So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Questions
1. Make Clickers Work for You
FACILITATION TIPS AND
TECHNIQUES
Dr. Stephanie V. Chasteen
Physics Department
&
Science Education Initiative
Univ. of Colorado at Boulder
http://colorado.edu/sei
Web and blog: http://sciencegeekgirl.com
Email: stephanie.chasteen@colorado.edu
3. What do you teach?
Show of hands
A. Science
B. Engineering or Math
C. Social sciences
D. Humanities
E. Administration / faculty support
F. Other
4. Have you used response systems (clickers) in
your teaching?
Take a clicker & turn it on
If the green light flashes, your
vote has been counted
A. Not at all, and I haven’t seen them used
B. Not at all, but I’ve observed their use somewhat
C. I’ve used them a little
D. I’ve used them a lot
E. I could be (should be?) giving this workshop
5. How familiar are you with Mazur’s “Peer
Instruction”
Colored cards
A. Fairly familiar, and I like it
B. Fairly familiar, but I’m not sure that I like it
C. I’ve heard of it but only have a vague idea what it is
D. Not familiar at all
E. Not sure
6. Introducing Me
6
Science Education Initiative
http://colorado.edu/SEI
Applying scientific principles to improve science
education – What are students learning, and which
instructional approaches improve learning?
Physics Education Research Group
http://PER.colorado.edu
One of largest PER groups in nation, studying
technology, attitudes, classroom practice, & institutional
change.
Blogger
http://blog.sciencegeekgirl.com
7. U. Colorado clicker resources…
7
Videos of effective use of clickers
http://STEMvideos.colorado.edu
2-5 mins long
Clicker resource page
http://STEMclickers.colorado.edu
• Instructor’s Guide
• Question banks PLUS past workshops
And all workshop materials
•Literature / Articles
I can help you with your institution’s workshops too
8. Why question?
8
How many times have you given a lecture and found
that students hadn’t followed you?
Can you rely on students to ask questions if they
don’t understand something?
Can you rely on students to know if they don’t
understand something?
What are the benefits of questioning?
Credit: Rosie Piller whiteboard
11. When can we ask questions?
11
BEFORE
Setting up instruction DURING
Motivate Developing
knowledge
Discover
Predict outcome Check knowledge
Provoke thinking Application
Assess prior knowledge Analysis
Evaluation
Synthesis
AFTER Relate to big picture Exercise skill
Assessing Demonstrate success Elicit misconception
learning
Review or recap
Exit poll
Credit: Rosie Piller and Ian Beatty.
12. Some methods of asking questions
12
Ask rhetorically
Target the class (how?)
Target someone in particular (in what order?)
Wait and then… (call on whom?)
Answer your own question
Leave the question unanswered
Or ask out of class
Blogs
Discussion boards
Homework…
Credit: Rosie Piller
13. Why use clickers to target the class?
An outline of Peer Instruction.
13
14. Clickers are a tool for questioning
14
But not a magic bullet!
15. Anatomy of Peer Instruction
15
Ask Question
…Lecture… (Maybe vote)
Class Discussion Peer Discussion
Vote
* See also: Peer Instruction, A User’s Manual. E. Mazur.
16. How is a clicker question the same or different?*
16
* From other types of in-class questions
Similar in terms of goals
Multiple choice
Anonymous (to peers)
Every student has a voice – the
loud ones and the shy ones
Forced wait time
You can withhold the answer
until everyone has had time to
think (choose when to show the
histogram)
What does this tool help
us to do?
17. Peer instruction helps students learn
17
Research shows that:
Students can better answer a similar question after
talking to their peers
Peer discussion + instructor explanation works
better than either one alone
Students like peer instruction, from intro to the
junior level
Students in courses using peer instruction
outperform those in traditional lecture courses on a
common test
See http://STEMclickers.colorado.edu for various references
18. U. Colorado clicker resources…
18
Videos of effective use of clickers 2-5 mins long
http://STEMvideos.colorado.edu
Clicker resource page
http://STEMclickers.colorado.edu
• Instructor’s Guide
• Question banks
• Workshops
• Literature / Articles
19. Which of these could be clicker questions?
19
BEFORE
Setting up instruction DURING
Motivate Developing
knowledge
Discover
Predict outcome Check knowledge
Provoke thinking Application
Assess prior knowledge Analysis
Evaluation
Synthesis
AFTER Relate to big picture Exercise skill
Assessing Demonstrate success Elicit misconception
learning
Review or recap
Exit poll
Credit: Rosie Piller and Ian Beatty.
20. Let’s try it
I think the toughest thing about using clickers
and peer instruction in class will be:
A. Writing good questions
B. Getting students to really think about them
C. Getting students to answer the questions / Nobody
responds
D. The same students always respond / Not everybody
responds
E. It takes too long / I have a lot of content to cover
21. A science-content example
21
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 things
21
Question: Ian Beatty, UNC Greensboro Image: Thibaultfr on Wikimedia
22. Example question: Math
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
22
Derek Bruff, Vanderbilt
23. Example Question: Survey
23
Which of the following are you least comfortable using to solve
problems?
