make clickers work for you: engagement and assessment in k12 classrooms

Make Clickers Work for You, Dr. Stephanie Chasteen (CU-Boulder). Sponsored by i>clicker

Make clickers work for you...

Dr. Stephanie V. Chasteen Physics Department & Science Ed. Initiative University of Colorado – Boulder http://blog.sciencegeekgirl.com [email protected]

Sponsored by i>clicker

There are handouts for this session that may be helpful at

theactiveclass.com

Promoting engagement & formative assessment In K12 classrooms

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Introducing Me2

Applying scientific principles to improve science education – What are students learning, and which instructional approaches improve learning?

Science Education Initiative

Physics Education Research Group

One of largest PER groups in nation, studying technology, attitudes, classroom practice, & institutional change.

http://colorado.edu/SEI

http://PER.colorado.edu

Blogger & Consultant

http://sciencegeekgirl.com


U. Colorado clicker resources…3

Videos of effective use of clickers

http://STEMclickers.colorado.edu

Clicker resource page

http://STEMvideos.colorado.edu

2-5 mins long

• Instructor’s Guide• Question banks• Workshops• Literature / Articles

The Active Class is a multi-author blog that provides a forum for educators to

exchange ideas about teaching and learning with technology. Visit us at

www.theactiveclass.com.

And thanks to our sponsors today…


Agenda

5

1. Why use clickers?

2. How can clickers be used as engagement, not just quizzing?

3. What makes a good question?

4. How do we facilitate student discussions?

There are handouts for this session that may be helpful at theactiveclass.com

Note: This webinar is technology agnostic

6

Why question?


Why would we want to use clickers to ask questions?

Same goals as non-clicker questions

Multiple choiceAnonymous (to peers)Every student has a voiceStudents are accountable for

answersForced wait time Histogram gives instant

feedback

8

In other words:What does this tool

help us to do?

Via Derek Bruff, derekbruff.com


Clickers are a tool for questioning10

But not a magic bullet!

What clicker pedagogy might help student learning?


11

Ask Question

Peer Discussion

Vote

Class Discussion

…Lecture… (vote on own)

* See also: Peer Instruction, A User’s Manual. E. Mazur.

A tested pedagogy: Peer Instruction


1. Ask Question12

12

• Several times per lecture• Challenging, meaningful questions• Based on learning goals• Based on common student difficulties


2. Peer Discussion13

• Students learn more deeply by teaching each other• Makes them articulate answerBUT Instructor must encourage discussion


3. Vote14

• Allow enough time• But not so much that students get off track


4. Wrap-Up Discussion15

• Ask students to defend their answers• Hear from multiple students• Emphasize reasoning


QUESTION BREAK16

Ask Question

Peer Discussion

Vote

Class Discussion

…Lecture… (Maybe vote)


When can we ask questions?

Credit: Rosie Piller and Ian Beatty.

18

BEFORESetting up instruction

MotivateDiscoverPredict outcomeProvoke thinkingAssess prior knowledge

DURINGDeveloping knowledge

Check knowledgeApplicationAnalysisEvaluationSynthesisExercise skillElicit misconception

AFTER Assessing learning

Relate to big pictureDemonstrate successReview or recapExit poll


Which of these could be clicker questions?19








Let’s try it

20

Which superpower would you rather have? The ability to…

A. Change the mass of thingsB. Change the charge of thingsC. Change the magnetization of thingsD. Change the boiling point of things

Question: Ian Beatty, UMass-AmherstImage: Thibault fr on Wikimedia

This is an example of a “no one right answer” question. What is the goal? How “deep” is this question?


A biology example: Concepts and misconceptions

21

A small acorn over time can grow into a huge oak tree. The tree can weigh many tons. Where does most of the mass come from as the tree grows?

A)Minerals in the soilB)Organic matter in the soilC)Gases in the airD)Sunlight


22

Example question: Ethics

If you were a judge, how would you assess the “responsibility” of the U.S. Government, for what happened in the world between 1933 and 1945?

