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CWSEI Workshop 2Interventions
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Goals of workshop1. Articulate your own reasons for (or against)using clickers/in class exercises in YOUR class.
2. Write a thought-provoking clicker questionabout something you consider important.
3. Edit and improve your clicker question
4. Respond to class answers (histograms) inreal time.
5. Design in class exercises
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Where we are......
• Stage 1- Measuring status Quo (refining goals)
Reduced material increased real world examples
• Stage 2- Making changes (interventions) Measuring changes
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Interventions
Aligned assessmentsFormative
ClickersIn class exercises
Summative
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What is the point in doing the interventions in your class?
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Hopefully some of your list will be reflected in our measurements
• PRE/POST test to measure learning• Attitude survey• In class observations
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Students like clickers.......
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Improved learning
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Clicker Qs tips
• One concept at a time- but multiple facts• Don’t make questions easy• Distracters should be common misconceptions• Higher level of Bloom’s• Avoid double negatives• Avoid cute distracters• All distracters in same format
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• Early type main sequence stars are:
• A) red and small• B) big and blue• C) yellow and hot• D) green and cold• E) black
• Compared to late type main sequence stars early type stars are:
• A) redder and bigger• B) redder and smaller• C) bluer and bigger• D) bluer and smaller
Why is the new question better ?
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Why is the new question better ?
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1. Factual Knowledge: remember and recall factual information
2. Comprehension: demonstrate understanding of ideas,
concepts
3. Application: apply comprehension to unfamiliar situations
4. Analysis: break down concepts into parts
5. Synthesis: transform, combine ideas to create something
new
6. Evaluation: think critically about and defend a position
Define, List, State, Label, Name, Describe
Describe, Explain, Summarize, Interpret, Illustrate
Apply, Demonstrate, Use, Compute, Solve, Predict, Construct, Modify
Compare, Contrast, Categorize, Distinguish, Identify, Infer
Develop, Create, Propose, Formulate, Design, Invent
Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate Higher level: Require deeper conceptual
understanding
Help with writing questionsBloom's Taxonomy of Learning – with verbs
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Your clicker Q
Give your clicker Q to your neighbour to solve, 1 minute to decide on an answer ?
1 minute to discuss the answers (not rephrase the question)
1 minute to predict the student responses as a histogram of number of students per answer?
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What type of histogram of responses do you want ?
A
B
C
D
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Practice responding to the histogram
A
B
C
D
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Can we improve your clicker Q ?
Are the distracters common misconceptions ?
Could a picture or a graph be used ?
Are al the multiple choice tips used ?
Is the concept and important high level goal?
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Watch and discuss a CWSEI video
Video how to use clickers effectively video
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Break
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Group work video
• http://www.cwsei.ubc.ca/resources/SEI_video.html
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In class exercises
Rational is the same as clickers but possible to do more, and they are easier to write !
In addition to Clickers......• Concept Map- describe, relate, explain• T chart- discuss• Tables- Compare and contrast• 5 minute paper- draw- scenario- design experiment
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Lets practice a concept map
• Create a concept map using these nouns, choose verbs to connect the nouns ?
Formative assessment, discussion, feedback, instructor, students, summative assessment, wrong answer, better answer.
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Discuss- T chart
• What are the Pros and Cons or clickers versus in class exercises
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Compare and contrast- Table• Organise characteristics of three different things- compare and
contrast the characteristics of concept maps, T charts, and comparison tables
Characteristic a)
Characteristic b)
Characteristic c)
Concept map T chart Comparison table
Create scenario
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5 min paper
• Design, Create, synthesize, analyse.Create a scenario where you are trying one of
these new teaching techniques in your lass room and it all starts going horribly wrong- what would you do to manage this?
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Feedback from In class Exercises
• Hand in ...... with names on• Discuss in class• Grade incentives....participation marks ?
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Recap- Explain to students why we are doing interventions
• Tell them data shows increased learning Improve engagement -learning and attitude
Through ......• Practice through testing• Student-student interaction• Lecturer-student feedback• Student- lecturer feedback• Re watch the videoshttp://www.cwsei.ubc.ca/resources/SEI_video.html