1 / 38

Are Clickers Worth It? … is all about: Writing good clicker questions

Are Clickers Worth It? . Are Clickers Worth It? … is all about: Writing good clicker questions. Klaus Woelk Interim Chair / Associate Professor Chemistry Department. You came here because you heard about clickers or have already used them, and you wish to learn more . Strongly agree Agree

erling
Télécharger la présentation

Are Clickers Worth It? … is all about: Writing good clicker questions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Are Clickers Worth It? Are Clickers Worth It? … is all about:Writing good clicker questions Klaus Woelk Interim Chair / Associate Professor Chemistry Department

  2. You came here because you heard about clickers or have already used them, and you wish to learn more. • Strongly agree • Agree • Don’t know • Disagree • Strongly disagree Klaus Woelk Interim Chair / Associate Professor Chemistry Department

  3. Students who dislike clickers complain mostly about ... • Instructors not using them enough • Instructors not using them right • Technology problems • No particular reason Klaus Woelk Interim Chair / Associate Professor Chemistry Department

  4. Students who dislike clickers complain mostly about ... • Instructors not using them enough • Instructors not using them right • Technology problems • No particular reason Klaus Woelk Interim Chair / Associate Professor Chemistry Department

  5. Writing Good Clicker Questions --- Group Activity --- Answer the following questions: • What would you like to achieve with a clicker question during the lecture? • Why do you need the feedback from your students for this purpose? • Why are clickers the method of choice for this purpose?

  6. Writing Good Clicker Questions Important Considerations • What role should testing play in the learning process? • How can tests create a real dialogue between ourselves and our students about what students do and do not understand? • How can we avoid using tests to simply punish or reward cramming? http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/importantconsider.html

  7. Writing Good Clicker Questions Some suggestions • Use frequent, small quizzes and tests rather than monolithic once-or-twice per-term exams. • Give students instant feedback on their performance (for example, putting the correct answers up on an overhead after all the tests are turned in). • Consider allowing students to take quizzes first as individuals and then the same quiz again in groups. http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/importantconsider.html

  8. Developing Good Clicker Questions Note the Order of Tasks • Determine the goal for your clicker question.

  9. Goals of Clicker Questions • check attendance • assess preparedness • create interest and motivation • evaluate learning progress • promote conceptual understanding • advance critical thinking

  10. Taxonomy of Clicker Utilization • 6 basic categories • 3 categories to test the current standing or stipulation of students • Attendance • Preparedness • Interest • 3 categories to probe into the learning progress • Learning • Understanding • Applying I am I do J. Chem. Educ. 85 (2008) 1400 – 1405

  11. Developing Good Clicker Questions Note the Order of Tasks • Determine the goal for your clicker question. • Find an appropriate task (icebreaker, numerical calculation, discussion problem, new application, etc.) to fulfill the goal.

  12. x ≥ 0 is valid for – 3 (x – 4 ) = x + 4 True False • – 3x + 12 = x + 4  – 4x = – 8  x = 2 (t) • – 3x – 12 = x + 4  – 4x = 16 x = – 4 (f) • – 3x + 4 = x + 4  – 4x = 0 x = 0 (t) • – 3x – 4 = x + 4  – 4x = 8 x = – 2 (f) • Question must be: • x > 0 is valid for – 3 (x – 4 ) = x + 4

  13. Developing Good Clicker Questions Note the Order of Tasks • Determine the goal for your clicker question. • Find an appropriate task (icebreaker, numerical calculation, discussion problem, new application, etc.) to fulfill the goal. • Check the correct answer. • If multiple choice, find qualified distracters?

  14. Writing Good Clicker Questions --- Group Activity --- Develop a good clicker question!

  15. Click ― I am here Attendance: Taking and honoring attendance reduces the number of students dropping out or finishing with low grades (D’s and F’s). Doing it with clickers is particularly efficient in large-enrollment courses.

  16. 8 of 30 Many of us know the historic town of Washington, MO. Which other name refers to a town in Missouri? • Pittsburg • Philadelphia • Nashville • Cleveland • Denver • Knoxville • Miami • Houston

  17. Click ― I am prepared Preparedness: Clicker quizzes on assigned reading assure preparedness for the topics covered in class. Well-picked question and appropriate grading are essential.

