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Clickers!

Clickers!. Grab one: Press the Orange Power button Be sure to return it as you leave  Practice Question. Have you enjoyed the conference? A. Yes, Yes, Yes B. Yes C. No. The Inverted Classroom and Peer Instruction. Cynthia Bailey-Lee Kate Lockwood Leo Porter. Have you ever?.

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Clickers!

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  1. Clickers! • Grab one: • Press the Orange Power button • Be sure to return it as you leave  • Practice Question. Have you enjoyed the conference? • A. Yes, Yes, Yes • B. Yes • C. No

  2. The Inverted Classroom and Peer Instruction Cynthia Bailey-Lee Kate Lockwood Leo Porter

  3. Have you ever? • Assigned reading and it’s very obvious your students didn’t read?

  4. Have you ever? • Assigned reading and it’s very obvious your students didn’t read? • Been lecturing and students are disengaged?

  5. Have you ever? • Assigned reading and it’s very obvious your students didn’t read? • Been lecturing and students are disengaged? • Asked for questions, received none, then found out on the exam they didn’t get it?

  6. Have you ever? • Assigned reading and it’s very obvious your students didn’t read? • Been lecturing and students are disengaged? • Asked for questions, received none, then found out on the exam they didn’t get it? • As a student, felt like you understood the lecture but had no idea how to start the homework?

  7. Have you ever? • Assigned reading and it’s very obvious your students didn’t read? • Been lecturing and students are disengaged? • Asked for questions, received none, then found out on the exam they didn’t get it? • As a student, felt like you understood the lecture but had no idea how to start the homework? • As a student, done the reading only to find your professor paraphrasing what you read?

  8. Flipped Classrooms • Students do reading because it’s a pre-req for class (with a required quiz) • Engage students in the learning process • Test student understanding so they have a better idea on how to start homework • Demand professors do more than just “paraphrase” – instead, tackle the “hard stuff” • You don’t have to guess about what they understood....

  9. What does equals do? • What is the output of this code? int x = 3; int y = x; System.out.println(y == 3); x = 4; System.out.println(y == 3); C) true false A) truetrue E) None of the above. B) false false D) false true

  10. What does equals do? • What is the output of this code? int x = 3; int y = x; System.out.println(y == 3); x = 4; System.out.println(y == 3); C) true false A) truetrue E) None of the above. B) false false D) false true

  11. Outline • What is PI? • How to write good questions • Common Concerns • Key research results

  12. What is it?Flipped Classroom with Peer Instruction Standard Instruction Exam Homework Textbook Lecture First Exposure See if You Know Hard Stuff Show KnowledgeMastery Read Hard Stuff

  13. What is it?Flipped Classroom with Peer Instruction Lecture Textbook/Online mini-lecture Exam Exam Homework Textbook Lecture QUIZ First Exposure See if You Know Hard Stuff Show KnowledgeMastery Read Hard Stuff First Exposure: Show KnowledgeMastery Learn Hard Stuff: With teacher and discussion Homework See if You Know Hard Stuff

  14. What is it?Flipped Classroom with Peer Instruction Multiple approaches here: Think-Pair-Share (TPS) Problem Based Learning (PBL) Process Oriented Guided Inquiry Learning (POGIL) Peer Instruction (PI) Others Lecture Textbook/Online mini-lecture Exam Exam Homework Textbook Lecture QUIZ First Exposure See if You Know Hard Stuff Show KnowledgeMastery Read Hard Stuff First Exposure: Show KnowledgeMastery Learn Hard Stuff: With teacher and discussion Homework See if You Know Hard Stuff

  15. Active Learning: Peer Instruction • Well-defined Pedagogical Methodology • Before class • Students perform pre-class preparation • In class • Students answer and discuss 4-6 questions per class • The instructor dynamically adjusts class based on student understanding

  16. Peer Instruction Students individually consider and respond to a multiple choice question Mazur, E. Peer Instruction: A User's Manual. Prentice Hall, 1997.

  17. Peer Instruction Students individually consider and respond to a multiple choice question Students discuss the same question in groups, then submit another response Mazur, E. Peer Instruction: A User's Manual. Prentice Hall, 1997.

  18. Peer Instruction Students individually consider and respond to a multiple choice question Students discuss the same question in groups, then submit another response Instructor guides students in a class-wide discussion Mazur, E. Peer Instruction: A User's Manual. Prentice Hall, 1997.

