teaching (and learning) with peer instruction
DESCRIPTION
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.TRANSCRIPT
Unless otherwise noted, content is licensed under a Creative Commons Attribution (BY) 3.0 License.
TEACHING (AND LEARNING) WITH PEER INSTRUCTION
Peter Newbury, Ph.D. Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
Monday, February 25, 2013Cal State LA
2 Teaching (and learning) with peer instruction
The traditional lecture is based on the transmissionist learning model
Teaching (and learning) with peer instruction3
(Image by um.dentistry on flickr CC)
Teaching (and learning) with peer instruction
Scientifically Outdated, a Known Failure
4
We must abandon the tabula rasa “blank slate” and
“students as empty vessels” models of teaching and
learning.
Teaching (and learning) with peer instruction
Let’s have a learning experience…
5
6
Here is an important new number system. Please learn it.
Teaching (and learning) with peer instruction
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
7
Test
Teaching (and learning) with peer instruction
What is this number?
8
New Number System
Teaching (and learning) with peer instruction
Here’s the structure of the “tic-tac-toe” code:
1 2 3
4 5 6
7 8 9
9
Test
Teaching (and learning) with peer instruction
What is this number?
Teaching (and learning) with peer instruction
Constructivist theory of learning
10
We know How People Learn [1]. There is research that informs us. Let’s exploit the patterns of learning to make instruction more effective.
What are the patterns
of how people learn?
(And how do we use them?)
(Image: entropy memory creativity by jef_safi on flickr CC)
Teaching (and learning) with peer instruction11
Teaching (and learning) with peer instruction
Key Finding 1
12
Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside of the classroom.
(How People Learn, p. 14)Instructors
must draw out students’ pre-
existing understandings
.
Instruction must be student-centered.
Teaching (and learning) with peer instruction13
Learning requires interaction [2]
Teaching (and learning) with peer instruction14
Learning requires interaction [2]
% of class time NOT lecturing
Learning gain:
pre-test0
100%
post-test
0.50
Teaching (and learning) with peer instruction15
Learning requires interaction [2]
1 2
3 4
good
Teaching (and learning) with peer instruction
Key Finding 2
16
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a conceptual framework, and
c) organize knowledge in ways that facilitate retrieval and application.
(How People Learn, p. 16)
These are characteristics
of
expertize.
There’s another…
Teaching (and learning) with peer instruction
Key Finding 3
17
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. (How People Learn, p. 18)
Aside: metacognition
Teaching (and learning) with peer instruction18
Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them…. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B.
(Flavell [3, 4], p. 232)
Teaching (and learning) with peer instruction
Key Finding 3
19
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. (How People Learn, p. 18)
Instructors need to provide opportunities for
students to practice being metacognitive –
thinking about their own thinking
Teaching (and learning) with peer instruction20
(Image: stool II by tilaneseven on flickr CC)
evidence-based
me
t ac
og
ni t i o
nconstructivist
instruction
st u
de
nt -
ce
nt e
r ed
facts fra
mew
ork re
trieval
Teaching (and learning) with peer instruction21
student-centered instruction
listening
interacting
engaged
learning
traditional lecture
listening
Teaching (and learning) with peer instruction22
listening
interacting
engaged
learningpeer instruction w clickersworksheetsvideosinteractive demonstrationssurveys of opinionsreading quizzesdiscussions
student-centered instruction
Evolution of the Solar System
Teaching (and learning) with peer instruction23
Today, we’ve been learning about the formation of the Solar System.
Just like a geologist studies the exposed layers on a cliff-face, we study landforms on other planets and moons to find the chronology (sequence) of processes.
(Image: NASA)
Teaching (and learning) with peer instruction24
Clicker question
Are features X and Y ridges or valleys?A) X=ridge,
Y=valleyB) X=valley,
Y=ridgeC) both are ridgesD) both are valleys
X
Ycrater
(EOSC / CWSEI, UBC)
Teaching (and learning) with peer instruction
Typical episode of peer instruction
25
Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-
challengingmultiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers, colored/ABCD voting cards,...
4. The instructor reacts, based on the distribution of votes.
Teaching (and learning) with peer instruction26
In effective peer instruction students teach each other while
they may still hold or remembertheir preconceptions
students discuss the concepts in theirown (novice) language
the instructor finds out what the students know (and don’t know) and reacts
students learn and practice how to think, communicate like experts
Teaching (and learning) with peer instruction
Effective peer instruction requires
27
1. identifying key concepts, misconceptions2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating peer instruction episodes thatspark student discussion
4. resolving the misconceptions
beforeclass
duringclass
Teaching (and learning) with peer instruction
t h e l e a r n i n g c y c l e
Clickers help students learn...
28
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Teaching (and learning) with peer instruction
t h e l e a r n i n g c y c l e
Clickers help students learn...
29
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
asse
ss p
rior
know
ledg
e
prov
oke
thin
king
pred
ict
mot
ivat
e
disc
ove
r
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Teaching (and learning) with peer instruction30
Clicker questionMelt chocolate over low heat. Remove the chocolate from the heat. What will happen to the chocolate?A) It will condense.B) It will evaporate.C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
assess prior knowledge
Teaching (and learning) with peer instruction
Clicker question
31
In your opinion, which had the most positive impact on the modern world?
A) coffeeB) teaC) chocolateD) spiceE) sugar
(Herbst, UCSD)
motivate
Teaching (and learning) with peer instruction32
Clicker questionA leopard goes into a deep cavewhere there is no light. After anhour, can it see in the dark?
