Transcript Clickers Technology in the Classroom

Clickers in the classroom
Implementing Peer Instruction in Cegep
Nathaniel Lasry, PhD
Physics Dept, John Abbott College
Div of Engineering & Appl. Sc, Harvard
And
Judith Findlay RN, BScN
Nursing Department, John Abbott College
Cognitive Conflict
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Major issue with science instruction
As instructors, we approach students as novices
Yet, students know A LOT about the world around them
BUT, much of this knowledge is inaccurate
Eg1: what falls to the ground faster a heavy or light ball?
Well, both take the same time!  counterintuitive!
Eg2: where do plants get the source of matter to grow?
NOT from the ground but from air  counterintuitive!
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Plants are made mostly of C, O, N  in air
So its is critical to acknowledge what students think 1st
Learning then occurs through conflict with conceptions
Ultimately leading to
Conceptual change  LEARNING!
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Peer Instruction
An interactive method developed
by Harvard physicist E. Mazur for
large group lectures
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THE METHOD
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Starts with brief lecture
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10-15 min = avg attention span
multiple choice conceptual questions are
then presented to the class
 Questions have scientifically accurate
concepts
 AND prevalent student misconceptions
 Students try to pick out the right answer
from a number of detractors
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Real-Time Feedback
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Students raise a card
A,B,C…
The instructor gets
instant feedback
Does majority get it?
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Yes, proceed to next
concept
Majority doesn’t get it
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Identify most prevalent
misconceptions
Address specific
misconceptions
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More on Peer Instruction
Since the instructor then has instant feedback on
how the class is doing
 S/he can choose to revisit the concept if the % of
right answers is too Low (<35%)
 If the % is not too low, then students are asked to
turn to their neighbor and convince them of their
answer  students revote.
 Levels of correct answers
increase significantly
 Best way to learn is often to
teach others/ verbalize idea…
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Schema of Peer Instruction
Brief lecture (10min)
ConcepTest
Students Vote
correct ans <35%
Revisit Concept
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correct ans: 35%-85%
Peer discussion (23min) students try to
convince each other
Students revote
correct ans >85%
Remaining
misconception
explained
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Wireless keypad: ‘Clickers’
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Harvard students answer by
entering their choice on a 1way IR remote (PRS)
They can even rate their
level of confidence
(Hi,Med,Lo)
Ok, its Harvard! (i.e. $$!)
Well, costs about 25$/stud
JAC Sc Prog has 190 Units
Publishers now packaging
clickers with books
Quite feasible/affordable
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In Class
Interaction
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Feedback
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Using the clicker
Allows instructor to have high quality realtime feedback
 Actively engages Students in course
content (without intimidating them)
 Also, they get to feel what its like to be on
“who wants to be a millionaire”
 Some have reported increases in
attendance when using the clickers!
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Your turn! Testing the method
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Take your clicker and answer the following
question
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2 metal balls are the same size but one weighs twice
as much as the other. If they roll off a horizontal
table with the same speed, which ball hits the
ground closer to the table?
A. Both hit the ground approx at the
same distance from the table
B. The heavier ball hits the floor closer
C. The lighter ball hits the floor closer
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Non-Physics Question
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Since when has humanity first thought of
Earth as being round?
1)
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BC
1 – 1000AD
1000- 1400 AD
1400 – 1800 AD
1800+
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Hmm…
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Since when has humanity first thought
of Earth as being round?
A.
B.
C.
D.
E.
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BC
1 – 1000AD
1000- 1400 AD
1400 – 1800 AD
1800+
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The John Abbott study
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A study on Peer Instruction funded by PAREA
was conducted at John Abbott
Addressed the following 3 empirical questions:
Can Peer Instruction be implemented in Cegep?
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Is Peer Instruction more effective than
traditional instruction in Cegep?
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To date, studied mostly in American universities…
Does it increase conceptual learning?
Does it decrease traditional problem solving skills?
Do clickers work better than flashcards?
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Study Design
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Study looked at 3 groups of 1st semester physics
students
Gp1: CLICKER Peer Instruction
Gp2: FLASHCARD Peer Instruction
Gp3: CONTROL group, traditional inst
All students, pseudo-randomly assigned to gps
Both Peer Instruction gps taught by me (NL)
Control gp taught by other teacher
Matched to me by : Gender, Age (+/-3yrs),
Teaching Experience (+/- 1yr) , style (anecdotally)
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Results: Is Peer Instruction effective in
Cegep?
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PI enables
significantly more
conceptual learning
PI does not reduce
traditional problem
solving skills
PI quite effective in
Cegep!
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Results 2: Do clickers work better than
flashcards?
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No sig difference!
Same conceptual
learning
Same problem
solving skills
Regardless of way
used to answer, PI
works.
The technology is
not the pedagogy!
