Interactive Classroom: Why Use a Classroom Response System.

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Presentation transcript:

Interactive Classroom: Why Use a Classroom Response System

The Passive Classroom Students listen to traditional lecture and take notes (lots of variations on this theme). Students listen to traditional lecture and take notes (lots of variations on this theme). Low attendance Low attendance Little knowledge gained – no long term gain Little knowledge gained – no long term gain No long term effect on students’ misconceptions No long term effect on students’ misconceptions No conceptual understanding No conceptual understanding Student’s inclination to memorize algorithms is reinforced. Student’s inclination to memorize algorithms is reinforced. Disinterested students disappear in the crowd. Disinterested students disappear in the crowd.

Active Classrooms Overview - Case Studies (L,S) Overview - Case Studies (L,S) Cooperative Groups (S) Cooperative Groups (S) Socratic Dialogue Inducing Labs (Lab) Socratic Dialogue Inducing Labs (Lab) Interactive Demonstrations (L,S) Interactive Demonstrations (L,S) Peer Instruction / Think-Pair-Share (L,S) Peer Instruction / Think-Pair-Share (L,S) Tutorials / Workshops (S) Tutorials / Workshops (S) Etc. Etc.

The Interactive Classroom Things you can do… Class Participation Class Participation Give Reading Quizzes Give Reading Quizzes Check understanding (feedback) Check understanding (feedback) Pre- and Post-Testing Pre- and Post-Testing Peer Instruction / Think-Pair-Share Peer Instruction / Think-Pair-Share Interactive Demonstrations Interactive Demonstrations etc. etc.

The Interactive Classroom Evidence That It Works Richard Hake (Indiana U.- Bloomington) Richard Hake (Indiana U.- Bloomington) 6542 student study comparing traditional versus interactive lectures 6542 student study comparing traditional versus interactive lectures 62 introductory physics courses 62 introductory physics courses Pre- and Post-Instruction Testing Pre- and Post-Instruction Testing Measured Normalized Gain Measured Normalized Gain

Richard Hake American Journal of Physics v66 p64-74 (1998) Traditional = 0.23 ± 0.04 Interactive = 0.48 ± 0.14

Benefits Others have Seen Interactive engagement shows a 2  improvement in students learning mechanics over traditional lectures. Interactive engagement shows a 2  improvement in students learning mechanics over traditional lectures. Substantial impact on pre- versus post-test results in physics, astronomy, economics, biology, chemistry, computer science, and engineering Substantial impact on pre- versus post-test results in physics, astronomy, economics, biology, chemistry, computer science, and engineering Even more effective in conjunction with methods that induce thinking before lecture – Just in Time Teaching (JITT). Even more effective in conjunction with methods that induce thinking before lecture – Just in Time Teaching (JITT).

Benefits I have Seen Students read the textbook in detail. Students read the textbook in detail. Class Overall Averages up Class Overall Averages up (75-78 % versus 67-70%) (75-78 % versus 67-70%) Attendance typically 85+% Attendance typically 85+% Student’s interest level in science increases…many students decide to take more courses in physics as a result. Student’s interest level in science increases…many students decide to take more courses in physics as a result. Four other colleagues in physics observe the same benefits. Four other colleagues in physics observe the same benefits.

Class Survey 10/2005