flipping the introductory physics classroom: clickers are primary, lectures are secondary...

7/27/2019 Flipping the Introductory Physics Classroom: Clickers Are Primary, Lectures Are Secondary (177242545)

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Flipping the Classroom:

Clickers are Primary,Lectures are Secondary

Roger Freedman

University of California, Santa Barbara

[email protected]



• 19,000 undergrad students and 3,000 grad students



• 19,000 undergrad students and 3,000 grad students • #2 research university in the world (Centre for

Science and Technology Studies, Leiden University)



• 19,000 undergrad students and 3,000 grad students • #2 research university in the world (Centre for

Science and Technology Studies, Leiden University)

• #2 party school in the USA (Princeton Review)



Booth 1008



i>clicker 2

Booth 1008



i>clicker 2 i>clicker GO

Booth 1008



i>clicker 2 i>clicker GO

Problem types:• Multiple choice (A, B, C, D, E)

• Alphanumeric

• True-false

Booth 1008



Source: Flickr user sarahjanenyc1

Are you familiar with the use

of clickers in the classroom?

A. No — I’ve never seen one before.

B. No — I’ve seen them before, but haven’t used them.

C. Yes — this is the first term they’re in use at my

institution.

D. Yes — we’ve used them for a couple of terms.

E. Yes — I’m a clicker pro.

A Clicker Question for You



Traditional Course Structure

1. Instructor interacts with students

primarily by giving a lecture.

Source: Futurama




Source: Flickr user Earls37a



2. There is

limited time

during the lecture for

interactive exercises.

Source: Futurama



g

post-test% pre-test%

100 pre-test%Class learning gain:



g



Richard Hake, Indiana U., American Journal of Physics 1998 66 , 64



g



i>clickers*

i>clickers + exercises*

* U. of Colorado (Stephanie Chasteen et al.)





Source: Flickr user Earls37a

Source: Grand Comics Database

3. Students can’t go

back in time to

replay the lecture or

review portions that

they missed.



2. There is

limited time

during the lecture for

interactive exercises.

Source: Futurama



Source: UCSB

Photographic Services

1. During the lecture, students thinkthey understand the material.




2. They then

go home to

try to do the

homework…

Source: UCSB


Source: Microsoft/iStockphoto





2. They then

go home to

try to do the

homework…

Source: UCSB





3. …where they discover that

they don’t really understand the

material after all.




Solution: Use the power of video!


“Flipped” Course Structure




Have students view

the lecture before

coming to class — a video podcast






Have students view

the lecture before


Source: Grand Comics DatabaseJonathan Bergmann and Aaron Sams,

Woodland Park H.S., CO





Instructor can then devote class time to:• interactive exercises

• student work

• demonstrations

• providing guidance to students

Have students view

the lecture before




Jonathan Bergmann and Aaron Sams,

Woodland Park H.S., CO






1. Instructor records a lectureusing a webcam, then

publishes it on the Web.








2. Before coming to class,

students view lecture,read book, pose questions to instructor.



A Lecture Podcast



Actual Student Questions




3. In class, instructor clarifies points

raised by the students…










Physics

Mailbag



Q1. I don’t understand how in adiabatic processes if there is noheat flow in or out, the temperature can still change?

Q2. I know that W = – (U 2 – U 1) for adiabatic process, and this

makes W = nC V (T

1 – T

2), but if the gas is cooling and decreasing in

temperature, wouldn't it also decrease in volume, making work

negative because W = p(V 2 – V 1)?

Q3. In a mechanical engine, such as a car engine, would the engine

be 100% efficient if friction didn't exist?




3. In class, instructor clarifies points

raised by the students…





4. …and has

students spend

class time on

exercises and clicker questions.







Suggestions for using i>clicker

as a learning tool



Suggestions for using i>clicker

as a learning tool

Even the best tools can be misused!



Best practices: Think-Pair-Share



Think: First ask students to thinkindividually about a conceptually

challenging multiple-choice question,

then vote with their i>clickers.








Pair: Have the students talk with

their neighbors to discuss and

defend their answers.


Source: University of Utah







Pair: Have the students talk with

their neighbors to discuss and

defend their answers.

Share: After the private discussions,

ask the students to vote again. This

can be followed by a full class

discussion.


Source: University of Utah

Source: i>clicker




THINK: Please read the question silently, then vote on

the answer with your i>clicker.

A Think-Pair-Share Question for You



A friend calls to say that she’s having

twins. Which is most likely? (Assumethat she’s not having identical twins.)

A. two girls

B. two boys

C. one girl and one boy

D. all three are equally likely

E. not sure

THINK: Please read the question silently, then vote on

the answer with your i>clicker.

Source: Flickr user makehoe

(Derek Bruff, Vanderbilt U.)






