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Grad V.S. Undergrad Clickers V.S. Non-clickers

Grad V.S. Undergrad Clickers V.S. Non-clickers. Ting Yan Project for the Teaching Seminar 2008, Spring. Motivation. At first, I taught a 1010 lab using the same way as I give a presentation in a seminar. Sometimes things messed up.  Grad. V.S. undergrad

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Grad V.S. Undergrad Clickers V.S. Non-clickers

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  1. Grad V.S. UndergradClickers V.S. Non-clickers Ting Yan Project for the Teaching Seminar 2008, Spring

  2. Motivation • At first, I taught a 1010 lab using the same way as I give a presentation in a seminar. Sometimes things messed up.  Grad. V.S. undergrad • I am surprised by the new techniques used in into-level classes, especially clickers.  Clickers V.S. Non-clickers

  3. Observation and Interview • Observed one intro-level, non-clicker class, taught by an instructor whose grad level class I took before. Interviewed the instructor. • Observed one grad-level class, taught by an instructor whose intro-level, clicker class I was TAing for. Interviewed the instructor.

  4. Observation • Science Education Initiative Classroom Observation Protocol • Interview • What’s the course goal? Did you apply the course goal during your class? • What’s the biggest problem you found and solved during teaching for both classes? • What would you do if you couldn’t/could use clickers in your intro-level class? • …

  5. Grad V.S. Undergrad: Similarities • Course goals have to be emphasized on homework assignments and exams. • Feedbacks are important. Both in-class feedback and overall feedback (e.g. giving a poll) • How to accommodate a large range of students with different backgrounds and abilities.

  6. Consensus: Clickers are good for large lecture class. Instructors would choose to use clickers if available. • How to effectively use clickers: • Ask more upper-level questions which can lead to a discuss. • Ask questions to help switch the topic.

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