Slides about “Questioning” for Clicker Workshops Dr. Stephanie V. Chasteen Physics Department & Science Ed. Initiative University of Colorado – Boulder Co-presenters have included Steven Pollock, Jenny Knight, Trish Loeblein, and Kathy Perkins. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Scince Education Initiative/ CU-Boulder

This presentation is copyrighted under the Creative Commons License Attribution Non-Commercial Share-Alike That means: Please watch it, share it, and use it in your presentations. Just give us credit, don’t make money from it, and use the same kind of license on the works that you create from it. More information about Creative Commons licenses here: Credit should be given to: Stephanie Chasteen and the Science Education Initiative at the University of Colorado,

About these slides We have created a variety of workshops on clickers and Peer Instruction for faculty and K12 teachers. These slides represent the presentations and activities that we have produced through this work. You are free to use this material with proper attribution (see previous slide). Not all slides or activities were used in every workshop. Activities are designated with a peach background to the slide You can find the full handouts and activity descriptions under Workshop Materials at do.edu

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder These meta-slides provide a little bit of information for you about our presenter and what we are trying to do with our professional development workshops. Overview

Introducing Me 5 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. Blogger & Consultant Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

U. Colorado clicker resources… 6 Videos of effective use of clickers Clicker resource page mins long Instructor’s Guide Question banks Workshops Literature / Articles Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

“Clickers” are really just a focal point We aim to help instructors: Use student-centered, interactive teaching techniques By the use of a tool (clickers) which makes a transition to that pedagogy easier Our talks are “how people learn” talks in disguise. Bransford, Brown, Cocking (1999), How People Learn Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder 7

The typical pattern of professional development for faculty… (we) Tell them how to do it (they) Try it (they) Fail or fade (we) Repeat (louder!) In physics, half of faculty only use Peer Instruction for a single semester What’s missing? We need to help faculty anticipate challenges and difficulties with implementing peer instruction. Lose the rose-colored glasses! We also need to provide less prescriptive “do this, don’t do that” recommendations, which are hard to remember, and instead provide a pedagogical strategy which will naturally lead to those “best practices” These workshop materials are intended to help overcome some of the challenges to sustainable improvements in teaching, as based on the research on instructional change. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder 8

How we try to accomplish goals: Give a clear introduction to peer instruction. What does it really look like? Give experience in peer instruction. How does it feel as a student? As an instructor? Provide disciplinary experience. Give examples from multiple disciplines; have instructors sit next to others who teach in their subject area Why does it work? The research. Respect their experience. Answer their questions/challenges, rather than being gung-ho salesman. Provide opportunity for practice and feedback. Especially in writing questions and facilitation. Practice what we preach. Do all this in a student-centered, interactive environment. Don’t lecture about how not to lecture. Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder 9

These slides frame the message of the workshop: that we are talking about effective questioning techniques, and how clickers help to facilitate that questioning. We emphasize that the technology is not the same as the pedagogy. Introduction: Questioning If you start with technology, they focus on technology. Frame it as a workshop about questioning. Don’t equate the technology and the pedagogy

What do you teach? A. Science B. Engineering or Math C. Social sciences D. Humanities E. Other Show of hands

Have you used response systems (clickers) in your teaching? A. Not at all, and I haven’t seen them used B. Not at all, but I’ve observed their use somewhat C. I’ve used them a little D. I’ve used them a lot E. I could be (should be?) giving this workshop Take a clicker & turn it on If the green light flashes, your vote has been counted

How familiar are you with “Peer Instruction” A. Fairly familiar, and I like it B. Fairly familiar, but I’m not sure that I like it C. I’ve heard of it but only have a vague idea what it is D. Not familiar at all E. Not sure Colored cards

Warm-Up Activities The following slides outline several possible warm- up activities to focus the participants on the purposes of questioning in the classroom See the handouts for full descriptions and for participant worksheets

Warm Up #1: Why question? Why do we ask questions? When might we use questions? What is the purpose of clicker questions? Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder Warm up activity Discuss in small groups, making notes in handout. Then share-out. Warm up activity Discuss in small groups, making notes in handout. Then share-out. 15

Warm Up #2: Why clickers? What goals might clickers be used to achieve? Or, put another way, what might you use clicker questions to accomplish in your class? 16 Warm up activity Brainstorm on your own, then discuss in small groups, making notes in handout. Then share-out. Warm up activity Brainstorm on your own, then discuss in small groups, making notes in handout. Then share-out. What does this tool help us to do?

The toughest thing about asking questions in class is… A. Writing good questions B. Getting students to really think about them C. Getting students to answer the questions / Nobody responds D. The same students always respond / Not everybody responds E. It takes too long / I have a lot of content to cover Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder Warm Up #3: Clicker question about questions 17

Warm Up #4: Goals of Questions 18 Warm up activity Watch a short mini lecture and write up one or two questions you could ask students to assess learning or facilitate understanding (not multiple choice). Choose your favorite to share. Warm up activity Watch a short mini lecture and write up one or two questions you could ask students to assess learning or facilitate understanding (not multiple choice). Choose your favorite to share. What is the goal of your question? A.Setting up instruction B.Developing knowledge C.Assess Learning D.Something else

Question Cycle: Before / During / After Credit: Rosie Piller and Ian Beatty. 19 BEFORE Setting up instruction E.g.: Motivate Assess prior knowledge … (handout!) DURING Developing knowledge Application Elicit misconception … AFTER Assessing learning Relate to big picture Demonstrate success … 19

Question Cycle: Before/During/After Credit: Rosie Piller and Ian Beatty. 20 BEFORE Setting up instruction Motivate Discover Predict outcome Provoke thinking Assess prior knowledge DURING Developing knowledge Check knowledge Application Analysis Evaluation Synthesis Exercise skill Elicit misconception AFTER Assessing learning Relate to big picture Demonstrate success Review or recap Exit poll

Two way conversations with students are vital because students can misunderstand what we say