Interactivity
Interactive Engagement
Lecture vs. Interactive Engagement
TV 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
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.
Students don’t hear what I say
• Lab instructions
• Concepts
• Etc…
Interactivity Ideas
1.
2.
3.
4.
5.
6.
Peer Discussion
One minute papers
Admit Slip Please
Inner/Outer Circle
The Top 10
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
Research on Student learning
The use of clickers improves student learning.
A. Simply by taking attendance
B. When used as an automated quiz device
C. 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 attendance
B. When used as an automated quiz device
C. 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 recall
B. Challenging conceptual type questions
C. 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 recall
B. Challenging conceptual type questions
C. Very difficult questions that most students
cannot answer on their own.
D. Other
Research on Student learning
After students discuss a clicker question, faculty
should
A. Show the correct choice and move on
B. Explain the correct answer and move on
C. Explain both the incorrect and the correct
answer before moving on
D. Depends
Research on Student learning
After students discuss a clicker question, faculty
should
A. Show the correct choice and move on
B. Explain the correct answer and move on
C. Explain both the incorrect and the correct
answer before moving on
D. 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.
B.
C.
D.
E.
20 - 21
22 - 23
24 - 29
30 - 39
40 - 60
Peer Instruction
Which of these terms mean the same thing?
1. Constant acceleration
2. Zero acceleration
3. Constant velocity
A.
B.
C.
D.
1&2
1&3
2&3
All have different meanings
Which ball wins?
A. High Road
B. Low Road
C.Tie
Why Peer Instruction?
Which cart wins?
A.Yellow
B.Green
C.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.
Temperature Scales
Rank the following
temperatures, from highest
to lowest.
oF
212
32
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
-459
Low Cost Voting
• Socrative.com
• Colored cards
What’s in the bubbles of boiling water?
A.
B.
C.
D.
Water vapor
Air
Hydrogen gas and oxygen gas
Empty space
What’s in the bubbles of boiling water?
A.
B.
C.
D.
Water vapor
Air
Hydrogen gas and oxygen gas
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.
B.
C.
D.
E.
1, 2, and 3
1 and 2
4 and 5
2 and 3
All of 1–5
Interactive Lecture
• Vote First
• Does not require Peer Discussion
– Research shows increased learning
– Not as high as Peer Discussion
Moon’s Orbit
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.
Clicker (Peer Discussion)Research
• Breakdown of student responses for the pool of 16
Q1, Q1ad, and Q2 questions.
Question
Category
Q1ad - Q1*
Q2 - Q1*
Q2 - Q1ad*
All Questions
16(1)%
21(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)%
5(1)%
*Mean values are the averages of the differences between Q1ad-Q1, Q2Q1, and Q2-Q1ad for each student
† No significant improvement between these questions
Interactivity Ideas
1.
2.
3.
4.
5.
One Minute Papers
Admit Slip Please
Inner/Outer Circle
The Top 10
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