MS4 level being good citizen -imperative- (1) (1).pdf
Teaching with Clickers for Deep Learning
1. Teaching with Clickers for Deep Learning
Derek Bruff, PhD – Center for Teaching – Vanderbilt University
2.
3. Your sister calls to say she’s having twins. Which of the
following is more likely? (Assume she’s not having
identical twins.)
0%
A. Twin boys
0%
B. Twin girls
0%
C. One boy and one girl
0%
D. All are equally likely
4. Instructor Poses
Question (<1 Min)
Students Answer
Independently
(1-3 Min)
Peer
Instruction
via Clickers
Instructor Views
Results (<1 Min)
If Most Answer
Correctly,
Briefly Discuss
Question (1-3 Min)
If Most Answer
Incorrectly,
Backtrack (5+ Min)
If Students Are Split,
Have Students Discuss
in Pairs and Revote
(1-5 Min)
Instructor Leads
Classwide Discussion
(2-15 Min)
7. Traxoline is a new form of zionter. It is montillated in
Ceristanna. The Ceristannians gristerlate large amounts
of fevon and then bracter it to quasel traxoline.
Traxoline may well be one of our most lukized snezlaus
in the future because of our zionter lescelidge. Based
on this information, how is traxoline quaselled?
0%
0%
0%
0%
A.
B.
C.
D.
Via gristerlation
Via bracteration
Via lukization
Via montillation
8. Factual Recall Question
When you hear the term “water boarding,” what
comes to mind?
1. Olympic Event
2. Fraternity Initiation
3. Interrogation Technique
4. Surfing
5. Torture
John Jameson,
History,
Kent State University
11. Concept Questions
Your sister calls to say she’s having twins. Which
of the following is more likely? (Assume she’s
not having identical twins.)
A. Twin boys
B. Twin girls
C. One girl and one boy
D. All are equally likely.
“IMG_9936e2,” Abby Bischoff, Flickr (CC)
13. Concept Questions
Suppose that (1) earlobe attachment is dictated by a single
gene, (2) unattached earlobes dominate, and (3) attached
earlobes are recessive.
From this information, you can conclude:
A. Attached earlobes are seen less
frequently than unattached earlobes
in a population.
B. Attached earlobes are seen more
frequently than unattached earlobes
in a population.
C. Either phenotype could be seen
more frequently in a population: you
need more information.
Jennifer Knight, Biology,
Univ. Colorado-Boulder
15. Representation Questions
Which solution best represents HF disassociation in
solution? (What does the equilibrium picture look
like?)
HF(aq)
H+(aq) + F-(aq) K = 6.8 10-4
A
B
Barbara Reisner, Chemistry, James Madison University
C
17. Application Questions
Consider the view of the
northeastern horizon shown
at a certain date and time.
Which of the following best
describes the positions of
these constellations 24
hours later?
1.
2.
3.
4.
5.
Slightly lower in the sky, closer to the NE horizon.
Exactly the same place
Slightly higher in the sky, farther up from the NE horizon
Somewhere just above the SW horizon
Not visible at all above the horizon
Patrick
Len, Astronomy,
Cuesta College
18. Application Questions
Consider two mice from the same inbred strain. These mice have
identical MHC II alleles.
For MHC I:
• Mouse X has two alleles each of B, F and G.
• Mouse Z has a mutation in one of its MHC I genes, and has two B
and F alleles and one G and one H.
If you transplant skin from one mouse to the other:
A. X can accept a transplant from Z and Z can accept from X
B. X can accept from Z, but Z will reject tissue from X
C. Z can accept from X, but X will reject tissue from Z
D. Neither mouse can accept a transplant from the other mouse
Molecular, Cellular, &
Dev. Biology, CU-Boulder
19. Application Questions
C. Leon Partain,
Radiology
Vanderbilt U.
B.
C.C.
Where is the
primary
abnormality?
A.
D.
D.
A.
B.
24. Critical Thinking Questions
RR, a patient diagnosed with Type 1 diabetes, comes in for
follow-up. He brings his SMBG log book and you see that most
of his pre-breakfast numbers have been high, around 200. After
questioning RR, he says he has been waking in the middle of the
night with a lot of sweating. The most likely reason for his high
AM sugars is:
1.
2.
3.
4.
5.
Dawn phenomenon
Poor dinner choices
Not enough insulin in the evening
Somogyi effect
Incorrect use of BG meter
Stuart Beatty,
Pharmacology,
Ohio State University
25. Critical Thinking Questions
•
•
•
•
•
17-year-old male
Pruritic foot rash
Severe joint pain
High fevers to 104°F
CT abdomen requested
What is the most helpful
radiologic study?
A. Ultrasound
B. Angiography
C. Hepatobiliary Scan
D. Sulfur colloid scan
Stephanie
Spottswood, Radiology,
26. Critical Thinking Questions
You are a triage nurse in a pediatric urgent care
clinic and the following patients are waiting.
A. 3-year-old female with a FUO and T=40°C
who is riding a tricycle in the waiting room
B. 6-week-old term male, cc: fussy breast,
T=38.6°C
C. 14-year-old male with hx of epilespy who
had a seizure at home lasting ~1 minute
about 30 min. ago
Who would you triage first?
Jean
Farley, Nursing, G
eorgetown Univ.
28. Ethical Questions
A couple wants to have a daughter because they
already have 5 sons and wish to have a
daughter. In this case, should this couple be
allowed to use biotechnology to select the sex of
their child?
