Slides on Facilitation and Challenges of Peer Instruction Dr. Stephanie V. Chasteen Physics...

Slides on Facilitation and Challenges of Peer

Instruction

Dr. Stephanie V. Chasteen Physics Department & Science Ed. InitiativeUniversity of Colorado – Boulderhttp://[email protected]

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 LicenseAttribution 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: http://creativecommons.org/licenses/

Credit should be given to: Stephanie Chasteen and the Science Education Initiative at the University of Colorado, http://colorado.edu/sei

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 http://STEMclickers.colorado.edu

Creative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

T hese me t a -s l i des p rov ide a l i t t l e b i t o f i n f o rma t i on f o r you abou t ou r p resen t e r and

wha t we a re t r y i ng t o do w i t h ou r p ro f ess iona l deve lopmen t wo rkshops .

Overview

Introducing Me5

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.

http://colorado.edu/SEI

http://PER.colorado.edu

Blogger & Consultant

http://sciencegeekgirl.comCreative Commons – Attribution. Please attribute Stephanie Chasteen / Science Education Initiative/ CU-Boulder

U. Colorado clicker resources…6

Videos of effective use of clickers

http://STEMclickers.colorado.eduClicker resource page

http://STEMvideos.colorado.edu

2-5 mins long

• Instructor’s Guide• Question banks• Workshops• Literature / Articles


“Clickers” are really just a focal point

We aim to help instructors:Use student-centered, interactive teaching

techniquesBy 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


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.


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.


9


I n t h i s s e c t i o n o f t h e w o r k s h o p , w e a d d r e s s b e s t - p r a c t i c e s i n f a c i l i t a t i o n o f P e e r I n s t r u c t i o n . I n a w o r k s h o p f o c u s e d o n

f a c i l i t a t i o n , t h i s f o r m s a b o u t h a l f t h e w o r k s h o p . I n a w o r k s h o p f o c u s e d o n q u e s t i o n - w r i t i n g o r a n i n t r o d u c t i o n t o P e e r

I n s t r u c t i o n , w e m u s t c h o o s e a s m a l l s u b s e t o f t h e s e s l i d e s a n d a c t i v i t i e s t o g i v e a n o v e r v i e w.

We h i g h l i g h t b e s t p r a c t i c e s b y e x p l i c i t l y a d d r e s s i n g c o m m o n c h a l l e n g e s a s s o c i a t e d w i t h t h e t e c h n i q u e . T h e r e a r e s e v e r a l

p o s s i b l e a c t i v i t i e s w e h a v e u s e d . T h e P e d a g o g i c a l P h i l o s o p h i e s a c t i v i t y l e a d s i n t o b e s t - p r a c t i c e s t h r o u g h

d i s c u s s i o n o f t h e u n d e r l y i n g b e l i e f s t h a t w o u l d b e r e q u i r e d t o f a c i l i t a t e P e e r I n s t r u c t i o n . T h e o t h e r “ C h a l l e n g e s ” a c t i v i t i e s

g e t p a r t i c i p a n t s b r a i n s t o r m i n g a b o u t c o m m o n h u r d l e s a n d s o l u t i o n s .

Common Challenges / Facilitation

Activity: Pedagogical Philosophy


Core Philosophies exercise

What are the underlying principles that make this work?• Why might this be an effective

teaching strategy?• What must the instructor believe?• What must the students believe?

Discuss in groups, and then share-out.

11

Some core philosophies of mine

Students learn by … teaching each other… articulating their ideas

It’s important for me to …. hear student ideas… know what my students understand I value and respect student ideas

I want students to … know that I value student ideas… feel safe sharing their ideas

Clicker questions are an integral part of my lecture

Activity: Challenges in the Classroom

You ask students a question, and ask them to discuss.

You then ask them to share their answers and reasoning in a whole-class discussion

What could possibly go wrong?

13

In groups of 3-5 brainstorm some of the challenges you imagine in using this.

Brainstorm some solutions that are in line with your core philosophies

Write on your handout and then scribe on board

10 mins

What are the challenges?

What do you think is the toughest thing about using Peer Instruction?

A. Writing good questionsB. Technical issuesC. Tough to get students to discuss questionsD. I have too much content to cover / takes too

much timeE. Something else


14

15

15

1. Ask Question

What are some challenges/ philosophies / solutions related to asking the question?

Best practices•Ask several times during lecture•Ask challenging, meaningful questions•Don’t post until ready & give time to read

Philosophies•Questions are integral to lecture•Students can learn by considering a question

Question Cycle: Before / During / After

Credit: Rosie Piller and Ian Beatty.

16

BEFORESetting up instruction

E.g.:MotivateAssess prior knowledge… (handout!)

DURINGDeveloping knowledge

ApplicationElicit misconception…

AFTER Assessing learning

Relate to big pictureDemonstrate success…

2. Peer Discussion17

What are core philosophies in peer discussion?

Philosophies: • Students learn through discussion• Students need to know that you value their ideas & that it’s safe to share

Solutions:•Make it clear why you’re doing this• Circulate and ask questions / model•Use questions they want to discuss•Allow enough time (2-5 mins)•Focus on reasoning in wrap-up

What are challenges / how can you help make it work?

Student buy-in is key!

Here we show a portion of the video, “Tell Students Why” at http://STEMvideos.colorado.edu. This highlights the importance of student buy-in and gives an example of an instructor speech to a class on why he is using Peer Instruction

3. Wrap-Up Discussion19

Philosophies? Challenges? What might you do to facilitate an effective wrap-up discussion?

Solutions:•Establish culture of respect•Consider whether to show the histogram immediately• Ask multiple students to defend their answers• Emphasize reasoning: Why are wrong answers wrong and why right answer is right

Philosophies:•Student ideas are important•Students need to feel safe

20

Giving the answer stops student thinking!

Effects of increased wait time

Changes in student behavior: More students respond More students respond without being asked (unsolicited) Student responses are longer More alternative explanations are offered Student confidence increases There are more speculative responses Students ask more questions

Other changes (on teacher!) Quantity of questions decreased Quality of questions increased Expectations of slower students were revised Teacher reactions to answers were more appropriate

21

Rowe, Mary Budd (1974)

All from a few more seconds!

Other things we haven’t talked about?

Other challenges / solutions / philosophies?

22

Slides on Facilitation and Challenges of Peer Instruction Dr. Stephanie V. Chasteen Physics...

Documents

Transcript of Slides on Facilitation and Challenges of Peer Instruction Dr. Stephanie V. Chasteen Physics...