cfe ’ s faculty showcase let ’ s hear from the entire class
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CFE’s Faculty Showcase
Let’s Hear from the Entire Class
11/2/12
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David SmithPhysics and AstronomyRita BalabanEconomicsAdam PerskyEshelman School of Pharmacy
Clicker Question 1Which of the following best describes your
experience with classroom response systems (clickers)?
A: I use clickers extensively in my courses.
B: I use clickers sparingly in my courses.
C: I am familiar with clickers but have not yet used them in my courses.
D: I’m completely new to clickers and their use in the classroom.
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Introduction
My experience with clickers
Effective use of clickers in the
classroom
Administrative overheads
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ExperienceFirst experience in graduate school (Ireland
~ 2008) but no personal experience.
Extensive use during my postdoc at the University of Washington
Use was motivated by recent physics education research, in addition to personal preference.
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Physics Education Research“Interactive-engagement versus traditional
methods: A six-thousand student survey of mechanics test data for introductory physics courses,” R.R. Hake, Am. J. Phys. 66, 64-74 (1998).
Significant findings included that courses that used interactive-engagement methods had much larger gains that courses using traditional methods
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Physics Education ResearchUnderstanding How Physics Faculty Use
Peer Instruction, C. Turpen and N. Finkelstein, PERC 2007 Proceedings, 204-207.
Peer Instruction: A User's Manual, E. Mazur; Publisher: Prentice Hall - Book
Designing effective questions for classroom response system teaching, I. Beatty, W. Gerace, W. Leonard, and R. Dufresne, Am. J. Phys., 74 (1), 31-39 (2006).
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Two gliders, A and B, collide on a level, frictionless track, as shown below. The mass of glider A is less than that of glider B (i.e., mA < mB). The final speed of glider A is greater than that of glider B (i.e., vAf > vBf).
Is the magnitude of the final momentum of glider A, |pAf|, greater than, less than, or equal to that of glider B, |pBf|?
A: Greater than B: Less than C: Equal to D: Not sure
Clicker Question Example
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Effective UseClicker questions should ideally foster
discussion, and challenge student ideas.
Effective questions often address conceptual difficulties.
Other questions can be useful in judging the effectiveness of the lecture, by gauging the level at which students understand the material.
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Administrative ConsiderationsShould I award course credit for clicker
responses? If yes, how much?
Should I award credit for correct responses?
Shared responsibility between instructor and student.
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History of VTC at UNC
• Elizabeth City State University (circa 2005)– Historically underserved part of the state
• Asheville (circa 2011)• Class size upon admission– 10 to 15 students (ECSU)– 142 students (CH)– 25-30 students (Asheville)
Primary Uses
• Knowledge checks (Beginning, Middle, End)
• Conversation starters• Attention Maintainers
• Team-Based Learning
• Student presentations
• Grade Quizzes
More Common
Less Common
Conditional BranchingHow do you want to
treat the patient?
Do Nothing Hemodialysis Stop Meds
Meds are stopped, now
what?
Do Nothing
Pt is hypotensive, now what?
Pt BP is normal but refuses
dialysis, now what?
Patient DiesHemodialysisGet BP up
Patient Dies
Class response system support
CFE’s Poll Everywhere accounts cfe.unc.edu/100plus/crs.html
Developing activities for class response systemsCenter for Faculty Excellence Contact: Bob Henshaw
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