  19. Which image results from the following code segment: >> im = imread('rainbow.jpg');>> part = im(1:floor(end/2),floor(end/2)+1:end,:);>> imshow(part) a) c) b) d) e) None/other/error

  20. Outline • What is PI? • How to write good questions • Common Concerns • Key research results

  21. Good Questions • Challenge the students • Spark discussion • Address a common misconception • Help students “speak” about CS • Foster reflection on subjective issues (e.g. design tradeoffs)

  22. Good Question Bad Question Terminology Turtle turtle1 = new Turtle(w); turtle1.turn(-45); • Type, method name, parameter list • Class, method name, parameter list • Object, method name, parameter list Does your team know what these terms mean/are?

  23. Good Question Bad Question Why is this code in Turtle.java incorrect?(pick any that apply – there are no assumptions for this code) • Nothing is incorrect • Return type is wrong • Parameter is used incorrectly • turnLeft should be turnRight • use of turtle1 is incorrect public mySquare(intsize) turtle1.turnLeft(); turtle1.forward(100); turtle1.turnLeft(); turtle1.forward(100); turtle1.turnLeft(); turtle1.forward(100); turtle1.turnLeft(); turtle1.forward(100);

  24. printBoard is a read only function to print the contents of the 2D data structure.Which design is better? XXXXX{ for (inti=0; i<board.numRows(); i++){ for (int j=0; j<board.numCols(); j++){ cout << board[i][j]; } cout << endl; } } Good Question Bad Question Pass by reference: static void printBoard(Grid<bool>& board){ (B) Pass by value: static void printBoard(Grid<bool> board){ (C) Other/none/more than one

  25. Does order matter? Turtle maria = new Turtle(30,100,w); Turtle jose = new Turtle(100,30,w); • Are these two turtles in the same location? Yes, they both are in World w at 30 and 100! No, they are in different locations What’s a parameter? Good Question Bad Question

  26. Individual vote - No room for discussion.... Group Vote

  27. Outline • What is PI? • How to write good questions • Common Concerns • Key research results

  28. Common Concerns • Clickers • Participation vs. Correctness • “Covering” enough material • Ensuring reading (online vs. in-class quiz) • Teaching programming skills • Appearing gimmicky

  29. Outline • What is PI? • How to write good questions • Common Concerns • Key research results

  30. Students value PI • “Do you recommend other faculty use this in their classes?” • >90% at: • Large Research Universities [1,2] • Small liberal arts colleges [3] [1] Simon, Kohanfars, Lee, Tamayo, Cutts. Experience Report: Peer Instruction in Introductory Computing. SIGCSE 2010. [2] Bailey-Lee, Garcia, Porter. Can peer instruction be effective in upper-division computer science courses. TOCE Special Issue 2013. [3] Porter, Garcia, Glick, Matuseiwicz, Taylor. Peer Instruction in Small Liberal Arts Colleges. ITiCSE 2013.

  31. Students Learn from PI • Students learn from peer discussion[4] • Students learn from instructor explanation [5] • Students learn more than their non-PI counterparts [6] • Same teacher, same school, same class. PI outperformed SI on a final exam by >5% [4] Porter, Bailey-Lee, Simon, Zingaro. Peer Instruction: Do Students Really Learn from Peer Discussion in Computing? ICER 2011. [5] Zingaro, Porter. Peer Instruction in Computing: The Value of Instructor Intervention. Computers and Education, to appear. [6] Simon, Spacco, Parris. How We Teach Impacts Student Learning: Peer Instruction vs. Lecture in CS0. SIGCSE 2013.

  32. Better Students Outcomes • PI in upper division and lower division courses reduces failure rates (W, D, F) by 68% [7] • CS1, CS1.5, Architecture, Theory 2400+ PI students • PI in CS1 (combined with media comp and paired programming) improves major retention by 33% (from 51% to 84%) [8] • 8 iterations of the class, different instructors, 1400 PI students [7] Porter, Bailey-Lee, Simon. Halving fail rates using peer instruction: A study of four computer science courses. SIGCSE 2013. [8] Porter, Simon. Retaining nearly one-third more majors with a trio of instructional best practices in CS1. SIGCSE 2013

  33. Adopters Succeed • Adopters of PI, using materials from developers, experience similar student satisfaction and student learning. [9,10] • Course materials are freely available at: peerinstruction4cs.org [9] Bailey-Lee, Garcia, Porter. Can peer instruction be effective in upper-division computer science courses. TOCE Special Issue. 2013. [10] Porter, Garcia, Glick, Matuseiwicz, Taylor. Peer Instruction in Small Liberal Arts Colleges. ITiCSE 2013.

  34. peerinstruction4cs.org • CS-Principles • CS1-Java (Media) • CS1-Matlab (Media) • CS1-Python • CS1.5-Java • CS2 (coming soon) • Architecture • Computer Organization • Operating Systems • Theory of Computation • Programming Languages Reminder: Please return your clicker

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