1. Workshop on Peer Instruction: Setting Yourself up for Success Beth Simon Computer Science and Engineering University of California, San Diego Formerly, Science Teaching and Learning Fellow Computer Science CWSEI UBC

2. By the end of today’s talk you should be able to… LG1: Develop a scheduled plan for various activities that need to be done to support Peer Instruction in your classroom LG2: Make an “appointment” to review voting results –Consider options if difficulties are found LG3: Make an argument for using revised clicker questions on an exam. LG4: Discuss sample clicker questions and get feedback on clicker questions you intend to use)/

3. Best Practice Quick Sheet Give reading quizzes before each lecture Foster group discussion –Assign groups (and keep the same ones all term) –Require them to reach consensus and vote “the same” –(Rotate ownership of discussion within groups) Ask challenging questions –That make for meaningful discussion –35-75% solo -> >75% group Respond to student experience –Ask them to provide explanations first (then you can re-word) –If the group vote correctness is low Take time to review, explain, clarify Frequently (once a week, then often) remind students of the value of Peer Instruction

4. Review of Schedule of How I use Peer Instruction Before Term Starts In the First Weeks During the Term At Assessments After Term is Over

5. Before Term Starts (1) Have written down your goals (why you are changing) – so you can refer back to them Syllabus/How Students Pass the Course –Modify to “require” voting in class Recommended just for participation But recommended that each group must vote “the same” to get that vote “counted” –2/100 in US (for voting in at least 80% of class periods) Engaging is hard work – giving marks says “I believe this work is important for learning”

6. Before Term Starts (2) Develop/Adapt introductory material to “lecture” to students about the value of Peer Instruction. –Tic-Tac-Toe useful for showing difference in “memorization” and engagement with something that puts it in your mind Reference at least one research paper –Handout with details on how voting process will go –Emphasize as critical that they read the book before attending class (specific page assignments) Probably reinforce this with reading quizzes –My “story”: Physics lecture – seemed to make sense Physics homework (at 1am) a struggle Read “easy part” on your own, I’ll help you with the “hard part” of applying concepts appropriately

7. Before Term Starts (3) Develop at least 2 weeks worth of “lecture” with PI questions embedded as you choose –Are you doing at LEAST 2 a day? Develop reading quiz questions –KEEP THESE SIMPLE! 20% comprehension? Ask something specific: (what’s the value indexed in the first 3 iterations) More “what” questions than “why” questions

8. Before Term Starts (4) Divide up students into teams –At least 2 women per team –How will groups “find each other” Assigned seating? (can you get round tables?) Email to whole group (Numbered?) –Give each team member roll/icon – to rotate daily responsibility for “leading” discussion Install technology and practice –Connected to a projector

9. The first weeks (1) Explain the process and the rational for you using it –Research summary (recommend at least 1 reference, one graph) –Personal “connection” about how you really want them to be better prepared scientists –Prepare them for the kinds of team/professional development skills they will need Emphasize before and after discussions –It’s not just about getting the right answer –It’s understanding (and being able to explain) why the right answer is right and why the wrong answers are wrong (recommend: daily for first 2-3 weeks) –Congratulate them on how much they are learning (recommend: after showing a group vote, go back and say – see before discussion we weren’t very sure… now you all LEARNED!)

10. The first weeks (2): Possible Student Concerns Students have a “model” or “process” they fell they can apply to successfully pass courses –If that model relied heavily on lecture notes, they will likely be concerned. –Option: Give them examples of the kinds of exam questions there will be. Will there be material they would normally memorize from notes? –Option: Provide them copies of your lecture notes / older “slides” that “explain” or summarize the textbook –Encourage them to give it a try for a couple weeks and come back to talk to you if they are still concerned or feel they aren’t learning

11. During the term In class: –Use group vote result to guide the amount of additional explanation or review needed. <60% Needs some serious help – either spend significant time now or plan to revisit next lecture 60%-85% Some people are still confused. –Not only take student explanations –Model how you would look at the problem and recognize incorrect answers, correct one >85% Mostly good

12. During the term After class: –Amazing how much learn by reviewing voting patterns (individual and group) after lecture –Often find something to put on an exam Refining questions: –Review also helps you recognize when you word questions poorly – usually putting in too much detail or leaving out detail which helps them orient to the question quickly Identifying input, listing assumptions, clearly stating question –Looking back, you may think – why did I ask that question? That’s not that important.

13. During the Term Finding struggling students (for additional help?) –After just 2 weeks, you can calculate average correctness, identify lowest performers –Early feedback that they may need to do something differently Keeping group discussions fruitful –Groups need to be encouraged to stay engaged Rotate discussion leaders, Remind them consensus is necessary Perhaps rotate groups around “room” If few enough groups, can have each group be responsible for starting post-vote class-wide discussion (2-20?) –Worried that not everyone is having great discussion? Give an “anonymous” survey. Ask: Do you always discuss, Does everyone in your group participate, if not why not? What recommendations would you make for groups to have better discussions? Is there anything we should change in class to help discussions be more beneficial

14. At Assessments: Make exam questions directly from clicker questions –Group vote correctness was low (you don’t yet have any evidence of “learning” of that topic) –Individual vote correctness was especially low –Make them REALLY close to those questions, you want to be able to argue to a colleague that the questions really test “the same thing” But! Then they’ll know everything on the exam! –No, but wouldn’t it be wonderful… –You developed clicker questions based on what you felt were the most important and challenging concepts in the course. –This is EXACTLY what you should examine. –Be careful, you may need to add in some “simpler” questions (like reading questions)

15. After Term is Over: Oh what great new things you know! Beyond exam scores or homeworks –You have 35-100? Pairs of data points on student understanding of various concepts –Relate clicker question results to exam score (by specific question) –Relate clicker voting pattern (wrong->right, right->right) to exam score (overall) What DO you want to know?