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Interactivity. Interactive Engagement TV News vs. Reading Lecture vs. Interactive Engagement TV News vs. Reading Easy Inefficient Have to listen to what.

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Presentation on theme: "Interactivity. Interactive Engagement TV News vs. Reading Lecture vs. Interactive Engagement TV News vs. Reading Easy Inefficient Have to listen to what."— Presentation transcript:

1 Interactivity

2 Interactive Engagement

3 TV News vs. Reading Lecture vs. Interactive Engagement TV News vs. Reading Easy Inefficient Have to listen to what they decide to cover. A little more work Efficient Choose what you read

4 Class time Students don’t hear what I say Lab instructions Concepts Etc… Easiest thing to do: Stand up here and present what’s in the text book But then students are left on their own to struggle with concepts and problems.

5 Interactivity Ideas 1.Peer Discussion 2.One minute papers 3.Admit Slip Please 4.Inner/Outer Circle 5.The Top 10 6.Group Worksheets (balanced challenges)

6 Clicker Uses Attendance Quizzes Student Survey Peer Instruction Each clicker is registered to a student so you know what they chose. Data automatically compiled

7 The use of clickers improves student learning. A.Simply by taking attendance B.When used as an automated quiz device C.When used for peer discussion (students discuss the answer with their nearest neighbors before a final vote) D.The use of clickers has not been shown the be the cause of improved student learning Research on Student learning

8 The use of clickers improves student learning. A.Simply by taking attendance B.When used as an automated quiz device C.When used for peer discussion (students discuss the answer with their nearest neighbors before a final vote) D.The use of clickers has not been shown the be the cause of improved student learning Research on Student learning

9 The most effective clicker questions are A.Factual recall B.Challenging conceptual type questions C.Very difficult questions that most students cannot answer on their own. D.Other Research on Student learning

10 The most effective clicker questions are A.Factual recall B.Challenging conceptual type questions C.Very difficult questions that most students cannot answer on their own. D.Other Research on Student learning

11 After students discuss a clicker question, faculty should A.Show the correct choice and move on B.Explain the correct answer and move on C.Explain both the incorrect and the correct answer before moving on D.Depends

12 Research on Student learning After students discuss a clicker question, faculty should A.Show the correct choice and move on B.Explain the correct answer and move on C.Explain both the incorrect and the correct answer before moving on D.Depends

13 Clicker Uses Attendance Quizzes Student Survey Peer Instruction Each clicker is registered to a student so you know what they chose. Data automatically compiled

14 Student Survey How old are you? A B C D E

15 Peer Instruction Which of these terms mean the same thing? 1.Constant acceleration 2.Zero acceleration 3.Constant velocity A.1 & 2 B.1 & 3 C.2 & 3 D.All have different meanings

16 Which ball wins? A. High Road B. Low Road C.Tie

17 Why Peer Instruction?

18 Which cart wins? A.Yellow B.Green C.Tie

19 Despite a very strong wind, a tennis player manages to hit a tennis ball with her racquet so that the ball passes over the net and lands in her opponent's court. Consider the following forces: 1.A downward force of gravity. 2.A force by the "hit". 3.A force exerted by the air. Which of the above forces is (are) acting on the tennis ball after it has left contact with the racquet and before it touches the ground? A.1 only. B.1 and 2. C.1 and 3. D.2 and 3. E.1, 2, and 3.

20 Despite a very strong wind, a tennis player manages to hit a tennis ball with her racquet so that the ball passes over the net and lands in her opponent's court. Consider the following forces: 1.A downward force of gravity. 2.A force by the "hit". 3.A force exerted by the air. Which of the above forces is (are) acting on the tennis ball after it has left contact with the racquet and before it touches the ground? A.1 only. B.1 and 2. C.1 and 3. D.2 and 3. E.1, 2, and 3.

21 Rank the following temperatures, from highest to lowest. A.300 °C > 300 K > 300 °F B.300 K > 300 °C > 300 °F C.300 °F > 300 °C > 300 K D.300 °C > 300 °F > 300 K Temperature Scales oFoF

22 Low Cost Voting Socrative.com Colored cards

23 What’s in the bubbles of boiling water? A.Water vapor B.Air C.Hydrogen gas and oxygen gas D.Empty space

24 What’s in the bubbles of boiling water? A.Water vapor B.Air C.Hydrogen gas and oxygen gas D.Empty space 20 times the energy to break bonds between hydrogen and oxygen compared to the bonds between liquid water.

25 2.When the temperature of an ideal gas is increased, which of the following also increases? (1) The thermal energy of the gas; (2) the average kinetic energy of the gas; (3) the average potential energy of the gas; (4) the mass of the gas atoms; (5) the number of gas atoms. A.1, 2, and 3 B.1 and 2 C.4 and 5 D.2 and 3 E.All of 1–5

26 Interactive Lecture Vote First Does not require Peer Discussion – Research shows increased learning – Not as high as Peer Discussion

27 Which of the following best depicts the path of the moon around the sun? A.C. B.D. E. The moon does not orbit the sun. Moon’s Orbit

28 Breakdown of student responses for the pool of 16 Q1, Q1 ad, and Q2 questions. Clicker (Peer Discussion)Research

29

30 Question Category Q1 ad - Q1*Q2 - Q1*Q2 - Q1 ad * All Questions16(1)%21(1)% 5(1)% Easy Questions16(1)%12(2)%-4(1)% † Medium Questions 15(1)%16(2)% 1(1)% † Hard Questions16(2)%38(2)%22(2)% *Mean values are the averages of the differences between Q1 ad -Q1, Q2- Q1, and Q2-Q1 ad for each student † No significant improvement between these questions

31 Interactivity Ideas 1.One Minute Papers 2.Admit Slip Please 3.Inner/Outer Circle 4.The Top 10 5.Group Worksheets (balanced challenges)

32 One Minute Paper End of class – “Ticket out the door” – Summarize what you learned today – What was confusing? – What questions might you have?

33 Admit Slip 3 x 5 card at end of class – Admit Slip for tomorrow’s Class – “One thing I learned from my homework was….” – “One question I have about my homework is …” – Be prepared to discuss Pick top 5 “I learned” that best summarize the homework and discuss with the class Pick top 5 “questions” that best summarize the homework and discuss with the class

34 Inner/Outer Circle Prior to class write 10 or so questions on the board – Require discussion or explanation as opposed to quick yes/no/single vocab words Half the kids stand in a giant circle at arms length apart facing out. Other half stand up and face one member of the inner circle. Teacher stands in the middle 1 – 3 minutes to discuss (listen) Rotate to your right one person Introduce, answer next question

35 The Top 10 Divide into 10 small groups Have students pick 10 words that describe the topic Have students pick the top word and put it on the board – No repeated word As a class have each group explain how their word relates. Afterward, ask how many groups had each word on their list.

36 Group Worksheets Balanced Challenges


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