A. Yes
B. No
C. Not willing to form an
opinion yet.
Darrell Killian, Biology,
Colorado College
29. Which of these question types seems most
promising for your teaching?
0%
0%
0%
0%
A.
B.
C.
D.
Concept Questions
Application Questions
Critical Thinking Questions
Something else…
31. Why Clickers?
Stowell & Nelson (2007) – Undergraduate psychology
lectures, clickers vs. response cards vs. hand-raising
Hand-Raising
98%
92%
Response Cards
Clickers
82%
60%
% Correct During Lecture
52%
60%
% Correct on Post-Quiz
32. Why Clickers?
Rubio, Bassignani, White, & Brant (2008) – Midday
residential lectures in radiology, with and without
clickers
Clickers
Control
76%
60%
58%
28%
% Correct on Post-Quiz
% Correct 3 Months Later
36. Before Class
Class Time
After Class
(Asynchronous)
(Synchronous)
(Asynchronous)
Transfer
Assimilate
Traditional Approach
Transfer
Assimilate
Flipped Approach
37. Before Class
Class Time
After Class
(Asynchronous)
(Synchronous)
(Asynchronous)
Transfer
Assimilate
Traditional Approach
First
Exposure
Practice &
Feedback
Flipped Approach
38. Before Class
Class Time
After Class
(Asynchronous)
(Synchronous)
(Asynchronous)
Transfer
Assimilate
Traditional Approach
First
Exposure
Practice &
Feedback
Flipped Approach
Further
Exploration
39. Derek Bruff
Email: derek.bruff@vanderbilt.edu
Web: cft.vanderbilt.edu
Twitter: @derekbruff
Flickr Photo Credits
– “Skates,” marythom
– “Drew & Katie,” Abby Bischoff
– “29 Valley,” Simon Williams
– “Questions,” Tim O’Brien
– “Ear,” Travis Isaacs
–
–
–
–
“Mentos + Diet Coke,” Michael & DeEtta Cobra
“Macbook X-Ray,” Jason de Villa
“Choices,” Derek Bruff
“Final Exam,” dcjohn
Notas del editor
“skates,” marythom, Flickr (CC)
“IMG_9936e2,” Abby Bischoff, Flickr (CC)
“29 Valley,” Simon Williams, Flickr (CC)
“Questions,” Oberazzi, Flickr (CC)
“IMG_9936e2,” Abby Bischoff, Flickr (CC)
Often, conceptual understanding of the underlying ideas is necessary to translate between various ways of representing those ideas, and so asking students clicker questions that require them to make those translations can be a useful way of assessing their conceptual understanding. The question in Example 4.4 from Barbara Reisner, who teaches chemistry at James Madison University, is such a question. This question requires students to translate from an equation representing a chemical process to a molecular-level graphical representation of that same process. Similar representation translation questions can be asked in other disciplines.
Application questions ask students to take those concepts and use them in particular situations.Application questions can also be used to ask students to apply course material to situations in their own lives, helping them connect to the course content.Prediction questions are also useful—asking students to predict the outcome of a scientific experiment or the outcome of a subsequent opinion question.
Upper right quadrant. It’s the slightly lighter fuzzy thing near the neck.
“Macbook X-Ray,” Jason de Villa, Flickr (CC)
Correct answer: D.
http://www2.coloradocollege.edu/ats/events/2012showcaseposters/DKillian2012.pdfFirst Day of Class: 47% Yes, 42% No, 11% Not SureLast Day of Class: 44% Yes, 56% No
“Questions,” Oberazzi, Flickr (CC)
22 radiology residents, randomly assigned (stratified by year) into two groups, lecture topic: solid pediatric renal masses, identical lecture material, post-lecture quiz, quiz again after three months
See also “The Flipped Classroom FAQ,” http://www.cirtl.net/node/7788.
The traditional approach to structuring learning in and out of class, using Eric Mazur’s terminology. Class time is spend transferring information from professor to student, typically via lecture. After class, students assimilate that information by working through problem sets. Note that this framework has the most resonance with math, science, and engineering courses, although it’s often used in lecture-based courses in other disciplines, too.
As Mazur argues, the assimilation step is the harder of the two, so why not shift that to class time, when everyone (instructors and students) is around to help? This requires shifting the transfer step before class, typically by having students read textbooks or watch lecture videos. Note that lecture videos might be created by the instructor, but they might also be ones created by other instructors. This approach has come to be called the “flipped” or “inverted” classroom. (See http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/ for some of the history of these terms.)
The flipped classroom usually refers to an actual classroom, but the ideas translate just as well to online education, as long as you think of the “classroom” as synchronous activities that involve all the students.
Recently, there’s been some useful critique of the notion that the learning process should start with “transfer” activities, like reading textbooks and watching lecture videos. See http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html for some initial research on this issue. Instead of “transfer,” perhaps it’s better to think of the before class activities in the flipped approach as “first exposure” to the content of the day. Barbara Walvoord and Virginia Johnson Anderson use this term in the book Effective Grading. Instead of “assimilate,” let’s be slightly more concrete and say “practice and feedback,” since we know that’s critical to student learning.
Finally, we should acknowledge that rarely does the learning process end when the bell rings. Students usually need time for further exploration with a topic after class is over. This can include tackling harder problems, studying for exams, and applying knowledge through papers and projects, among other options.There you have it: the flipped classroom framework for structuring student learning.