A) No because there is no light.B) No because its eyes have not had
enough time to adjust.C) Yes because its eyes have adjusted to the
darkness.D) Yes because leopards can see in the dark.(Question: Paul Simeon from Braincandy via
LearningCatalytics)(Image: Villy at the “door” of his cave by Tambako the Jaguar
on flickr CC)
provoke thinking
Teaching (and learning) with peer instruction
Clicker question
33
A ball is rolling around the inside of a circulartrack. The ballleaves the trackat point P.
Which pathdoes the ballfollow?
P
AB
CD
E
(Mazur)
predict
Teaching (and learning) with peer instruction
t h e l e a r n i n g c y c l e
Clickers help students learn...
34
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
asse
ss p
rior
know
ledg
e
prov
oke
thin
king
pred
ict
mot
ivat
e
disc
ove
rpr
obe
misc
once
ption sy
nthe
sis
exer
cise
skillev
alua
tio
n
analys
i
s
chec
k
know
ledg
e
real w
orld
appl
icat
ion
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Teaching (and learning) with peer instruction
Clicker question
35
How many of these are reasons for the seasons?
the height of the Sun in the sky during the day
Earth’s distance from the Sun how many hours the Sun is up each day
A) none of themB) oneC) twoD) all three
probe misconception
Teaching (and learning) with peer instruction
Clicker question
36
Select the line that you feel has the strongest imagery in “Fast rode the knight” by Stephen Crane (1905).
analysis
Fast rode the knightWith spurs, hot and reeking,Ever waving an eager sword,"To save my lady!"Fast rode the knight,And leaped from saddle to war.Men of steel flickered and gleamedLike riot of silver lights,And the gold of the knight's good bannerStill waved on a castle wall.. . . . .A horse,Blowing, staggering, bloody thing,Forgotten at foot of castle wall.A horseDead at foot of castle wall.
ABCDEFGHIJKLMNOP
(David Kurtz, via LearningCatalytics)
Teaching (and learning) with peer instruction
Clicker question
37
Which of the following is an incorrect step when using the substitution method to evaluate the definite integral
A)
B)
4
0
32 1 dxxx
31 xu
dxxdu 2
3
C. none of the above
4
03
1duu
(adapted from Bruff (2009))
evaluation
Teaching (and learning) with peer instruction
Clicker question
38
Susan throws a ball straight up into the air. It goes up and then falls back into her hand 2 seconds later.
Draw a graph showing the velocity of the ball from the moment it leaves her hand until she catches it again.
time
velocity
2 sec0
exercise skill
(CWSEI UBC)
Teaching (and learning) with peer instruction
time
velocity
2 sec0
Atime
velocity
2 sec0
B
time
velocity
2 sec0
Ctime
velocity
2 sec0
D
E) some other graph
Which one is the closest match to your graph?exercise skill
(CWSEI UBC)39
Teaching (and learning) with peer instruction
t h e l e a r n i n g c y c l e de
mon
stra
te
succ
ess
Clickers help students learn...
40
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
asse
ss p
rior
know
ledg
e
prov
oke
thin
king
pred
ict
mot
ivat
e
disc
ove
rpr
obe
misc
once
ption sy
nthe
sis
exer
cise
skillev
alua
tio
nre
view
/
reca
p“b
ig p
ictu
re”
exit
poll
analys
i
s
chec
k
know
ledg
e
real w
orld
appl
icat
ion
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Teaching (and learning) with peer instruction41
Clicker questionWhich point on the phylogenetic tree represents the closest relative of the frog?
AB
CD
E
(UBC CWSEI)
demonstrate success
Teaching (and learning) with peer instruction
Clicker question
42
For the data set displayed in the following histogram, which would be larger, the mean or the median?
A) meanB) medianC) can’t tell from the given histogram
(Peck, mathquest.carroll.edu/resources.html)
review / recap
Teaching (and learning) with peer instruction
Clicker question
43
In your opinion, which had the most positive impact on the modern world?
A) coffeeB) teaC) chocolateD) spiceE) sugar
“big picture”
(Herbst, UCSD)
Teaching (and learning) with peer instruction
Clickers help teachers teach...
44
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
t h e l e a r n i n g c y c l e
Teaching (and learning) with peer instruction
t h e l e a r n i n g c y c l e
Clickers help teachers teach...
45
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Do they care about this?
Are they ready for the next topic?
What DO they care about, anyway?
What do they already know?
Teaching (and learning) with peer instruction
t h e l e a r n i n g c y c l e
Did they notice key idea X?
Where are they in the activity?
Clickers help teachers teach...
46
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Are they getting it?
Do I need to intervene?
Teaching (and learning) with peer instruction
t h e l e a r n i n g c y c l e
How did I do?
Did they get it?
Clickers help teachers teach...
47
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Can I move to the next topic?
Did that activity work?
Teaching (and learning) with peer instruction48
peer instr’n w clickers
evidence-based
st u
de
nt -
ce
nt e
r ed
facts fra
mew
ork re
trieval
me
t ac
og
ni t i o
nconstructivist
instruction
(Image: stool II by tilaneseven on flickr CC)
Peter Newbury, Ph.D. Center for Teaching Development,University of California, San Diego
[email protected]@polarisdotcactd.ucsd.edu
Teaching (and learning) with peer instruction49
References1. National Research Council (2000). How People Learn:
Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.
2. Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 66, 64-74.
3. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
4. Brame, C. (2013) Thinking about metacognition. [blog] January, 2013, Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan 2013].