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Q1: Is Peer Instruction feasible
within Cegep context
Absolutely
 Administrators welcomed approach
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Well received by colleagues
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i.e. found $ to make it happen
More than ½ of physics dept now using some
form of Peer Instruction in their courses
Well received by students
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Survey results
Computer doodles
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Student Survey Results
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STUDENTS’ INFORMAL
COMMENTS
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When I lecture to a large group of
students I feel they always pay attention?
A.
B.
C.
D.
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Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
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Critical thinking requires integration
Clinical setting
Can be too much pressure
Try to avoid mistakes
Back-up always there
Critical thinking
in a
clinical setting
Previous
experience
Laboratory
OSCE
Classroom
Need to ensure
it is appropriate
Provides skills, but
not the
critical thinking
Excellent approach,
but only get
experience
once per term
Large classes
Lecture format
How do we
shake it up?
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My teaching dilemma
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How can I get students to “dig deep” in classes
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I need to “lecture less” and encourage students
to “learn more”
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How do I enable students to:
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Conceptualize (see the big picture instead of small
isolated parts)
Analyze (problem solve), case studies to integrate
knowledge (increase critical thinking)
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Shift from “giving” the information to “getting it”
Collaborate (peer learning, team work)
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Nursing Classes
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Large classes
60-90 students
lecture hall
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Diverse population
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Culture
Language
Wide age group
Feedback
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Do students “get it”?
Do I focus on the critical
areas?
Do I worry more about
volume instead of
concepts?
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Sound familiar?
“… they were not all learning what I wanted them to
learn …”
“… one problem … lies in the presentation of the
material ... it comes straight out of textbooks and/or
lecture notes, giving students little incentive to
attend class …”
“… students asked to distribute lecture notes in
advance so they didn’t need to spend time copying
down notes ... so they could pay more attention to
my lecture … then students complained that I was
lecturing straight out of my lecture notes …!”
Listen to the Learners Teaching in the InterActive ClassRooms & Studio Jim Boyle, Department of Mechanical
Engineering, University of Strathclyde
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What are clickers?
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What is CPS?
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Equipment is a tool, philosophy of engagement is necessary
Preparation is essential
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Instructor
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Students
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Restructure classes
Re-align course planning
Be prepared to not teach “by the book”
Assign work ahead of class and develop opportunities in the class
to be interactive
Class pre-reading required
Participate in class
Think about responses and integration and not answer by rote
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New learning opportunity
Expect the unexpected
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Properly used, clickers can:
Engage students
 Promote active learning
 Allow for anonymous responses (shy
student, cultural diversity, different ages)
 Provide feedback visually
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Correct answer
Level of overall understanding in class
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Properly used, clickers can:
Surprise instructor and students
 Immediately deal with misconceptions
 Assess level of engagement
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Response appropriateness
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Pre-reading complete?
Deeper level of thinking engaged?
Take attendance (not necessary)
 Used easily by faculty
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Limited IT savvy required
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Why should I use clickers?
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B.
C.
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To allow students from different ethnic
groups to participate
To create an active learning
environment
To help the student understand what
they do/do not understand
All the above
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Why use clickers?
Increase attention and engage students
“fun”
 Changes the monotony of passively taking
notes
 Increases interaction with the instructor
and other students
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Do your students come to class
prepared (pre-reading done)?
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B.
C.
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Yes
No
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Do your students expect?
A.
B.
C.
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Notes to be posted on web, course
management system
Give them all the information they
need for the TEST
Both A and B
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When can CPS be used in Nursing
classroom?
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B.
C.
D.
At the beginning of the class to see how
prepared students are
During the lecture to see if the student
is understanding the material
At the end to give feedback to the
teacher and student how much of the
information was understood and
processed
All the above
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Jeopardy Style Game
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Clicker Pilot Project
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Used in second semester nursing class
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Perioperative client
Enteral nutrition
Diabetes – jeopardy style game
Review class – jeopardy style game
Overall, very positive feedback
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Class Demographics
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10
sex
Count
no response
Male
0
Female
no response
21-25 years
under 20
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age
31-35 years
26-30 years
over 40 years
36-40 years
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Lectures were more
interesting with clickers
Class is more enjoyable
using clickers
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20
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10
10
0
strongly agree
no opinion
agree
lectures are more interesting
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strongly disagree
disagree
Count
Count
30
0
strongly agree
agree
no opinion
disagree
class is a more enjoyable experience
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40
30
20
Count
10
0
strongly agree
agree
no opinion
disagree
participation in class without embarrassment
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Clickers waste class time
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20
Count
10
0
no response
no opinion
strongly agree
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clickers wastes class time
strongly disagree
disagree
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Clickers made this presentation
interactive and enjoyable
A.
B.
C.
D.
E.
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Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
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I would like to use clickers in my class
A.
B.
C.
D.
E.
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Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
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