Quick-thinks: The Interactive Lecture

1. Quick-thinks: The Interactive Lecture Kathy Schultz and Holly Hood NCTEACH - Spring 2011

2. Introduction and Background • Wanted to improve student engagement • Wanted to improve learning retention • Recognize diversity of learning styles in classroom • Needed something that did not require a lot of prep time and did not require a lot of class time to perform • Can be applied in classrooms with many students • Can be applied at all learning levels and many disciplines

3. Background Ruhl, Hughes, and Schloss study (1987) • Pause every 12 – 18 minutes • Discuss or rework notes (without interaction with teacher) • Performed better on free-recall and comprehension test • Raised performance 1 to 2 letter grades

4. Background In Theory Piaget – assimilation and accommodation Vygotsky, Perry, Belenkey - Engage in “intellectually meaningful tasks of appropriate difficulty” In Practice Note-taking falls off after 10-20 minutes. In large classes: lecturing (88%), silence (6%), student talk (5%) Retention: 45% after 3-4 days, 24% after 8 weeks

5. The Learning Pyramid

6. Quick-Thinks A set of active-learning strategies that: • Can be planned quickly • Can be implemented in short spans • Engage the students at frequent intervals • Give students a chance to assimilate info • Apply to a wide range of disciplines, learning styles, and learner abilities.

7. Preparation Consider the “big idea” for lesson Match this idea with quick think task Explain learning strategy to students Participation options: peer discussion, individual response Teacher feedback!

8. Select the Best Response What is it? Similar to traditional multiple-choice test item. Presents a question or scenario and several alternatives Can be recall of information or applications Science – Biology (Anatomy) The pancreas secretes: (a) ACTH (b) insulin (c) pepsin Math – Trigonometry tan θ can be expressed as: (a) (b) (c)

9. Correct the Error What is it? Statement presented that contains intentional error Students must correct the mistake Can be recall of information or applications Science- Earth Science (Geology) Correct the error: Rhyolite is a sedimentary rock Math – Algebra I (Application Problems) Correct the error: If the length of a field is twice the width, then width = 2 ∙ length

10. Complete a Sentence Starter What is it? Sentence stem is presented that needs completion. Can be rote memory or deeper reflection. Science-Chemistry If I increase the pressure of gas in a container, the volume will ………… Math – Middle School Math (Algebraic Properties) Complete the sentence “The Subtraction Property of Equality states…” – OR – Complete the sentence “The Subtraction Property of Equality is used to …”

11. Compare or Contrast What is it? Two important parallel elements are presented Students must provide similarities or differences Can be analysis of elements presented • Science-Biology Compare the taiga biome to tundra biome • Math – Geometry (Basic Shapes) State both the similarities and differences between a rectangle and a rhombus.

12. Support a Statement What is it? A statement regarding current topic is presented. Students must provide support for the statement. Can be recall or evaluation. • Science – Earth Science “The present is key to the past”. Explain this quote. • Math – Middle School Math (Numbers) All integers are real numbers. Provide support for this statement.

13. Reach a Conclusion What is it? Instructions to draw a conclusion from facts, concepts, or principles learned is presented Students must make a logical inference Can be analysis or evaluation. • Science – Physics Why doesn’t the pressure of the atmosphere break windows? • Math – Algebra II When you graph a quadratic equation, it doesn’t cross the x-axis. What do you conclude?

14. Paraphrase the Idea What is it? Ideas or concepts from lesson are presented with a request to paraphrase for a novice, peer, or parent. Students must rephrase the idea into their own words. Can be comprehension • Science – Weather(Physics) You’re sitting outside on a warm day when you notice your cold Pepsi can has drops of water forming on it. What gives? • Math – Statistics (Probability) Your brother is playing Yahtzee and hasn’t seen a 2 this entire game. He knows he’ll see a 2 on his next roll because the “law of averages” is in his favor. Explain to you brother why the “law of averages” is a myth.

15. Reorder the Steps What is it? A series of steps in mixed order are presented Students must re-order the steps into the correct sequence Can be recall or anticipatory • Science – Scientific Methodology List the steps to setting up a scientific investigation • Math – Algebra II (Factoring) • Teach “Completing the Square” • Have students do puzzle to put steps (and example) in correct order. • Details later in the presentation.

16. Detailed Example – Re-order the Steps High School Math - Algebra II (Factoring) • Teach students how to “Complete the Square” • Walk through two examples with the class. • Divide students into “teams” of 2 or 3.

17. Detailed Example – Re-order the Steps • Provide puzzle of steps, and have students put the steps (with example) into the correct order. • Differentiate by giving the example completed in correct order, and have student order the steps – or vice versa. • Teacher walks through class offering coaching and encouragement where needed.

18. Factor by Completing the Square • Procedure: • Example:

19. Factor by Completing the Square • Procedure: • Example: Put equation into standard form (0 = ax2 + bx + c) Take care of the “c” – Subtract the constant from both sides of the equation. Take care of the “a” – Divide all terms in the equation by “a”. Take care of the “b” – Divide the current coefficient of x by 2, square it, and add it to both sides of the equation. Factor the equation. Solve for x.

20. Detailed Example – Re-order the Steps • Rubric • 3 – Both process steps and example steps are in the correct order; side-by-side • 2 – Process steps are in correct order, but example has one or two steps incorrect – or vice versa. • 1 – Group effort has been made toward correctly ordering steps, including asking teacher for guidance in the activity. Process steps and example steps are started correctly. • 0 – No effort has been made to order process steps or example steps correctly

21. Added Value • 21st century learner: • Mastery of core subjects • Learning and innovation skills • Life and career skills • Rubric for Evaluating North Carolina Teachers • Teachers demonstrate leadership • Teachers establish a respectful environment for a diverse population of students • Teachers know the content they teach • Teachers facilitate learning for their students • Teachers reflect on their practice