Ross and his colleagues moved from the traditional classroom model, where in lectures students are given information to remember and possibly to understand, to an inverted classroom model. In the inverted classroom model content is provided as reading in advance of the lectures and the contact time instead focuses on developing understanding.

1. Physics Education Research
The University of Edinburgh
Going all the way:
Use of clickers for peer instruction
and just-in-time teaching
Ross Galloway
School of Physics & Astronomy
University of Edinburgh
Clickers Reloaded 7th December 2011

2. Physics Education Research
The University of Edinburgh
Acknowledgements
The Physics 1A Course Team:
Simon Bates & Richard Massey
Workshop heads of class and Teaching Assistants
Secretaries and technicians

3. Physics Education Research
The University of Edinburgh
Outline
• Motivation
• What we did
• What happened
• What the students thought
• Some personal reflections

4. Physics Education Research
The University of Edinburgh
Motivation: the Traditional Classroom

5. Physics Education Research
The University of Edinburgh
Motivation: the Inverted Classroom
• Move information transfer out of the
classroom.
• Devote in-class learning time to higher
level activities.

6. Physics Education Research
The University of Edinburgh
Motivation: the Inverted Classroom

7. Physics Education Research
The University of Edinburgh
What we did: Physics 1A Course Structure
Week n - 1 What I still
Personal don t understand
Reading is…
Week n
Online Hand-in
Reading Peer Instruction
Assignment
Quiz Lectures
Week n + 1
Workshops

8. Physics Education Research
The University of Edinburgh
What happened
• Students (mostly) did the reading!
• Students (mostly) did the quiz!
• Students (mostly) came to lectures!

9. Physics Education Research
The University of Edinburgh
What happened

10. Physics Education Research
The University of Edinburgh
1.00
0.90
0.80
0.70
Normalised gain <g>
0.60
0.50
0.40
0.30
0.20
0.10
0.00
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
-0.10
PI session
post − pre
Normalised gain : g =
100% − pre

11. Physics Education Research
The University of Edinburgh
What happened: diagnostic test results
Pre-test Scores
30
25
20
Frequency
15 Pre-test n=161
10
5
0 Post-test Scores
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Score
30
25
20
Frequency
15 Post-test n=161
g = 0.52 10
5
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Score

12. Physics Education Research
The University of Edinburgh
What happened: diagnostic test results
0.70
0.60
0.50
Normalised Gain <g>
0.40
0.30
0.20
0.10
0.00
0 20 40 60 80 100
Mean Post-test Score (% )
Other universities Physics 1A
Data taken from R.R. Hake, Am. J. Phys. 66(1), 1998

13. Physics Education Research
The University of Edinburgh
What the students thought
N = 90

14. Physics Education Research
The University of Edinburgh
What the students thought

15. Physics Education Research
The University of Edinburgh
Some personal reflections
• Can be scary at first
• But you soon get into the rhythm
• Forget about carefully planned timing
• Great classroom atmosphere
• Freedom from coverage
• Focus on what matters