Enhancing Student Learning in Geology with Classroom Response Systems

Using a Classroom Response System (CPS) to Improve Student Learning James D. Myers Erin A. Campbell-Stone & James E. McClurg Department of Geology and Geophysics University of Wyoming

Physical Geology: GEOL1100 • 180-200 students per semester • traditional lecture-lab • one lecture section • 10-13 lab sections with < 20 students • low student attendance/involvement • instructor, full-time lab coordinator, 4-5 TAs

Physical Geology - Redesign • integrate reading-lab-lecture • three-week integrated learning module • extensive use of technology • lectures reorganized to combine variety of educational techniques • lab incorporates: group learning, hands-on, reading assignments • reading assignments mandatory

Physical Geology – Learning Modules • consists of: • week 1: reading questionnaire • week 2: lab activities • week 3: lecture • different modules overlap • single week do parts of three different modules • each concentrates on different subject

Physical Geology – Learning Modules

Physical Geology – Reading Questionnaires • introduces topics • done individually • submitted online • insures background preparation done

Physical Geology – Lab • uses • collaborative learning • hands-on activity • strong web component • virtual experiments • multimedia

Physical Geology – Lab • each lab group has work station with dedicated, networked computer

Physical Geology – Lecture • final component of learning module • follows first two components • student applies their new knowledge • variety of goals • relies heavily on Web site • lecture format varied • introduced limited active learning sessions

Physical Geology – Lecture Changes • some changed from passive to active learning environment • increased student-instructor and student-student interaction during lecture • provided limited formative assessment • engaged a larger percentage of the students in lecture – not just the “responders”

Physical Geology – Lecture Outcome • student involvement grew during semester • improved performance on exams for students attending lecture

Physical Geology – Lecture Limitations • many students still not engaged • active learning only small percentage of lecture sessions • lots of added administrative work • formative assessment limited • real-time monitoring of student learning limited

Solution: Classroom Response Systems • record and analyze student response in real time • Classroom Response System from eInstruction • two modes: bookstore, standalone • student key pads with receiver – infra-red system

CPS Demonstration • do quick demonstration

Lecture: Enhancing with CPS • better in class feedback on student learning • ability to “chunk” lectures more effectively • reduction of administrative tasks and paper collection • permanent quantitative record of student performance • more focused assessment of effectiveness

Lecture - Types • expository: typical lecture • enhanced: mini-lectures separated by active learning (CPS) tasks • focused: active learning class session focused on single concept/technique

Lecture - Expository • instructor talks, students listen • passive environment • benefits • low “risk” for students • provides breather • easy fall back position

Lecture - Expository • introduce ourselves • describe regional, national or international geologic events • discuss local, state or national policy issues related to geology • cover information/topic not in textbook • tie current events to subject

Lecture – Expository w/ CPS • uses CPS for: • opinion surveys • knowledge assessment • benefits • no right/wrong answer • provides attendance data • refocuses students without “risk” on their part • http://www.gg.uwyo.edu/geol1100

Lecture – Enhanced: Details • series of mini-lectures separated by activities • activities occupy only 5-10 minutes • refocus attention • combine formative assessment (feedback) and/or active learning exercises • done individually or in pairs/groups • type of activity varied

Lecture – Enhanced: Timeline http://www.gg.uwyo.edu/geol1100

Lecture - Focused • focused on a single concept/technique • employs multiple active learning tasks • think-pair-share always important • a worksheet is completed individually and turned in • occupies entire class period • maximum of one focused lecture per subject topic

Lectures – Enhanced w/ CPS • mini-lectures separated by active learning tasks • tasks use CPS • topic: groundwater • timeline • Mini-lecture: The Water Table • Quick-Thinks (CPS) • Mini-lecture: Aquifers and Aquicludes • ConcepTest – Artesian Wells (CPS)

Lecture – Focused: Functions • summation: used to wrap up a topic, e.g. structural geology • extension: introduces concept not previously covered in reading, lab or lecture • application: applies previously learned principles/concepts to new situation

Lectures – Focused: Example • topic: structural geology • function: summation • timeline • introduction • terminology review (CPS) • vertical motion problem • map details quiz (CPS) • map exercise • core-information exercise • wrap-up (CPS) http://www.gg.uwyo.edu/geol1100

CPS Results: Changes • lots of more preparation time – 2-3x • less content covered • content presented in greater depth • better chance students will retain the information (hope) • teaching style must be adjusted • flexible, spontaneous • have to “re-educate” students • not used to working in lecture • attitude your are not teaching them – they are getting short changed • tell them up-front why you are making these changes

CPS Results: Formative Assessment • done early in semester (2/19)

CPS Results: Summative Assessment • conducted at end of semester (5/9)

CPS Results: Class Attendance

CPS Results: Adjustments • reduce grace period to one week • increase attendance points (5 to 20) • emphasize academic dishonesty • permanent log for sign-ins

CPS Results: Recommendations • equip all large classrooms in classroom building • encourage adoption by other instructors - particularly of large classes • explore ways of supporting faculty adopting CPS

Suggestions: Implementation • alternate CPS function (polls, opinions, learning activities, assessment) • credit participation not accuracy (no risk) • vary question difficulty • limit each CPS session to < 5 questions • have a back-up plan (technology & content) • if for points, have a sign-in sheet • don’t ignore results • useful to monitor attendance

Suggestions: Getting Started • plan ahead • provide student grace period • conduct technology assistance sessions • contact bookstore early (for bookstore model only) • practice before hand • technology & style • instructor & students

Suggestions: Classroom Environment • instructor flexibility essential • class “out” of control • class size dictates applications • students more involved/animated • greater understanding of less material • formative/summative assessment

Suggestions: Potential Problems • technology glitches • key pad vulnerability • complaints about cost • potential for cheating

Summary • active learning makes lecture time more effective • engages student’s brain • keeps them focused on task • breaks monotony • students need to “adjust” lecture behavior • CPS improves the delivery and effectiveness of active learning • ensures all students participate • provides quantitative formative & summative assessment • reduces administrative overhead • CPS is just a tool. Its effectiveness is determined by how well you wield that tool

Enhancing Student Learning in Geology with Classroom Response Systems