  18. 2 of 30 Trivia question:The first person to survive plunging over Niagara Falls in a barrel was a 63 year old woman. • Fact • Crap Annie Taylor did it in 1901, and afterwards was quoted as saying: “No one ought ever do that again.”

  19. Click ― I am interested Motivation: Polling on common knowledge or opinions (even on controversial issues or common misconceptions) creates initial interest and motivation. It is crucial that students have developed trust in the technology, especially, if responses are collected anonymously.

  20. 5 of 30 In 20 years, my car will likely be fueled by … • Gasoline • Electricity • Hydrogen • Biodiesel • Ethanol • None of the above

  21. Click ― I learn Learning: On-the-spot assessment improves student alertness and offers immediate feedback on the learning progress to both student and instructor. Repeating a question or posting a similar one can be used for progress evaluation and student satisfaction.

  22. The Criss-cross Rule 3+ + 2- 3- Al NH O PO 4 4 ( ) Al O NH PO 2 3 4 4 3

  23. 4 of 30 Which ionic compound has a cation-to-anion ratio of 3:2 ? Apatite: Ca3(PO4)2 • Aluminum carbonate: Al3+ CO3 2- • Calcium phosphate: Ca2+ PO4 3- • Magnesium carbonate: Mg2+ CO3 2- • Sodium nitrate: Na+ NO3 -

  24. 4 of 30 Are you really testing learning?The true shape of the Earth is best described as a • … perfect sphere • … perfect ellipse • … slightly oblate sphere • … highly eccentric ellipse 10

  25. 30 of 30 A density of 2.24 g/mL results when 2.24 g of material occupy a volume of 1.00 mL. What mass of the same material will occupy a volume of 3.00 mL? Enter your result correctly rounded off to 3 significant digits.

  26. 30 of 30 In what order will you pass the following cities when travelling the Mississippi River from north to south?(1) Davenport (2) Dubuque (3) Grand Rapids (4) Hannibal (5) Memphis (6) VicksburgEnter all numbers in the correct order but without spaces(e.g., 123456) Correct: +1 Incorrect: -1

  27. Grading of Clicker Questions • acknowledge participation • correct 1 - 2 points • incorrect 1 point • participation is not an achievement • correct 1 point • incorrect 0 points • encourage discussion • correct 1 - 2 points • incorrect -1 point

  28. Click ― I understand Understanding: Asking about a subject matter in different ways provides insight into students’ understanding. Active learning is fostered by encouraging peer discussion and instruction during the response time or by a repeated poll if the responses are split between different answers.

  29. 4 of 30 Is a concept understood?At which location would an observer find the greatest force due to Earth's gravity? • The center of the earth • The north pole • The tropic of Cancer (23.5 N) • The equator Deferred multiple choices 10

  30. 5 of 30 How confident are you that your answer was correct. • Absolutely sure • Very confident • Confident • Not very confident • Not sure at all

  31. 2 of 30 Sulfur tetrafluoride is a polar molecule. • Fact • Crap

  32. 2 of 30 Sulfur tetrafluoride is a polar molecule. • Fact • Crap

  33. Click ― I apply Applying: Conceptual knowledge and mastery is created when clicker questions branch into areas beyond the material covered in class or in the textbook requiring the application of newly taught concepts to real-world or open-ended problems.

  34. 8 of 30 To facilitate the conversion of H2S2O8 to yield S2H4, you must add as a key reactant … • … a strong acid. • … a weak acid. • … a base. • … an oxidizing reactant. • … a reducing agent. • … a polar solvent. • … a non-polar solvent. • … nothing (the reaction will occur by itself).

  35. Summary • Clickers are found in many highschool, college, and university classrooms • They provide more than just immediate feedback to instructor and students • Six basic ways of utilizing the power of clickers • Attendance • Preparedness • Initial interest and motivation • On-the-spot assessment (formative assessment) • Active learning (peer discussion and instruction) • Problem-based, deep learning (mastery of concepts, applications to real-world, or open-ended problems) I am I do

  36. Open-ended Problems:What is a valid Lewis Structure for the cyanate ion? • ¯N = C = O • N ≡ C = O ¯ • N – C –O ¯ • ¯ ¯N – C ≡ O + • N ≡ C –O ¯ • N – C = O ¯

  37. Click ― I will be hereClick ― I will be preparedClick ― I will be interested Using Open-ended Problems I will J. Chem. Educ. 2008, 85, 1400-1405

More Related