1 11/18/11new faculty workshop how to get your students to prepare for every class just-in-time...
TRANSCRIPT
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1New Faculty Workshop11/18/11
How to get your Students to Prepare for Every Class
Just-in-Time Teaching (JiTT)A. Gavrin, IUPUI
http://webphysics.iupui.edu/nfw_fall11/index.html
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2New Faculty Workshop11/18/11
A few of your comments• “x”: The first question was a bit ambiguous. But it is OK
as it made me think further. • “Bueller”: …it seems to be impractical to assign questions
that will result in lengthy answers that cannot be effectively (and quickly) reviewed…
• “Andriy” In my opinion it is great method, which, however, needs special preparation…
• “LC”…not everybody is able to use it effectively …
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3New Faculty Workshop11/18/11
Outline• Introduction• Just-in-Time Teaching
– “Theory”– Implementation– Aside: How to get great student evaluations
• Assessment
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4New Faculty Workshop11/18/11
How did you decide how to teach?• “ATS”: I try to think back to when I was an undergrad and
imagine how I would have best learned the material. • “CGP”: I have made decisions based on my own experience in
similar courses (now ~years out of date) and discussions with other faculty members (and graduate students) …
• “Vayu”: Experience as a student. I've tried to incorporate what i thought were "good" things some of the profs who've taught me over the years and avoid what i thought were the "bad" things.
• “R”: Based on observations of and conversations with teachers that I have either experienced first-hand as being good teachers or who have been recommended to me…
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5New Faculty Workshop11/18/11
Results• Classes that are designed “for professors”
• Problem: Students do not learn like we do– See R. Felder references on web site
• Many students not well prepared• Few students motivated like we were• Most students have different goals than we did.• Most students do not “think like we do”
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6New Faculty Workshop11/18/11
Digression• Could have spent time “collecting data”• Instead, spent time discussing it• Same content covered at greater depth
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7New Faculty Workshop11/18/11
Outline• Introduction • Just-in-Time Teaching
– Background– Implementation– Aside: How to get great student evaluations
• Assessment
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8New Faculty Workshop11/18/11
The (original) settings• Large numbers of students• Theater-style lecture hall
IUPUI• 1 graduate assistant (lab only)• All students take physics
USAFA• Military, athletic requirements• Highly selective college Davidson
Coll.• Very heavy teaching loads
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9New Faculty Workshop11/18/11
The “theoretical” background• Active learning (students think in class)• Student centered (it is not about you)• Formative assessment (real-time feedback)• Peer interaction (learning and motivation)• Many learning styles (faculty not like
students)
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10New Faculty Workshop11/18/11
Active Learning:• Proven effective for “regular students”
– Anyone not a likely future professor• Used extensively at MIT, RPI, UIUC, NCSU,
Harvard• Used extensively at IUPUI, many other places you
have never heard of, community colleges, high schools, etc.
• Question: How did you learn from your PhD advisor… Lectures?
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11New Faculty Workshop11/18/11
Outline• Introduction • Just-in-Time Teaching
– Background – Implementation– Aside: How to get great student evaluations
• Assessment
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12New Faculty Workshop11/18/11
What is JiTT?• “Elethea”: It's a teaching approach that uses pre-class,
post-reading quizzes to spur students to think about the topic, inform instructor's teaching, and amass volumes of data on student learning.
• “Mishka”: It's a way to optimize the contact time in the classroom between teachers and students. .
• “Toshiba:” It is a teaching method that incorporates the feedback from students into classroom teaching. Instructors assign pre-class works to students. By evaluating the student's answer, instructors tune their lectures to better cater the needs of students
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13New Faculty Workshop11/18/11
Just-in-Time Teaching (JiTT)
World WideWeb
AssignmentDesign
Homework Classroom
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14New Faculty Workshop11/18/11
Just-in-Time Teaching• Adaptable – focus on feedback, not on
details• WarmUp Exercises = Online, pre-class
reading quiz:– Due 1-24 hours before class– A few open-ended, conceptual, questions– Cover that day’s material– Provide “conversation starters”
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15New Faculty Workshop11/18/11
Another Digression• JiTT described in your words• Jargon already familiar (JiTT, WarmUp)• “preview” of important concepts
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16New Faculty Workshop11/18/11
Example• Question: Is it possible to add heat to an ideal gas
without changing its temperature? If it is possible, please explain how it is done.– “It is not possible because the internal energy of an
ideal gas only depends on the temperature.... the internal energy will increase when the temperature rises.…”
– “It is possible to add heat to an ideal gas without it changing it's temperature by the gas receiving the heat, and the atoms of that gas getting excited enough to disperse that heat as fast as they receive it…”
– “If you add heat to a system while the system is doing the corresponding amount of work, the temperature will not change.”
