clickers without the clickers

Clickers without the clickers

Using the web and student devices for classroom response

GVSU Fall Teaching Conference21 August 2013

Robert Talbert, PhDDepartment of Mathematics

Monday, August 19, 13

Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MIDad, nerd, runner, learner

Slides posted at:

talbertr@gvsu.edu | http://proftalbert.comTwitter: @RobertTalbert

Google+: http://gplus.to/rtalbertCasting Out Nines blog: http://chronicle.com/

blognetwork/castingoutnines

Monday, August 19, 13

Monday, August 19, 13

Effective teaching involves

Monday, August 19, 13

Effective teaching involves analyzing student knowledge

Monday, August 19, 13

Effective teaching involves analyzing student knowledge

in real time

Monday, August 19, 13

http://www.flickr.com/photos/barbourians/

Monday, August 19, 13

I’m talkative

http://www.flickr.com/photos/barbourians/

Monday, August 19, 13

I’m talkative

I’m shy/scared

http://www.flickr.com/photos/barbourians/

Monday, August 19, 13

I’m talkative

I’m shy/scaredI have contributions to make and things I

need to learn

http://www.flickr.com/photos/barbourians/

Monday, August 19, 13

Monday, August 19, 13

Wanted:

Monday, August 19, 13

Wanted: Simple method

Monday, August 19, 13

Wanted: Simple method

for collecting information about student knowledge

Monday, August 19, 13

Wanted: Simple method

for collecting information about student knowledgeand catching + repairing misconceptions

Monday, August 19, 13

Wanted: Simple method

for collecting information about student knowledgeand catching + repairing misconceptions

from all students

Monday, August 19, 13

Wanted: Simple method

for collecting information about student knowledgeand catching + repairing misconceptions

from all studentswithout freaking them out

Monday, August 19, 13

Wanted: Simple method

for collecting information about student knowledgeand catching + repairing misconceptions

from all studentswithout freaking them out

in as close to real time as possible

Monday, August 19, 13

Wanted: Simple method

for collecting information about student knowledgeand catching + repairing misconceptions

from all studentswithout freaking them out

in as close to real time as possiblethat provides actionable data for teaching and learning

Monday, August 19, 13

Classroom response systems (CRS, “clickers”)

Monday, August 19, 13

120 1 2 3 4 5 6 7 8 9 10 11

1000

0

100

200

300

400

500

600

700

800

900

Time (t) [months]

Sale

s

At what time were this company’s

sales increasing at the fastest rate?

(a) t = 0(b) t = 3(c) t = 4(d) t = 6(e) t = 8(f) None of the above

Monday, August 19, 13

Monday, August 19, 13

I can make my voice heard, gauge my knowledge, and engage with the material

Monday, August 19, 13

I can make my voice heard, gauge my knowledge, and engage with the material

Me too

Monday, August 19, 13

I can make my voice heard, gauge my knowledge, and engage with the material

Me tooMe too

Monday, August 19, 13

I can make my voice heard, gauge my knowledge, and engage with the material

Me tooMe tooMe too

Monday, August 19, 13

I can make my voice heard, gauge my knowledge, and engage with the material

Me tooMe tooMe too

Me too

Monday, August 19, 13

Monday, August 19, 13

$30-50

Monday, August 19, 13

$30-50 $100

Monday, August 19, 13

$30-50 $100

Multiple choice questions only

Monday, August 19, 13

120 1 2 3 4 5 6 7 8 9 10 11

1000

0

100

200

300

400

500

600

700

800

900

Time (t) [months]

Sale

s

Point to the spot on the graph where the

company’s sales were increasing at

the fastest rate.

And then explain in one sentence how

you know.

Monday, August 19, 13

Monday, August 19, 13

27%

73%

No smarphone

Smartphone

2009

In 2013, what percentage of students owned and

used smartphones? (a) Between 20% and 35%(b) Between 35% and 50%(c) Between 50% and 65%(d) Between 65% and 80%

(e) More than 90%

Monday, August 19, 13

27%

73%

No smarphone

Smartphone

2009

73%

27%

No smarphone

Smartphone

2013

Source: http://cms.bsu.edu/news/articles/2013/2/students-embrace-their-smartphones

Monday, August 19, 13

GVSU is now officially supporting two web-based CRS platforms

Monday, August 19, 13

Please take your web-enabled device (smartphone, tablet, laptop, etc.) and...

Sign on to GVSU network and launch a web browserGo to http://www.learningcatalytics.com

Sign in, or sign up for an INSTRUCTOR account

Then sign in to session code on the board

Monday, August 19, 13

Peer instruction

Brief presentation of concept

Conceptual question

Students vote using classroom response system

Debrief, address any remaining

misconceptions

Next topic

Peer discussion -- students argue for right answer + against wrong answers

Revisit concept

< 30% correct

30-75% correct

> 75% correct

Monday, August 19, 13

Evidence for effectiveness of PI

Monday, August 19, 13

• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)

Evidence for effectiveness of PI

Monday, August 19, 13

• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)

• Students in PI physics courses showed improved computation skills even though there was little/no direct instruction on computation (Mazur 1997)

Evidence for effectiveness of PI

Monday, August 19, 13

• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)

• Students in PI physics courses showed improved computation skills even though there was little/no direct instruction on computation (Mazur 1997)

• PI effectively eliminated the gender gap in STEM class performance (Lorenzo, Crouch, & Mazur 2005)

Evidence for effectiveness of PI

Monday, August 19, 13

• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)

• Students in PI physics courses showed improved computation skills even though there was little/no direct instruction on computation (Mazur 1997)

• PI effectively eliminated the gender gap in STEM class performance (Lorenzo, Crouch, & Mazur 2005)

• PI measurably improved student engagement in and out of the classroom (Bates & Galloway 2012)

Evidence for effectiveness of PI

Monday, August 19, 13

Implementing BYOD

Monday, August 19, 13

Implementing BYODSpring 2012

Trial run of Learning Catalytics in MTH 202

Monday, August 19, 13

Implementing BYODSpring 2012

Trial run of Learning Catalytics in MTH 202

Fall 2012Pew Technology Enhancement Grant provides:

60 student licenses for Learning Catalytics (@ $12 each)9 Nexus 7 tablets for loaners (@ $200 each)

Monday, August 19, 13

Implementing BYODSpring 2012

Trial run of Learning Catalytics in MTH 202

Fall 2012Pew Technology Enhancement Grant provides:

60 student licenses for Learning Catalytics (@ $12 each)9 Nexus 7 tablets for loaners (@ $200 each)

Winter 2013Design of MTH 227-01 and -02 around PI using Learning

Catalytics

Monday, August 19, 13

Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”

Monday, August 19, 13

Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”

Monday, August 19, 13

Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”

Monday, August 19, 13

Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”

Monday, August 19, 13

Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Section 01Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Section 02Section 01Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

What could account for the differences?

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Normalized gain = 1

Monday, August 19, 13

Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses

Normalized gain = 1

Normalized gain = 0.42...?

Monday, August 19, 13

Questions and discussion

Monday, August 19, 13

Monday, August 19, 13