1. Interactive Learning in the Classroom: Building on a Base Steven.Pollock @colorado.edu Physics Department http://per.colorado.edu With support from: FTEP, Pew/Carnegie CASTL NSF CCLI NSF STEM-TP APS PhysTEC Mike Dubson, Noah Finkelstein, & the CU PER group

2. Have you (personally) used clickers in your classroom? A) Yes I have, with some success B) Yes I have, but with lots of problems C) No, but I'm thinking about it D) No, I really don't know enough about it E) (None of the above really reflects what I want to say here!)

3. What is your field of primary interest? A) Physical Science, math, engineering B) Social Science C) Humanities D) Education E) Something else!

4. Which of the following statements do you "resonate" with? A) Good teachers are born, not made B) Teaching is an art, not a science C) Teaching is a way to get the lecture notes of the prof into the notebook of the student (without passing through the mind of either) D) more than one of the above E) None of the above

5. I don't think you can teach physics very well anyway to people in that manner, by giving lectures on a big scale. I think it's hopeless. Richard Feynman, 1918-1988 Feynman

6. Overview focus on student learning Build on a base (Education Research) Why clickers? Interactive Engagement (Just a bit on how/what/when clickers) This is not a "lecture on teaching"

7. Theoretical frames Student concepts and engagement Curricular reforms Data Classroom practice Building on a base

8. structure Pieces Coherence By Authority Independent (experiment) learning Novice Expert Formulas & plug n chug Concepts & Problem Solving content think about science like a scientist Whats my goal in Phys 1110?

9. What's your goal?

10. Personal Response System Betsy Hoffman

11. Which of the following is the best reason for you to use clickers? A) Keep attendance (automatically) B) Quizzes/practice for exams C) Encourage/support peer instruction D) Feedback to instructor E) Feedback to students

12. Which of the following is the best reason for you to use clickers? A) Keep attendance (automatically) B) Quizzes/practice for exams C) Encourage/support peer instruction D) Feedback to instructor E) Feedback to students

13. Peer instruction* (used locally) 1. Question 2. Talk (2-3 min) 3. Vote 4. Discuss (Class) * http://galileo.harvard.edu/

14. Modes of Use of Clickers 1 quiz on the reading 2 elicit/reveal prior ideas 3 test conceptual understanding 4 require prediction of demo, expt, sim. 5 require recall of lecture point 6 transfer/implication 7 relate different representations 8 do a calculation 9 survey students 10 draw on intuition from everyday life

15. Advantages of Clickers interactive feedback –to student on how she is doing –to students on the class performance –to instructor on class –to instructor on students lower threat of public presentation role of social dynamics (talk, groups, consensus)

16. Learning: Students construct knowledge Research based methods Teaching: think about teaching like a scholar What are some goals today? Context: Peer instruction

17. Bottom line goals for clickers: Facilitate interaction ("peer instruction") Increase learning! –For significant and lasting learning, students minds must be active. –If they are passive, learning is usually less than you think. –The success of even an exemplary lecture is limited by the way students learn.

18. ANY QUESTIONS?

19. 15 minutes later in the lecture Question to Class: The sound they hear from a violin is produced by a) mostly by strings, b) mostly by wood in back, c) both equally, d) none of the above. What fraction gave the correct answer? a. 10%, b. 30 %, c. 50%, d. 70%, e. 90% Explain about sound & violin. Show class a violin Tell them that the strings cannot move enough air Point inside violin to show a sound post Tell them strings causes back of violin move & back makes sound. b. 10% Use for recall: Large intro Lecture

20. ---------------------- -------------------------- ----------------------- + + + + + + + + + + + ++ + + + + + + + + + + + + + + + +++++++++++++++ + ---- How do lightening rods work? a)attract lightening to tip, prevent from hitting rest of building. b)prevent lightening from occurring. c) make it strike somewhere else. d) dont actually do anything, are superstition. + + After Lecture: first asked 10% correct class discussion ensues 2 days later, asked again 88% correct (consistent with 100%)

21. Role of talk* Mazur, Peer Instruction

22. Take a step back: Data on student conceptions Interviews/open questions ( Arons, McDermott,...) Prior knowledge Basis for surveys and curriculum reform

23. A possible tilting development in physics Force Concept Inventory (Hestenes, Wells, Swackhamer, Physics Teacher 20, (92) 141, Halloun and Hestenes) Multiple choice survey, (pre/post) Experts (especially skeptics!) => necessary (not sufficient) indicator of conceptual understanding.