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17New Faculty Workshop11/18/11
What makes a good WarmUp?• “I’mNotElvisPresley”: Short exercises that prompts the
student to think about the upcoming lesson. • “Drago”:Questions should be short and conceptual and
could be open-ended in order to get students thinking. • “CalCal”:good warmup exercise would encourage students
to begin thinking through a problem before class, trying to see the different angles of it.
• “Dr Dr.” a good warm-up will elicit students' prior knowledge about a topic, and get them thinking about what they do and do not understand …
• “Owl”: Broad, open-ended questions that can prompt discussions in class.
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18New Faculty Workshop
Online archive of Warmup exercises
http://webphysics.iupui.edu/warmup/physics_archive.html• Introductory physics (2 semester sequence)• Statistical/Thermal Physics (2 sets)• Intermediate Mechanics (2 sets)• Quantum Mechanics• Mathematical Methods• Intermediate E&M (2 semester sequence)• Introductory Astronomy• Needed: Modern Physics!
11/18/11
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Choosing and using student responses
• More useful phrases…– This is a good answer, but to a different question…– This has a great beginning, but more could be added…– This is correct, but the reasoning isn’t quite right…
• Always say something positive (see last example)– This is true, but what if something else occurs
simultaneously…– This makes sense, but something is missing…– This is a great response… how would we know how much
heat to add?
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Tips and Pitfalls• Explain methods and purpose on first day• No need to review all responses before class; sample
for “useful” quotes, grade later• Focus on students strengths, too, not just
misconceptions and other problems.• Use answers from many students: not favorites.• Do not “isolate” WarmUps - scaffold lecture• Must be routine. Do not start/stop during semester• Upper level students can handle more “exploratory”
questions, connections to intro.
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21New Faculty Workshop11/18/11
Chemistry exampleThis picture depicts matter at the submicroscopic level. Describe what you see and take a guess as to what the identity of the substance is.
– “The particles are well spaced out so I would guess the substance to be a gas. The substance is a gas composed of 2 elements that are in an equal ratio.”
– “After reading Chapter 1 in the book I would guess that the substance is water in the form of a solid because the atoms are in order. However, I could be wrong because I think the atoms in a solid might be closer together.”
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Other JiTT Components• Weekly Puzzle
Opposite “Bookend” to WarmUp• “What is Physics Good For”• Student-Faculty and Student-Student
Communication tools • Collaborative problem Solving in
Recitation
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23New Faculty Workshop11/18/11
Results
• Students better prepared for class– Familiar with jargon– Given thought to ideas
• Faculty better prepared for students– Misconceptions identified– Just in time adjustment to coverage
• Class time spent more productively– Students interact during class
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24New Faculty Workshop11/18/11
Outline• The Challenges • Just-in-Time Teaching
– Background – implementation – Aside: How to get great student evaluations
• Assessment
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How to get great student evaluations• Be honest and clear—use the first day of class
to explain what you are doing and why.• First five minutes are absolutely crucial!• Be a leader—college is difficult and confusing,
so students look to you for motivation.• Build a team—let students know that you and
they are working towards a common goal.• Hold yourself and your students to high
standards—if you work hard, they will too.
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26New Faculty Workshop11/18/11
Study Habits (N=155, biology)
Q1 Do the WarmUps help you stay caught up?
Q2 Do you “Cram” before tests in this course?
Q3 Do you “Cram” in your other courses?
1- Yes 2- Yes 3- Yes
“A” students 85% 14% 43%
“B” students 89 % 39% 61%
“C” students 89% 47% 68%
“D” students 84% 68% 68%
“F” students 92% 58% 58%
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Retention (N~80-150/semester)
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Cognitive (biology, N~200)
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Affective (E&M, N~60)
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30New Faculty Workshop11/18/11
Student Comments• “This was a fantastic course. It was the hardest course I’ve
taken yet, but also the most fun.”• I think the WarmUps are a good idea because they give
students a chance to think about the material prior to lecture.
• "This course was very well structured. It was obvious that a lot of time was spent in preparation for it.”
• "152 & 251 have made me reach more than any courses I have taken.”
• Don’t tell anyone, but I think I will greatly miss my physics class.
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31New Faculty Workshop11/18/11
Summary• JiTT is based on feedback between homework and
classroom• Class is a dialog based on students work and faculty
notes• WarmUp exercise: a pre-class, online reading quiz• Improved study habits, retention, content knowledge,
morale. • Instructor knowledge of student difficulties• Easily adopted and adapted
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32New Faculty Workshop11/18/11
Your Assignment:Please write a few possible warmup questions for a class you will teach some time soon.