Peter Newbury 5/21/2015 sgts.ucsd.edu

1. Name
Course Dept/School
Summer I or II # students
Remember, some of these questions are deliberately bad!
Summer GraduateTeaching Scholars
Preparing toTeach 3:
Peer Instruction and
Think-Pair-Share Questions
May 19 and 21, 2015

2. clarity Students waste no effort trying to figure out what’s
being asked.
context Is this topic currently being covered in class?
learning
outcome
Does the question make students do the right things
to demonstrate they grasp the concept?
distractors What do the “wrong” answers tell you about
students’ thinking?
difficulty Is the question too easy? too hard?
stimulates
thoughtful
discussion
Will the question engage the students and spark
thoughtful discussions?Are there openings for you
to continue the discussion?
What makes a good question?
(Adapted from Stephanie Chasteen, CU Boulder)sgts.ucsd.edu

3.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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4.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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5.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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6.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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7.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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8.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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9.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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10.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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11.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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12.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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13.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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14.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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15.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
sgts.ucsd.edu

16.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
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17.  clarity  context  learning outcome  distractors
 difficulty  stimulates thoughtful discussion
sgts.ucsd.edu

18. Peer Instruction Protocol
There’s no one correct way to run an episode of peer instruction but
there are many ways to make it fail, with loss of potential for learning.
This protocol / choreography aims to minimize the number of places
where the instructor can accidentally “short-circuit” the activity.
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19. Evolution of the Solar System
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Today, we’ve been learning about the formation of the
Solar System.
Just like a geologist studies
the exposed layers on a cliff-
face, we study landforms on
other planets and moons to
find the chronology
(sequence) of processes.
(Image: NASA)
19

20. sgts.ucsd.edu
Are features X and Y
ridges or valleys?
A) X=ridge, Y=valley
B) X=valley, Y=ridge
C) both are ridges
D) both are valleys
X
Y
20
crater

21. 1
2
3
Peer instruction to generate discussion
(especially discussion of readings)
“What did you talk about in your group?”
“Why is X wrong?”
Individual
Vote
Discussion
Class-Wide
Discussion
Instructor Modeling,
Wrap-up
Beth Simon and Peter Newbury (UC San Diego)
A)
B)
C)
Present
Question
“Explain
to your
neighbor”

22. 1
2
3
Peer instruction when there is
a correct answer (or answers)
“What did you talk about in your group?”
“Why is X wrong?”
Individual
Vote
Group
Vote
Discussion
Class-Wide
Discussion
Instructor Modeling,
Wrap-up
Beth Simon and Peter Newbury (UC San Diego)
A)
B)
C)
Present
Question
“Convince your
neighbor”