24. Sample question

25. Force Concept Inventory (FCI) R. Hake, …A six-thousand-student survey… AJP 66, 64-74 (98). = post-pre 100-pre traditional lecture FCI I

26. Tradl Model of Education Instruction via transmission IndividualContent (E/M) transmissionist

27. Think about our teaching environments 2000 years ago Today

28. Force Concept Inventory (FCI) R. Hake, …A six-thousand-student survey… AJP 66, 64-74 (98). = post-pre 100-pre red = trad, blue = interactive engagement F C I II

29. Value of FCI Based on research Refocus on concepts Quantitative basis for comparing curricula Wake up call

30. PER Theoretic Background Instruction via transmission IndividualContent (E/M) transmissionist Individual Prior knowledge Content (E/M) Construction constructivist basic constructivist Students:are active in the educational process construct understanding based on prior knowledge learn through individual development

31. Force Concept Inventory (FCI) R. Hake, …A six-thousand-student survey… AJP 66, 64-74 (98). = post-pre 100-pre Fa03/Sp04 Fa98 red = trad, blue = interactive engagement F C I at C U

32. CU reformed course Fa 03

33. Summary It's not about "teaching" (!) power of peer instruction make goals explicit Scholarship of Teaching and Learning: beyond reflective teaching

34. Discussion! Starting ideas... –What do we need, to change classroom culture? –What are your concerns/needs? –What sorts of practices occur in your department, based on what sort of research/theoretical framing? –What (assessment) tools are there? –How well codified is the discipline / goals of instruction? Jump to CT's

35. The end See: www.flaguide.org per.colorado.edu www2.physics.umd.edu/~redish/Book/ www.flaguide.org

36. CT metal ring A thick metal ring has a circular hole in the middle. If the ring is heated, the hole gets... A: larger B: smaller C: stays the same D: Not sure at all Conceptual focus, generalization/transfer!

37. CT galileo A heavy steel ball and a much lighter (hollow) steel ball of similar size and shape are dropped from a large height. Which one hits the ground first? A: The heavier one B: The lighter one C: They both hit at about the same time D: I have no idea Depends on timing - could be reading quiz, fact recall - or concept/transfer/predict exp't…!

38. CT galileo II A heavy steel ball and a much lighter (hollow) steel ball of identical size and shape are dropped from a large height. Do not neglect air resistance. Which one hits the ground first? A: The heavier one (barely) B: The lighter one (barely) C: They both hit at exactly the same time D: Not enough information to decide Could be concept/transfer/predict exp't, also connect with personal experience…!

39. CT Cannon and basketball I launch a basketball (vertically!) from the cannon as the cart moves steadily across the room Where does the basketball land? A: Way behind the cannon B: Behind the cannon C: Hits the hole D: Ahead of the cannon E: No idea/ its totally random

40. estimation How many gas stations are there in the USA? A: 10,000 B: 100,000 C: 1,000,000 D: 10,000,000 E: There is no way to know this without looking it up Yet another kind of concept test - estimation, (broad compilation of logical tools, connect with personal experience)

41. Survey question Have you been accessing lecture notes online? A) Yes, I look at them before class B) Yes, after class C) Sometimes D) I wasn't aware they were available E) No, and I probably won't.

42. vague question What is your best hope for our energy future? A) that the oil crisis is hype, and we'll continue merrily along as we are now B) that we transition to renewables (solar, wind, etc) C) that we invent new technology (e.g. fusion) D) that we scale down energy use to a sustainable level with current fossil fuels E) that we return to slaves, firewood, and animals for energy. Meta-message - no right answer here (only ONE is wrong)! Even with multiple choice, it's about the discussion, not the answer.

43. Think fast! Meta: for goodness' sake, there could be CHILDREN in the other car!

44. Concept Test (skiier) A skier on frictionless snow (so common in Colorado) is cruising gently along the flats, when she spots a symmetrical dip. She can go down and back up the dip, or ski horizontally across a bridge. Which path will get her to the far side faster? PINK: Bridge is faster BLUE: Dip is faster GREEN: Same PURPLE: Not sure

45. CT (eye) A bundle of parallel rays approaches the eye and some of the rays enter the eye's pupil, as shown below. No other rays enter the eye. What does the eye see? PINK: A single point of light, surrounded by blackness. GREEN: A uniformly illuminated wall of light, like a white wall. BLUE: Many scattered points of light, like stars in the night sky. YELLOW: None of these.