clickers 1: peer instruction with clickers

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Spring 2013 Teaching and Learning Workshops: Clickers 1: Peer Instruction with Clickers April 30, 2013 Peter Newbury ctd.ucsd.edu CC-BY-NC

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  • 1. CTD WEEKLY WORKSHOPS:CLICKERS 1:INTRODUCTION TO PEERINSTRUCTION WITH CLICKERSPeter NewburyCenter for Teaching Development,University of California, San Diegopnewbury@ucsd.edu @polarisdotcactd.ucsd.edu #ctducsdresources: http://tinyurl.com/Clickers1Sp2013Tuesday, April 30, 2013 11:00 am 12:00 pmCenter Hall, Room 316
  • 2. We know How People LearnClickers 1: Introduction to Peer Instruction with Clickers2and what that means for teaching [1]:1. Teachers must draw out and work with the pre-existing understanding that their students bring withthem. Classrooms must be learner centered.2. Teachers must teach some subject matter in depth,providing many examples in which the same conceptis at work and providing a firm foundation offactual knowledge.3. The teaching of metacognitive (thinking aboutthinking) skills should be integrated into thecurriculum in a variety of subject areas.
  • 3. Clickers 1: Introduction to Peer Instruction with Clickers3student-centered instructiontraditional lecture
  • 4. Clickers 1: Introduction to Peer Instruction with Clickers4peer instruction with clickersinteractive demonstrationssurveys of opinionsreading quizzesworksheetsdiscussionsvideosstudent-centered instruction
  • 5. Typical episode of peer instructionClickers 1: Introduction to Peer Instruction with Clickers5Alternating with 10-15 minute mini-lectures,1. Instructor poses a conceptually-challenging,multiple-choice question.2. Students think about question on their own.3. Students vote for an answer using clickers,smart phones, colored/ABCD voting cards,Poll Everywhere,4. The instructor reacts, based on thedistribution of votes.
  • 6. Lets try itClickers 1: Introduction to Peer Instruction with Clickers6 Dont get (too) distracted by the content of thequestions: this is not a test of your knowledge! Try to be aware of how the peer instruction ischoreographed well talk lots about itafterwards
  • 7. Astronomy classClickers 1: Introduction to Peer Instruction with Clickers7Were in an astronomy service course. Weve justfinished a worksheet on the phases of the Moon.
  • 8. Clicker questionClickers 1: Introduction to Peer Instruction with Clickers8This is the phase of the Moon when it rises:What is the phase of the Moon 12 hours later?(Adapted from Ed Prather)A BDCE
  • 9. Clicker choreographyClickers 1: Introduction to Peer Instruction with ClickersTo be effective, the instructor needs to run the peerinstruction in a way that gives students sufficient time tothink about, discuss and resolve the concepts.We want students to focus all of their precious cognitiveload on the concept. We dont want them wasting anyof it wondering, What am I supposed to do now?9
  • 10. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers1. Present the question. Dont read it aloud.Reasons for not reading the question aloud: your voice may give away key features or eventhe answer you might read the question you hoped to ask, notthe words that are actually there the students are not listening anyway theyretrying to read it themselves and your voice may, infact, distract them10
  • 11. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers2. Please answer this on your own.Goals of the first, solo vote: get the students to commit to a choice in their own minds get the students to commit to a choice so theyll becurious about the answer get the students prepared to have a discussion with theirpeersIf they discuss the question right away: students are making choices based on someone elsesreasoning those students cannot contribute to the peer instruction asthey have no ideas of their own11
  • 12. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers2. Please answer this on your own.Students may be reluctant to quietly think on theirown. After all, they have a better chance of pickingthe right choice after talking to their friends.If youre going to impose a certain behaviour on thestudents, getting their buy-in is critical. Explain tothem why the solo vote is so important. Explain it tothem early in the term and remind them when theystart drifting to immediate discussions.www.cwsei.ubc.ca/resources/SEI_video.html12
  • 13. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers3. Dont start the i>clicker poll. Instead give thestudents sufficient time to make a choice. What issufficient? Turn to the screen, read and answer the question as ifyou are one of your students. Another possibility: keep facing the class, watchingfor confused stares and/or and satisfied smiles. Another possibility: model how to think about thequestion by acting it out. When you notice students picking up their clickers andgetting restless, they are prepared to vote.13
  • 14. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers4. When you have made a choice or when you see theclass getting restless, ask the students, Do you needmore time?5. Yes! Give them a few more seconds.[silence] Ask them to prepare to vote.If many students are not ready to vote, they will nothave committed to a choice and will be unprepared todiscuss the question.Some students may be uncomfortable asking for moretime. Make it clear, from the first class, that youllhonour the request with no repercussions.14
  • 15. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers6a. Open the poll, Please vote.If youve given them sufficient time to commit to achoice, the voting should take very little time.15
  • 16. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers6b. Prepare to close the pollWhen almost all the votes are in, say, Final votes,please, in 54321Thank-you! and closethe poll.Dont wait for every last student to vote. Some maybe choosing not to vote.16
  • 17. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers7. Initiate small group discussions: Please turn to yourneighbors and convince them youre right.Dont display the histogram: if the students see it, theytend to pick the popular choice on the 2nd vote even ifits not the answer they feel is correct: lemming effectStudents may not know how to discuss the question sogive them direction: convince them youre right.17
  • 18. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers8. Wander around the room, listening to theconversations.o Avoid joining conversations this is their time totalk, not yours.o Listen for misconceptions, places where students getstuck these nuggets of student thinking are yoursource for improving the questions, clarifying thequestions, etc.18
  • 19. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers9. When it starts to get quiet and/or you noticestudents starting to disengage or talk about otherthings, collect the 2nd vote:Group vote, please! Start the poll.Last call on the group vote [pause 10 seconds] in54321thank-you! Stop the poll.19
  • 20. Clicker choreographyClickers 1: Introduction to Peer Instruction with Clickers10a. Now you can display the histogram this is thesignal to the students that a discussion is about tobe

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