Dennis C. Jacobs Professor of Chemistry and Biochemistry

1. Cooperative Learning within a Large Lecture EnvironmentExploitingRemote Keypad Technology(slides selected by Steve Ehrmann from this 2005 Jacobs presentation) Dennis C. Jacobs Professor of Chemistry and Biochemistry Vice President and Associate ProvostUniversity of Notre Dame SUN Conference - UTEP

2. Focus Group Comments on the Traditional Large Lecture Experience at ND • “I don’t keep up with the reading for lecture, because we don’t have any discussions in lecture. I’m better off spending the time reading for other classes where we do discuss things.” • “I am afraid to ask questions in such a large lecture hall.” • “I don’t feel responsible for what happens in class.” • “The large lecture lets me remain anonymous, which is good.” SUN Conference - UTEP

3. Does Learning Occur as a Result of Lecture? • J. Birk and J. Foster, Journal of Chemical Education, 70: 180-182 (1993) Plot of Mean Exam Performance in General Chemistry 80 70 60 Arizona State University Exam Scores 50 40 30 20 10 0 0 10 20 30 Number of Absences SUN Conference - UTEP

4. The Primary Learning Goals for General Chemistry at Notre Dame • Learn through inquiry and exploration. • Work collaboratively with classmates to visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels. • Utilize critical thought and intuition to predict chemical behavior (structure and reactivity). • Develop original solutions to problems that you have not encountered before. SUN Conference - UTEP

5. The Primary Learning Goals for General Chemistry at Notre Dame • Learn through inquiry and exploration. • Work collaboratively with classmates to visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels. • Utilize critical thought and intuition to predict chemical behavior (structure and reactivity). • Develop original solutions to problems that you have not encountered before. Analysis of Evidence Synthesis of Information Critical Reasoning Application of principles SUN Conference - UTEP

6. Structure of Alternative General Chemistry Course (CHEM 113/114) • Three 50-minute lectures/week • Demonstrations and Visualizations • Students pair-off to answer Conceptual Questions • One 2.5 hour laboratory/week • Students work in pairs • One 50-minute recitation/week • Small Group Cooperative Problem Solving SUN Conference - UTEP

7. Peer Instruction: A User’s Manual • Eric Mazur Prof. Mazur introduced ConcepTests to physics students at Harvard. The book documents the value of the ConcepTest approach with classroom data and plenty of examples. Prentice Hall, 1997 SUN Conference - UTEP

8. The Levi Straus trademark shows two horses trying to pull apart a pair of pants. Suppose Levi had only one horse and attached the other side of the pants to a fencepost. Using only one horse would: (a) cut the tension on the pants by one-half. (b) not change the tension on the pants at all. (c) double the tension on the pants. SUN Conference - UTEP

9. Pure H2O(l) did not conduct electricity. 2% CH3CO2H(aq) in H2O(l) was a poor conductor. Representative Concept Question SUN Conference - UTEP

10. HA(aq) + H2O(l)A–(aq) + H3O+(aq) McGraw-Hill SUN Conference - UTEP

11. Representative Concept Question Pure H2O(l) did not conduct electricity.   2% CH3CO2H(aq) in H2O(l) was a poor conductor. Predict how well pure CH3CO2H(l) will light the lightbulb. 1. Bright 2. Dim 3. Dark SUN Conference - UTEP

12. Students Vote on Responses • Raise hands • Show cards • Scantron sheets • Wireless Personal Response System • http://www.bedu.com/ • TurningPoint Software • http://www.turningtechnologies.com/ SUN Conference - UTEP

13. Extra-credit Points are Awarded to Encourage Thoughtful Participation SUN Conference - UTEP

14. Extra-credit Points are Awarded to Encourage Thoughtful Participation • Individual student responses and the consensus response of each pair are graded: SUN Conference - UTEP

15. Introduce Concept Question (10 s) Students think individually (30-60 s) Student A votes (7 s) Student A confidence (7 s) Student B votes (7 s) Student B confidence (7 s) Student pairs discuss ideas (60 s) Pair confidence (7 s). Display distribution Pair votes (7 s ). Display distribution Sequence for each Concept Question Time SUN Conference - UTEP

16. 1. Bright 2. Dim 3. Dark 62% Individual Pair 36% 37% 27% 19% 19% Representative Concept Question Pure H2O(l) did not conduct electricity.   2% CH3CO2H(aq) in H2O(l) was a poor conductor. Predict how well pure CH3CO2H(l) will light the lightbulb. SUN Conference - UTEP

17. Run Demo (30 s) Summarize Introduce Concept Question (10 s) Students think individually (30-60 s) Student A votes (7 s) Student A confidence (7 s) Student B votes (7 s) Student B confidence (7 s) Student pairs discuss ideas (60 s) Pair confidence (7 s). Display distribution Pair votes (7 s ). Display distribution Students share outloud (60 s) Sequence for each Concept Question Time SUN Conference - UTEP

18. What are the benefits of asking concept questions in class? • Students will • Articulate preconceptions and defend ideas • Hear multiple perspectives • Practice speaking the language of the discipline • Become more invested in the topic • Receive an accurate form of self-assessment • Instructor will • Gain immediate feedback on student understanding and readiness for new material. SUN Conference - UTEP

19. When we use the remote keypads, I receive valuable feedback on how well I understand the course material. Survey Data gathered by www.textrev.com SUN Conference - UTEP

20. I appreciate the way that the remote keypad technology allows me see what my classmates are thinking. Survey Data gathered by www.textrev.com SUN Conference - UTEP

21. I pay greater attention in class when I know the instructor will ask me to periodically answer questions on my remote keypad. Survey Data gathered by www.textrev.com SUN Conference - UTEP

22. Do you recommend that the instructor use the remote keypads in this course in the future? Survey Data gathered by www.textrev.com SUN Conference - UTEP

23. Questions I Ponder about my Students • How accurately do my students assess their own level of understanding or misunderstanding? • When students with differing opinions debate a question, does their discourse increase their understanding? Does it leave them more or less confident in their own understanding? • To what extent does a student’s metacognition guide and regulate her study? SUN Conference - UTEP

24. Pair Response -Dark Pair Response -Dim Pair Response -Bright How Students are Persuaded through Discussion SUN Conference - UTEP

25. Pair Consensus Accuracy Accuracy Low 45% Medium 32% High 38% Low 41% Medium 57% High 81% Correlation between Answers and Confidence Ratings Individual SUN Conference - UTEP

26. Data collected for CHEM 114 (Spring, 2003) Is it Valuable for Students to Attend an Interactive Class? SUN Conference - UTEP

27. Summary • Students learn best when they are engaged in applying their new skills and conceptual understanding to matters of consequence. • Remote keypads offer students the potential to • Fully participate in class discussions, even within a large lecture setting. • Receive instantaneous feedback and self-assessment. • Be encouraged for progressing in both accuracy and confidence. • Community-based learning adds value to • Students’ professional, academic, and personal development. • The lives of families facing environmental hazards. SUN Conference - UTEP