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CWSEI Workshop 2

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

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CWSEI Workshop 2

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  1. CWSEI Workshop 2 Interventions

  2. 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

  3. Where we are...... • Stage 1- Measuring status Quo (refining goals) Reduced material increased real world examples • Stage 2- Making changes (interventions) Measuring changes

  4. Interventions Aligned assessments Formative Clickers In class exercises Summative

  5. What is the point in doing the interventions in your class?

  6. Hopefully some of your list will be reflected in our measurements • PRE/POST test to measure learning • Attitude survey • In class observations

  7. Students like clickers.......

  8. Improved learning

  9. 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

  10. Why is the new question better ? • 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 • Early type main sequence stars are: • A) red and small • B) big and blue • C) yellow and hot • D) green and cold • E) black

  11. Why is the new question better ?

  12. Help with writing questions Bloom's Taxonomy of Learning – with verbs Factual Knowledge: remember and recall factual information Comprehension: demonstrate understanding of ideas, concepts Application: apply comprehension to unfamiliar situations Analysis: break down concepts into parts Synthesis: transform, combine ideas to create something new 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

  13. 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?

  14. What type of histogram of responses do you want ? C A D B

  15. Practice responding to the histogram C A D B

  16. 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?

  17. Watch and discuss a CWSEI video Video how to use clickers effectively video

  18. Break

  19. Group work video • http://www.cwsei.ubc.ca/resources/SEI_video.html

  20. 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

  21. 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.

  22. Discuss- T chart • What are the Pros and Cons or clickers versus in class exercises

  23. 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 T chart Comparison table Create scenario Characteristic a) Characteristic b) Characteristic c)

  24. 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?

  25. Feedback from In class Exercises • Hand in ...... with names on • Discuss in class • Grade incentives....participation marks ?

  26. 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

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