facebook: sciencegeekgirl

Thank you! Thank you!

Look for announcements of free clicker webinars at theactiveclass.com or at twitter stream @iclickerclique