Interactivity Interactive Engagement Lecture vs Interactive Engagement TV

Interactivity

Interactive Engagement

Lecture vs. Interactive Engagement TV News vs. Reading • Easy • Inefficient • Have to listen to what they decide to cover. • A little more work • Efficient • Choose what you read

Class time Easiest thing to do: Stand up here and present what’s in the text book But then students are left on their own to struggle with concepts and problems. Students don’t hear what I say • Lab instructions • Concepts • Etc…

Interactivity Ideas 1. 2. 3. 4. 5. 6. Peer Discussion One minute papers Admit Slip Please Inner/Outer Circle The Top 10 Group Worksheets (balanced challenges)

Clicker Uses • • Attendance Quizzes Student Survey Peer Instruction • Each clicker is registered to a student so you know what they chose. • Data automatically compiled

Research on Student learning The use of clickers improves student learning. A. Simply by taking attendance B. When used as an automated quiz device C. When used for peer discussion (students discuss the answer with their nearest neighbors before a final vote) D. The use of clickers has not been shown the be the cause of improved student learning

Research on Student learning The use of clickers improves student learning. A. Simply by taking attendance B. When used as an automated quiz device C. When used for peer discussion (students discuss the answer with their nearest neighbors before a final vote) D. The use of clickers has not been shown the be the cause of improved student learning

Research on Student learning The most effective clicker questions are A. Factual recall B. Challenging conceptual type questions C. Very difficult questions that most students cannot answer on their own. D. Other

Research on Student learning • The most effective clicker questions are A. Factual recall B. Challenging conceptual type questions C. Very difficult questions that most students cannot answer on their own. D. Other

Research on Student learning After students discuss a clicker question, faculty should A. Show the correct choice and move on B. Explain the correct answer and move on C. Explain both the incorrect and the correct answer before moving on D. Depends

Research on Student learning After students discuss a clicker question, faculty should A. Show the correct choice and move on B. Explain the correct answer and move on C. Explain both the incorrect and the correct answer before moving on D. Depends

Clicker Uses • • Attendance Quizzes Student Survey Peer Instruction • Each clicker is registered to a student so you know what they chose. • Data automatically compiled

Student Survey How old are you? A. B. C. D. E. 20 - 21 22 - 23 24 - 29 30 - 39 40 - 60

Peer Instruction Which of these terms mean the same thing? 1. Constant acceleration 2. Zero acceleration 3. Constant velocity A. B. C. D. 1 & 2 1 & 3 2 & 3 All have different meanings

Which ball wins? A. High Road B. Low Road C. Tie

Why Peer Instruction?

Which cart wins? A. Yellow B. Green C. Tie

Despite a very strong wind, a tennis player manages to hit a tennis ball with her racquet so that the ball passes over the net and lands in her opponent's court. Consider the following forces: 1. A downward force of gravity. 2. A force by the "hit". 3. A force exerted by the air. Which of the above forces is (are) acting on the tennis ball after it has left contact with the racquet and before it touches the ground? A. 1 only. B. 1 and 2. C. 1 and 3. D. 2 and 3. E. 1, 2, and 3.

Despite a very strong wind, a tennis player manages to hit a tennis ball with her racquet so that the ball passes over the net and lands in her opponent's court. Consider the following forces: 1. A downward force of gravity. 2. A force by the "hit". 3. A force exerted by the air. Which of the above forces is (are) acting on the tennis ball after it has left contact with the racquet and before it touches the ground? A. 1 only. B. 1 and 2. C. 1 and 3. D. 2 and 3. E. 1, 2, and 3.

Temperature Scales Rank the following temperatures, from highest to lowest. o. F 212 32 A. 300 °C > 300 K > 300 °F B. 300 K > 300 °C > 300 °F C. 300 °F > 300 °C > 300 K D. 300 °C > 300 °F > 300 K -459

Low Cost Voting • Socrative. com • Colored cards

What’s in the bubbles of boiling water? A. B. C. D. Water vapor Air Hydrogen gas and oxygen gas Empty space

What’s in the bubbles of boiling water? A. B. C. D. Water vapor Air Hydrogen gas and oxygen gas Empty space 20 times the energy to break bonds between hydrogen and oxygen compared to the bonds between liquid water.

2. When the temperature of an ideal gas is increased, which of the following also increases? (1) The thermal energy of the gas; (2) the average kinetic energy of the gas; (3) the average potential energy of the gas; (4) the mass of the gas atoms; (5) the number of gas atoms. A. B. C. D. E. 1, 2, and 3 1 and 2 4 and 5 2 and 3 All of 1– 5

Interactive Lecture • Vote First • Does not require Peer Discussion – Research shows increased learning – Not as high as Peer Discussion

Moon’s Orbit Which of the following best depicts the path of the moon around the sun? A. C. B. D. E. The moon does not orbit the sun.

Clicker (Peer Discussion)Research • Breakdown of student responses for the pool of 16 Q 1, Q 1 ad, and Q 2 questions.

Question Category Q 1 ad - Q 1* Q 2 - Q 1 ad* All Questions 16(1)% 21(1)% Easy Questions 16(1)% 12(2)% -4(1)% † Medium Questions 15(1)% 16(2)% 1(1)%† Hard Questions 16(2)% 38(2)% 22(2)% 5(1)% *Mean values are the averages of the differences between Q 1 ad-Q 1, Q 2 Q 1, and Q 2 -Q 1 ad for each student † No significant improvement between these questions

Interactivity Ideas 1. 2. 3. 4. 5. One Minute Papers Admit Slip Please Inner/Outer Circle The Top 10 Group Worksheets (balanced challenges)

One Minute Paper • End of class – “Ticket out the door” – Summarize what you learned today – What was confusing? – What questions might you have?

Admit Slip • 3 x 5 card at end of class – Admit Slip for tomorrow’s Class – “One thing I learned from my homework was…. ” – “One question I have about my homework is …” – Be prepared to discuss • Pick top 5 “I learned” that best summarize the homework and discuss with the class • Pick top 5 “questions” that best summarize the homework and discuss with the class

Inner/Outer Circle • Prior to class write 10 or so questions on the board – Require discussion or explanation as opposed to quick yes/no/single vocab words • Half the kids stand in a giant circle at arms length apart facing out. • Other half stand up and face one member of the inner circle. • Teacher stands in the middle • 1 – 3 minutes to discuss (listen) • Rotate to your right one person • Introduce, answer next question

The Top 10 • Divide into 10 small groups • Have students pick 10 words that describe the topic • Have students pick the top word and put it on the board – No repeated word • As a class have each group explain how their word relates. • Afterward, ask how many groups had each word on their list.

Group Worksheets • Balanced Challenges