CWSEI Workshop 2
Interventions
Goals of workshop
1. Articulate your own reasons for (or against)
using clickers/in class exercises in YOUR class.
2. Write a thought-provoking clicker question
about something you consider important.
3. Edit and improve your clicker question
4. Respond to class answers (histograms) in
real time.
5. Design in class exercises
Where we are......
• Stage 1- Measuring status Quo (refining goals)
Reduced material increased real world examples
• Stage 2- Making changes (interventions)
Measuring changes
Interventions
Aligned assessments
Formative
Clickers
In class exercises
Summative
What is the point in doing the
interventions in your class?
Hopefully some of your list will be
reflected in our measurements
• PRE/POST test to measure learning
• Attitude survey
• In class observations
Students like clickers.......
Improved learning
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
Why is the new question better ?
• 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 ?
Help with writing questions
Bloom's Taxonomy of Learning – with verbs
1. Factual Knowledge: remember and recall factual information
Define, List, State, Label, Name, Describe
2. Comprehension: demonstrate understanding of ideas, concepts
Describe, Explain, Summarize, Interpret, Illustrate
3. Application: apply comprehension to unfamiliar situations
Apply, Demonstrate, Use, Compute, Solve, Predict, Construct, Modify
4. Analysis: break down concepts into parts
Compare, Contrast, Categorize, Distinguish, Identify, Infer
5. Synthesis: transform, combine ideas to create something new
Develop, Create, Propose, Formulate, Design, Invent
6. Evaluation: think critically about and defend a position
Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate
Higher level: Require deeper conceptual understanding
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?
What type of histogram of responses do you
want ?
C
A
B
D
Practice responding to the histogram
C
A
B
D
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?
Watch and discuss a CWSEI video
Video how to use clickers effectively video
Break
Group work video
• http://www.cwsei.ubc.ca/resources/SEI_video
.html
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
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.
Discuss- T chart
• What are the Pros and Cons or clickers versus
in class exercises
Compare and contrast- Table
• Organise characteristics of three different
things- compare and contrast the
characteristics of concept maps, T charts, and
comparison tables
Concept map
Characteristic
a)
Characteristic
b)
Characteristic
c)
T chart
Comparison
table
Create
scenario
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 wrongwhat would you do to manage this?
Feedback from In class Exercises
• Hand in ...... with names on
• Discuss in class
• Grade incentives....participation marks ?
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 videos
http://www.cwsei.ubc.ca/resources/SEI_video.html