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Interactivity
Lecture vs. Interactive EngagementTV News vs. Reading
•Easy •Inefficient•Have to listen to what they decide to cover.
•A little more work•Efficient•Choose what you read
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.
Interactivity Ideas
1. Peer Discussion2. One minute papers3. Admit Slip Please4. Inner/Outer Circle5. The Top 106. Group Worksheets (balanced challenges)
Clicker Uses
• Attendance• Quizzes• Student Survey• Peer Instruction
• Each clicker is registered to a student so you know what they chose.
• Data automatically compiled
The use of clickers improves student learning.A. Simply by taking attendanceB. When used as an automated quiz deviceC. 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
The use of clickers improves student learning.A. Simply by taking attendanceB. When used as an automated quiz deviceC. 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
The most effective clicker questions are
A. Factual recallB. Challenging conceptual type questionsC. Very difficult questions that most students
cannot answer on their own.D. Other
Research on Student learning
• The most effective clicker questions are
A. Factual recallB. Challenging conceptual type questionsC. Very difficult questions that most students
cannot answer on their own.D. Other
Research on Student learning
Research on Student learning
After students discuss a clicker question, faculty shouldA. Show the correct choice and move onB. Explain the correct answer and move onC. Explain both the incorrect and the correct
answer before moving onD. Depends
Research on Student learning
After students discuss a clicker question, faculty shouldA. Show the correct choice and move onB. Explain the correct answer and move onC. Explain both the incorrect and the correct
answer before moving onD. Depends
Clicker Uses
• Attendance• Quizzes• Student Survey• Peer Instruction
• Each clicker is registered to a student so you know what they chose.
• Data automatically compiled
Student Survey
How old are you?
A. 20 - 21B. 22 - 23C. 24 - 29D. 30 - 39E. 40 - 60
Peer Instruction
Which of these terms mean the same thing?
1. Constant acceleration2. Zero acceleration3. Constant velocity
A. 1 & 2B. 1 & 3C. 2 & 3D. All have different meanings
Which ball wins?
A. High RoadB. Low RoadC.Tie
Which cart wins?
A.YellowB.GreenC.Tie
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.
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.
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
212
32
-459
oF
Low Cost Voting
• Socrative.com• Colored cards
What’s in the bubbles of boiling water?
A. Water vaporB. AirC. Hydrogen gas and oxygen gasD. Empty space
What’s in the bubbles of boiling water?
A. Water vaporB. AirC. Hydrogen gas and oxygen gasD. Empty space
20 times the energy to break bonds between hydrogen and oxygen compared to the bonds between liquid water.
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 3B. 1 and 2C. 4 and 5D. 2 and 3E. All of 1–5
Interactive Lecture
• Vote First• Does not require Peer Discussion– Research shows increased learning– Not as high as Peer Discussion
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
• Breakdown of student responses for the pool of 16 Q1, Q1ad, and Q2 questions.
Clicker (Peer Discussion)Research
Question Category
Q1ad - Q1* Q2 - Q1* Q2 - Q1ad*
All Questions 16(1)% 21(1)% 5(1)%
Easy Questions 16(1)% 12(2)% -4(1)% †
Medium Questions
15(1)% 16(2)% 1(1)%†
Hard Questions 16(2)% 38(2)% 22(2)%
*Mean values are the averages of the differences between Q1ad-Q1, Q2-Q1, and Q2-Q1ad for each student † No significant improvement between these questions
Interactivity Ideas
1. One Minute Papers2. Admit Slip Please3. Inner/Outer Circle4. The Top 105. Group Worksheets (balanced challenges)
One Minute Paper
• End of class – “Ticket out the door”– Summarize what you learned today– What was confusing?– What questions might you have?
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
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
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.
Group Worksheets
• Balanced Challenges
Top Related