A. Not responsibleB. Minimally responsibleC. ResponsibleD. Very responsible

Origin unknown


Mathematics calculation23

If Leah is 6 years older than Sue, and John is 5 years older than Leah, and the total of all three of their ages is 41, how old is Sue?

A. 8B. 10C. 14D. 19E. 21

What is the goal? How “deep” is this question?


What kinds of questions are “good”?

It has to be something they want to discussUse questions with a diversity of

Instructional goals (before / during / after) Bloom’s levels

Based on common difficulties (distractors!)Focused on key learning goals

How might you find such questions?


Some question strategies to consider

Use a series of questions Rather than a set of one-offs.

Use real-life scenarios and current events for surveysTo keep lessons fresh and relevant

Ask predictive questionsSo students have a chance to weigh in first. More

important for understanding than recall questions, but used less often

Use images in question choicesTo give students a chance to connect words and

visual/graphicPose summarizing questions

To get students thinking about effects. Pose a series of outcomes and vote on consequences

Sidney-Eve Matrix on the ActiveClass


Let’s focus on question goals27








Goal: To motivate a lesson / demonstrate a principle

One of you will be randomly selected to be a winner! Pick one:

A. You can receive $1.00 (cash) right nowB. You can receive $1.05 (cash) during the

next meeting of this class

28

From DrJamesIII at http://www.youtube.com/watch?v=CnnP0uCqD4k

Results: 66% of class took $1 now (but 33% if $1 on next to last day of class instead of last day of

class)


Goal: Application of a principle

29

Play students the “Jaws” theme after a break.Is your reaction an example of operant or

classical conditioning? Discuss with your neighbor.

(A) Yes (B) No (C) It depends


Goal: Connect images to text30

La fille porte (the girl is wearing)

A.Un chapeau (a hat)B.Des lunettes (glasses)C.Une casquette (a cap)D.Un manteau (a coat)E.Plus qu’un /

quelquechose d’autre (more than one/ something else)

30

Tabetha Huth


Goal: Use visual representations / apply idea31

You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase.

Later that same day when the moon is setting, which of the moon phases shown below would the

Moon have looked like?

Center for Astronomy Education, Ed Prather


Goal: Motivate a lesson

32

Demonstration predictions. For example, show that a light bulb

lights up when it’s connected to a power source through a weak acid.

What will happen if I use a 100% acid solution?

(A) Brighter (B) Dimmer

The answer ends up being opposite of what you’d expect!


Goal: Graphical analysis

33

33

The pie graph shows the energy of the Skater, where could she be on the track?

PE

KEA

B

CD EPE

KE

Kathy Perkins, CU Boulder


34

Goal: Apply principle / emphasize reasons

Is the following a run-on sentence?“The sly fox sometimes jumped over the lazy dog

unless it was Thursday.”

A. YesB. NoC. Not sure

Origin unknown

What is the goal? How “deep” is this question?


Those are question goals

We also want questions at a variety of levels of depth


A way to think about question depth: Bloom’s Taxonomy

36

Do the questions you use intellectually challenge your students or simply assess their factual knowledge?

Classification of cognitive

levels

Higher order

----------------

Lower order


A possible question-writing strategy

1. Pick a goal. Preparing / Developing/ Assessing.

Let’s say I want to give my students a chance to try applying some ideas we’ve been learning about pressure.

2. Look for verbs at the right level I use the Bloom’s Taxonomy sheet to look for verbs at the right level. In this case, “Apply” has the verbs, “choose,” “select,” “sketch” or “predict.” I like “predict.”

3. Try writing a clear, targeted question.Revise for wording. Consider common misconceptions.


What could possibly go wrong?39

Ask Question

Peer Discussion

Vote

Class Discussion


* See also: Peer Instruction, A User’s Manual. E. Mazur.

What are some of the challenges in using clickers and peer instruction? How might you overcome those challenges?

CHAT DISCUSSION


Peer Discussion46

• How to encourage student discussion?

• Circulate• Give enough time• Explain why you’re doing this• Respect ideas in wrap-up


Wrap-Up Discussion49

• How to create a respectful climate for discussion?