A. two girls

B. two boys



E. not sure

PAIR-SHARE: Now discuss with your neighbor, then

vote again on the answer with your i>clicker.






An object moves at a constant speed in a clockwise direction

around an oval track. The geometrical center of the track is at

point O. When the object is at point P , which arrow shows the

direction of the object’s acceleration vector?

A. #1 (directly away from O)

B. #2 (perpendicular to the track)

C. #3 (in the direction of motion)

D. #4 (directly toward O)

E. #5 (perpendicular to the track)

#1#2

#3

#4

#5

P

O

Oval track

A Multiple-Choice Question



A. the same acceleration and the same orbital period.

B. 1/2 the acceleration and 1/2 the orbital period.

C. 1/4 the acceleration and 1/4 the orbital period.

D. 1/4 the acceleration and the same orbital period.

E. none of the above.

You put your spacecraft into a circular orbit

around the forest moon of Endor, which has 1/2

the radius of Earth and has 1/4 the Earth’s mass.

Compared to being in an orbit of the same size

around Earth, when in orbit around the forest

moon of Endor your spacecraft will have

QuickTime™ and adecompressor

are needed to see thispicture.

A Multiple-Choice Question



The figure shows three orbits of a spacecraft:

A. a circular orbit of radius r 1 = 7000 km

B. a circular orbit of radius r 2 = 14,000 km

C. an elliptical transfer orbit between the two circular orbits

Rank these three orbits from highest to lowest angular momentum.

r 2 = 14,000 km

r 1 = 7000 km

Transfer orbit

A Ranking Task



v2

1

2 A

An object moves on a curved path as shown. It speeds up as it moves

from point 1 to point 2.

• Draw the vector

(the change in velocity from point 1 to

point 2)

• Draw the average acceleration vector

for the time interval from 1 to 2. This isan estimate of the direction of the

instantaneous acceleration vector at

point A, midway between points 1 and 2.

v v2 v1

a v t

v1

A Non-Clicker Exercise



A particle of mass m is free to move along the x – axis. The only force

on the particle is a conservative force given by the potential energy

function

In this expression and are positive constants.

• Find the points at which the particle is in equilibrium.

• Determine which of the points of equilibrium are stable and whichare unstable.

U x 1

4

x4 1

2

x2

A Non-Clicker Exercise



Physics

ExerciseTime

Tolasana

An Exercise Exercise



“High Stakes” vs. “Low Stakes”




Source: Flickr user Pokerati

“High stakes” clicker questions: students get

points for correct answer





Source: Flickr user kevindooley



“Low stakes” clicker

questions: students get

participation points only





Source: Flickr user kevindooley

Both approaches give same learning outcome, but “high

stakes” questions stifle student discussion and provide

less feedback to instructors. Advantage: “low stakes”

—Shannon D. Willoughby and Eric Gustafson, Montana State U., American Journal of

Physics 2008, 77 (2), 180-183



“Low stakes” clicker

questions: students get

participation points only



• Use a combination of simple and

more complex questions. Many users

make their questions too simple.

• The best questions focus on

concepts you feel are particularly

important and involve challenging

ideas with multiple plausible answers

that reveal student confusion andgenerate spirited discussion.

—Douglas Duncan, University of Colorado


Best Practices: Question Types



• Make i>clicker use a regular,

serious part of your course. On the

first day of class, tell students why

you’re using it and why it’simportant.

• If you treat i>clicker use as

unimportant or auxiliary, then your

students will do the same.

—Douglas Duncan, University of Colorado



Best Practices: Use i>clicker regularly



Best practices: Credit and cheating

• Recommendation: Make

i>clicker participation worth

3-5% of the course points.



Best practices: Credit and cheating

• Recommendation: Make

i>clicker participation worth

3-5% of the course points.

• Be aware that some unscrupulous

students will have another studentbring their i>clicker to class for

them (academic dishonesty). Tell

students your policy (and University

policy) on the first day of classes.



Premed physics class, Winter 2011

Much prefer video lectures

Prefer video lectures slightly

Video lectures = traditional

Prefer traditional slightly

Much prefer traditional

Student opinions



Premed physics class, Winter 2011

Much prefer video lectures

Prefer video lectures slightly

Video lectures = traditional

Prefer traditional slightly

Much prefer traditional

All more than once

Some more than once

None more than once

Views per

video lecture:

Student opinions



g post-test% pre-test%


i>clickers*

* U. of Colorado (Stephanie Chasteen et al.)


Algebra-

based W11

Calculus-based

W12 #1 Calculus-based

W12 #2



Try flipping

YOUR class!




Try flipping

YOUR class!

Booth 1008

flipping the introductory physics classroom: clickers are primary, lectures are secondary...

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