A. Kinematics
B. Newton’s Laws
C. Work-Energy Theorem
D. Momentum-Impulse Theorem
E. Angular Momentum-Angular Impulse Theorem
Ian Beatty, UMass Amherst
24.
25. Make Clickers Work for You
FACILITATION TIPS AND
TECHNIQUES
Dr. Stephanie V. Chasteen
Physics Department
&
Science Education Initiative
Univ. of Colorado at Boulder
http://colorado.edu/sei
Web and blog: http://sciencegeekgirl.com
Email: stephanie.chasteen@colorado.edu
26. Two way conversations with students are
vital...
26
...because students can misunderstand what we say
27. Anatomy of Peer Instruction
27
Ask Question
…Lecture… (Maybe vote)
Class Discussion Peer Discussion
Vote
* See also: Peer Instruction, A User’s Manual. E. Mazur.
29. Let’s revisit the question from before
I think the toughest thing about using clickers
and peer instruction in class will be:
A. Writing good questions
B. Getting students to really think about them
C. Getting students to answer the questions / Nobody
responds
D. The same students always respond / Not everybody
responds
E. It takes too long / I have a lot of content to cover
30. Another question
Honestly, I think that I’m most likely to modify this
technique of peer instruction to suit me and my
students. I know that there are at least ___ parts of
the technique that I’ll be changing:
A. None
B. One
C. Two-three
D. Four or more
Be prepared to explain your answer and defend!
31. Is there a problem with modifications?
I won’t tell you how to teach. You’re smart & you care
about instruction.
Be strategic about modifications.
32. % of physics faculty reporting to be familiar with RBIS
“RBIS”= Research-Based Instructional Strategy
* Research-Based Instructional Strategy
Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct 2010.
33. % of faculty reporting as current user of RBIS
“RBIS”= Research-Based Instructional Strategy
Of these, how many do you think use
consistent with Mazur’s method?
~ 50%
(A) <30% (B) 30-70% (C) >70%
* Research-Based Instructional Strategy
Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct
2010.Web survey of 722 physics faculty at various institutions, initial sample of 2000.
34. In particular:
% of instructors who report using Peer Instruction and also
report including the following elements of Peer Instruction:
Students discuss ideas in class* 27%
Students discuss qualitative/quantitative 27%
problems in class*
Whole class voting* 38%
Conceptual questions* 64%
Is this a problem?
It depends. * Every class
Dancy& Henderson, Pedagogical practices and instructional change of faculty, Am. J. Phys., 78(10), Oct
2010.Web survey of 722 physics faculty at various institutions, initial sample of 2000.
35. Exercise #1: Core Philosophies
35
What are the underlying principles that make this work?
Ask Question
…Lecture… (Maybe vote)
Class Discussion Peer Discussion
Vote
* See also: Peer Instruction, A User’s Manual. E. Mazur.
36. Some core philosophies of mine
Students learn by teaching each other
Students learn by articulating their ideas
It’s important for me to hear student ideas
I need to know what my students understand during
the course of instruction, before the test
I value and respect student ideas
I want students to know that I value student ideas
I want students to feel safe sharing their ideas
Clicker questions are an integral part of my lecture
37. Exercise #2 What could possibly go wrong?
37
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? 10 mins
In groups of 3-5 brainstorm some of the challenges
you imagine in using this.
Brainstorm some solutions that are in line
with your core philosophies
Write on your handout.
38. 1. Ask Question
38
What are some challenges/ philosophies /
solutions related to asking the question?
Philosophies
•Questions are integral to lecture
•Students can learn by considering a
question
Best practices
•Ask several times during lecture
•Ask challenging, meaningful questions
•Don’t post until ready & give time to read
38
Handout/worksheet / whiteboard
39. 2. Peer Discussion
39
Philosophies:
•Students learn through discussion
• Students need to know that you value
their ideas & that it’s safe to share
What are core philosophies in peer discussion?
What are challenges /
how can you help make it work?
Solutions:
•Make it clear why you’re doing this
• Circulate and ask questions / model
•Use questions they want to discuss
•Allow enough time (2-5 mins)
•Focus on reasoning in wrap-up
41. 3. Wrap-Up Discussion
41
Philosophies? Challenges? What might
you do to facilitate an effective wrap-up
discussion? Philosophies:
•Student ideas are important
•Students need to feel safe
Solutions:
•Establish culture of respect
•Consider whether to show the histogram immediately
• Ask multiple students to defend their answers
• Emphasize reasoning: Why are wrong answers wrong
and why right answer is right
43. Effects of increased wait time
43
Changes in student behavior:
More students respond
More students respond without being asked (unsolicited)
Student responses are longer
More alternative explanations are offered
All from a few
Student confidence increases more seconds!
There are more speculative responses
Students ask more questions
Other changes (on teacher!)
Quantity of questions decreased
Quality of questions increased
Expectations of slower students were revised
Teacher reactions to answers were more appropriate
Rowe, Mary Budd (1974)
44. Other things we haven’t talked about?
44
Other challenges / solutions / philosophies?