• Consider whether to show the histogram immediately• Ask multiple students to defend their answers

• Why are wrong answers wrong and why right answer is right

50

The Message: The answer is NOT important.The strategy for getting the

answer is the goal.

The student must be convinced thatunderstanding strategies = high exam score.


More “how to” tips…51



Tips for success52

Explain why you’re using clickersUse them frequentlyAsk questions at a variety of levels of difficultyEncourage discussion and listen to studentsEmphasize reasoningUse a variety of techniques and goalsStart small Handout: Tips

for Success


To Learn More…53

This short webinar can’t do it all….

Watch classes taught by expert usersFind mentors, and form user groupsVideos at http://STEMvideos.colorado.eduThere are lots of great books

Teaching with Classroom Response Systems (Derek Bruff) Peer Instruction (Eric Mazur) Clickers in the Classroom (Douglas Duncan) Clickers in Chemistry (Margaret Asirvatham)

http://STEMvideos.colorado.edu/


Thank you!

Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu

Web and blog: http://sciencegeekgirl.comThe Active Class blog: http://theactiveclass.com.Email: [email protected]

Look for the Make Clickers Work for You session recording, and announcements of future webinars at

theactiveclass.com or our twitter stream @iclickerclique

Upcoming travel to: SF Bay Area, LA, W. Virginia U., Pittsburgh, Chicago

http://STEMclickers.colorado.edu/

http://sciencegeekgirl.com/

http://theactiveclass.com/

mailto:[email protected]


Clickers can be used in ways that align with How People Learn

OR

1. Motivation is essential for student learning

Handout 4: How People Learn




2. People learn by actively constructing their own understanding.

i.e., not this….

So, this webinar isn’t enough!




Fish is Fish

L. Lionni Dragonfly Books



3. People learn by building on what they already know.






3. People learn by building on what they already know.

“Mr. Osbourne, may I be excused? My brain

is full.”

4. People have a finite cognitive load

(c) Gary Larson, The Far SideHandout 4: How People Learn


How much do students learn the traditional way?60

R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

traditional lecture

Take home message:

Students learn less than 25% of the most basic concepts (that they don’t already

know).

Learned less Learned more

0.500.25

Basic physics force concept survey

Fraction learned

61

But by actively engaging students...

based on what they know....

62

traditional lecture

interactive engagement

Fraction learned0.500.25

Learned moreLearned less

Clickers only (at CU)

Clickers and more (at CU)


Students answer a clicker question individually

Students talk to neighbors and answer the same clicker question

again

Just guessing

Not quite sure

Before discussion

Pretty sure

B CA

Just guessingNot quite

sure

After discussion

B CA

Mazur, 1997

http://vig-fp.prenhall.com/bigcovers/0135654416.jpg

Peer discussion: The research

Are students learning?

OR Are they being told

right answer?


Students answer Q1 individually.

Students talk to neighbors and answer Q1 again

(Q1AD = Q1“After Discussion”).

n= 350 students

Smith et al., Science. 2009, 323(5910):122.

Are they learning from peers?

CU Faculty Researchers:

Tin Tin Su (CU MCDB Dept)

Michelle Smith (CU SEI)

0

10

20

30

40

50

60

70

80

90

100

Q1 Q1a Q2

Per

cen

t

Q1

Q1a

Q2

Q2Individu

al

Q1Individual

Q1ADAfter

Discussion

20

40

60

80

100

0

Percent

Students answer Q2 individually .

Q2 tests same concept as Q1.

Then explain answers to Q1 and Q2

More research at STEMclickers.colorado.edu


Example questions

75

Consider…1. Mechanics2. Depth3. Goals

Handout 6: TEFA question

examples

How might some of these examples inform your own question writing? Chat in backchannel too!


A question idea: In-class experiment

76

One of you will be randomly selected to be a winner! Pick one:

A. You can receive $1.00 (cash) right nowB. You can receive $1.05 (cash) during the next

meeting of this class

From DrJamesIII at http://www.youtube.com/watch?v=CnnP0uCqD4k

Results: 66% of class took $1 now (but 33% if $1 on next to last day of class instead of last day of

class)


A question idea: Are you done?77

During a group or individual task:

Click in with your progress:A. Still workingB. Almost doneC. Finished


A question idea: Real-time confusion meter

78

A. I’m bored – speed upB. I’m with youC. Slow down a littleD. I’m totally lost


A question idea: Poll or opinion survey

79

If you saw a piece of trash in the street, would you pick it up?

A. YesB. NoC. It depends


Example question: Application of a principle

80

Play students the “Jaws” theme after a break.Is your reaction an example of operant or

classical conditioning? Discuss with your neighbor.

(A) Yes (B) No (C) It depends



Example question: Using visual representations

81

You look to the eastern horizon as the Moon is rising and discover that it is in the new moon phase.

Later that same day when the moon is setting, which of the moon phases shown below would the

Moon have looked like?

Center for Astronomy Education, Ed Prather



Example question: Demonstration prediction

82

Demonstration predictions. For example, show that a light bulb lights

up when it’s connected to a power source through a weak acid.

What will happen if I use a 100% acid solution?

(A) Brighter (B) Dimmer

The answer ends up being opposite of what you’d expect!



Example question: Analyze graph

83

83

The pie graph shows the energy of the Skater, where could she be on the track?

PE

KEA

B

CD EPE

KE

Kathy Perkins, CU Boulder


Example question: Reinforce vocabulary

84

La fille porte (the girl is wearing)

A.Un chapeau (a hat)B.Des lunettes (glasses)C.Une casquette (a cap)D.Un manteau (a coat)E.Plus qu’un /

quelquechose d’autre (more than one/ something else)

84

Tabetha Huth


Peer Discussion85

Ask Question

Peer Discussion

Vote


Class Discussion


What decisions do you have?

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Leaves Stage Answers StudentQuestions

Discusses withStudents

Wrong Answer(s)Discussed

StudentExplanation(s)

heard

PI Voting Stage

Public Solution Discussion

Percent

of

Questions

C. Turpen and N.D. Finkelstein, “Not all interactive engagement is the same: Variations in Physics professors’ implementation of Peer Instruction.” Phys. Rev. ST Physics Ed. Research 5, 020101.


Peer discussions87

What are the practices that the instructor can change during peer discussion?

•Allow plenty of time for discussion

•Encourage discussion•Circulate classroom (to listen in) Handout 7:

Peer Discussion


Whole Class Discussion88

Ask Question

Peer Discussion

Vote


Class Discussion


Whole-class Discussion89

What are the practices that the instructor can change during whole class discussion?

•Do not reveal the answer immediately

•Hide the histogram until after discussion

•Hear arguments from students (more than one!)

•Hear arguments for right and wrong answers

•Make sure students know correct answer and reasoning by the end

90

Giving the answer stops student thinking!


More “how to” tips…91



Tips for success92

Explain why you’re using clickersUse them frequentlyAsk questions at a variety of levels of difficultyEncourage discussion and listen to studentsEmphasize reasoningUse a variety of techniques and goalsStart small

Handout 1: Tips for Success


To Learn More…93

This short webinar can’t do it all….

Watch classes taught by expert usersFind mentors, and form user groupsVideos at http://STEMvideos.colorado.eduThere are lots of great books

Teaching with Classroom Response Systems (Derek Bruff) Peer Instruction (Eric Mazur) Clickers in the Classroom (Douglas Duncan) Clickers in Chemistry (Margaret Asirvatham)

http://STEMvideos.colorado.edu/


Thank you!

Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu

Web and blog: http://sciencegeekgirl.comThe Active Class blog: http://theactiveclass.com.Email: [email protected]

Look for the Make Clickers Work for You session recording, and announcements of future webinars at

theactiveclass.com or our twitter stream @iclickerclique

Upcoming travel to: SF Bay Area, LA, W. Virginia U., Pittsburgh, Chicago

http://STEMclickers.colorado.edu/

http://sciencegeekgirl.com/

http://theactiveclass.com/

mailto:[email protected]

make clickers work for you: engagement and assessment in k12 classrooms

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