45. Let’s try it: Mock Class
45
In a group of 3-5:
1. Choose a question to use
2. Assign roles to each member of the group to
split up the task of facilitating the question
10 minutes
46. Rules for Mock Class
46
1. You are a “Critical friend”
2. Say PAUSE when we should discuss something
3. Have fun!
47. Action Plan
47
Take a few minutes to write down your action plan to
implement ideas you heard about in the workshop
48. Thanks!
Resource Page: http://STEMclickers.colorado.edu
Web and blog: http://sciencegeekgirl.com
Email: stephanie.chasteen@colorado.edu
Many materials in this workshop (particularly the questioning cycle and the participant exercises)
were adapted fromRosie Piller, Making Students Think: The Art of Questioning. Short papers
published in: Computer Training & Support Conference, 1995; ISPI International Conferences, 1991
and 1996; ASTD National Conference on Technical & Skills Training, 1990. Related workshop
description at http://www.educationexperts.net/nstworkshop.html. Other materials (particularly
sample clicker questions and goals of clicker questions) adapted from Ian Beatty’s Technology
Enhanced Formative Assessment (TEFA) program. http://ianbeatty.com/crs
Got questions later? We can schedule
a virtual follow-up anytime.
49. Learning Goals
Biology: Recognize the components of a cell and
describe why each is necessary for the function of a cell
Physics: Identify the different ways that light can
interact with an object
(i.e., transmitted, absorbed, reflected).
Chemistry: Explain trends in boiling points in terms of
intermolecular interactions
Earth science: Understand the formation of the three
major types of rocks (igneous, sedimentary, and
metamorphic) and the processes by which they
form, relating them by the rock cycle.
Math: Solve a system of linear equations in two
variables using algebra or graphing.
50. What Do I do if…?
50
What can you do if you ask questions and..
There is no response
The same people keep raising their hands
The answers are called out before everyone has a
chance to think
We’ll discuss in
The answers take too long Workshop #2.
For now: Many of
Someone gives a wrong answer these challenges are
Only some students are prepared addressed by clickers
?
Hinweis der Redaktion
HAVE PEOPLE SIT BY DISCIPLINE
How do you feel about asking students questions in class?How many times have you given a lecture and found that students hadn’t followed you?Can you rely on students to ask questions if they don’t understand something?Can you rely on students to know if they don’t understand something?So, what are the benefits of questioning?Why do you think people don’t question more?
During each section, ask people for examples of questions that they wrote that fall into this category. Give clicker booklet for responding.Point out the handout where each one is detailed more.
Model each one of these. What are some ways to ask questions? One is to ask rhetorically.Class, what’s another way to ask a question? Target the whole class.John, what’s another way? Target someone else.Are there other ways to ask a question? Let’s think about it. Target class: verbally, clickers, other waysTarget someone in particular: randomly, in seating order, call on particular personWait and then…. Call on volunteers, call on someone who hasn’t volunteered, answer own question
During each section, ask people for examples of questions that they wrote that fall into this category. Give clicker booklet for responding.Point out the handout where each one is detailed more.
HAVE PEOPLE SIT BY DISCIPLINE
Put acronym at top.
Animate question
Animate problem.Is this a problem? Unreasonable to expect adoption of any method wholesale without modification.Some modifications might increase effectiveness. But some components essential to student learning might be eliminated. Some dropped elements argued to be key to effectiveness by developers. Can’t assume faculty using PI is using as intended. Methods are related to or inspired by PI, but no longer recognizeable as PI, and so not been tested for effectiveness. But we want to KNOW MORE about what is effective and how faculty are using it. After all (NEXT SLIDE), without data on effectiveness, we can’t make informed decisions about instructioal change.
Questions threaten studentsI get no volunteers to answerStudents don’t talk to each otherAnswers take me off trackTakes too much time
What comes first? Learning goals.
Instructor circulates, may need to show that you’re serious
Usually one second. Trained to wait 3-5 seconds. Students tend to speak in bursts with 3-5 seconds between bursts: Wait time of 1 second interrupts these bursts.
When you see something that should be identified or talked about, say “pause”Say pause, then ask what is the implementation error we paused forThis role is important to your development of your own understanding of how to implement.
Weigh advantages of covering more material against checking comprehension and actively involving students. It’s challenging. How a teacher does this determines how well it works. NO RESPONSE: Wait longer. Rephrase the question. Give a hint. Have students discuss. Call on someone. Leave unanswered. SAME PEOPLE: Someone other than X. Ask an easier question and call on new volunteer. Be alert to non-verbal cues. Make it clear that participation required. IF ANSWERS CALLED OUT: Ask it others agree. Ask for other answers. Ask students to think for a minute. Turn away to signal time for thought. Ask to write answers down. IF TAKE TOO LONG: Interrupt and summarize. Set boundaries and expectations. WRONG ANSWER: Break down question so others can see error. Ask for comments. Ask for other answers. Find merit in answer and explain why common mistake.