clickers
evaluations of my lectures improved significantly clicker questions force me to think about what the most important messages of my lectures are with clickers it is difficult for students to hide in the crowd my students are encouraged to think rather than just listen I often learn that what my students do and do not understand is something else than what I expected the most important to me is that all students feel that they are heard
no on/off rwpoll.com only last click counts vote recorded: display & green light
er du klar til spørgsmål 1?
Har du brugt clickere i din undervisning? 1. Ja, meget 2. Ja, lidt 3. Nej, ikke endnu, men jeg vil gerne 4. Nej, og det kunne jeg ikke drømme om 5. Jeg underviser ikke
I hvilken type klasse ønsker du at bruge clickere? 1. En forelæsning med > 100 bachelor studerende 2. En forelæsning med > 40 master studerende 3. Et kursus med 10 20 PhD studerende 4. Jeg underviser ikke
Din søster ringer og siger hun skal have tvillinger. Hvad er mest sandsynligt (antag at det ikke er enæggede tvillinger)? 1. To piger 2. To drenge 3. En pige og en dreng 4. Alle udfald er lige sandsynlige
Din søster ringer og siger hun skal have tvillinger. Hvad er mest sandsynligt (antag at det ikke er enæggede tvillinger)? 1. To piger 2. To drenge 3. En pige og en dreng 4. Alle udfald er lige sandsynlige
Din søster ringer og siger hun skal have tvillinger. Hvad er mest sandsynligt (antag at det ikke er enæggede tvillinger)? 1. To piger 2. To drenge 3. En pige og en dreng 4. Alle udfald er lige sandsynlige
Explanation For hvert foster er sandsynligheden for pige og dreng lige stor: ½ pige pige: ½ x ½ = ¼ pige dreng: ½ x ½ = ¼ dreng pige: ½ x ½ = ¼ dreng dreng: ½ x ½ = ¼ ½
What is the chance of getting head & tail if I flip a 20 Kr. and a 1 Kr. coins? tail tail head tail head head tail head
What is the chance of getting head & tail if I flip a 20 Kr. and a 1 Kr. coins? tail tail head tail head head tail head ½
Thermal expansion
Betragt en rektangulær metalplade med et cirkulært hul i. Når pladen opvarmes (uniformt), bliver hullets diameter 1. større 2. den samme 3. mindre
Betragt en rektangulær metalplade med et cirkulært hul i. Når pladen opvarmes (uniformt), bliver hullets diameter 1. større 2. den samme 3. mindre
Betragt en rektangulær metalplade med et cirkulært hul i. Når pladen opvarmes (uniformt), bliver hullets diameter 1. større 2. den samme 3. mindre
Explanation Remember: All atoms must get farther away from each other!
Explanation Consider the atoms at the ring of the hole:
Explanation Consider the atoms at the ring of the hole:
Adding hydrogen atoms to fatty acid tails of a triglyceride containing double bonds (C=C) would: 1. Increase the triglyceride melting temperature 2. Decrease the triglyceride melting temperature 3. Have no effect on the triglyceride melting temperature 4. I don t have enough information to say
Adding hydrogen atoms to fatty acid tails of a triglyceride containing double bonds (C=C) would: 1. Increase the triglyceride melting temperature 2. Decrease the triglyceride melting temperature 3. Have no effect on the triglyceride melting temperature 4. I don t have enough information to say
Adding hydrogen atoms to fatty acid tails of a triglyceride containing double bonds (C=C) would: 1. Increase the triglyceride melting temperature 2. Decrease the triglyceride melting temperature 3. Have no effect on the triglyceride melting temperature 4. I don t have enough information to say
Explanation Adding hydrogens = making the triglyceride more saturated = fatty acid chains pack better
Explanation Adding hydrogens = making the triglyceride more saturated = fatty acid chains pack better Oils! Butter! Candles!
what happened?
80% 50% individual vote vote after discussion introductory genetics course class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
If you got the correct answer the second time, how did you get there? 1. I knew what the correct answer was the first time already because I am really super smart 2. My neighbor is really super smart and told me what the correct answer was 3. My neighbor and I were able to figure it out as at least one of us knew the correct answer 4. My neighbor and I were able to figure it out even if none of us knew the correct answer
In your opinion, which of the following is most likely the reason why more students get it right the second time? 1. During discussion with their neighbors, students have time to go through their textbook or their notes to find the answer 2. During discussion with their neighbors, the really super smart students just tell their class mates what the correct answer is 3. During discussion with their neighbors, students figure out the correct answer because one of them always knows the correct answer 4. During discussion with their neighbors, students figure out the correct answer even if none of them knows the correct answer 5. All reasons are equally likely
80% 50% individual vote vote after discussion introductory genetics course class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
80% 50% individual vote vote after discussion vote on isomorphic question introductory genetics course class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
isomorphic questions have different cover stories but require application of the same principles or concepts for solution introductory genetics course class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
80% 50% individual vote vote after discussion vote on isomorphic question introductory genetics course class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
individual vote vote after discussion vote on isomorphic question 80% 50% easy medium difficult introductory genetics course class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
In your opinion, which of the following is most likely the reason why more students get it right the second time? 1. During discussion with their neighbors, students have time to go through their textbook or their notes to find the answer 2. During discussion with their neighbors, the really super smart students just tell their class mates what the correct answer is 3. During discussion with their neighbors, students figure out the correct answer because one of them always knows the correct answer 4. During discussion with their neighbors, students figure out the correct answer even if none of them knows the correct answer 5. All reasons are equally likely
In your opinion, which of the following is most likely the reason why more students get it right the second time? 1. During discussion with their neighbors, students have time to go through their textbook or their notes to find the answer 2. During discussion with their neighbors, the really super smart students just tell their class mates what the correct answer is 3. During discussion with their neighbors, students figure out the correct answer because one of them always knows the correct answer? 4. During discussion with their neighbors, students figure out the correct answer even if none of them knows the correct answer 5. All reasons are equally likely
often when talking through questions, the group can figure out the questions without originally knowing the answer, and the answer almost sticks better that way because we talked it through instead of just hearing it introductory genetics course class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
peer instruction
continue" lecture" Eric Mazur, Harvard University
survey recall conceptual understanding no single correct answer
how to write good questions?
About 30% of point mutations (substitutions) that occur in coding regions of DNA are harmless. Why? 1. because only 30% of the DNA is actually coding for amino acids 2. because only 70% of the DNA is actually coding for amino acids 3. because most amino acids are specified by several codons that differ at the third position 4. all of the above
where are we going with this?
students did not learn anything 0 0.5 1 1 students learned everything top university versus two-year college average student gains Lasry et al. Am. J. Phys. (2008) 76:1066
top-tier university traditional peer instruction students did not learn anything 0 0.5 1 1 students learned everything top university versus two-year college average student gains Lasry et al. Am. J. Phys. (2008) 76:1066
top-tier university traditional peer instruction two-year college students did not learn anything 0 0.5 1 1 students learned everything top university versus two-year college average student gains Lasry et al. Am. J. Phys. (2008) 76:1066
top university versus two-year college drop out rates Lasry et al. Am. J. Phys. (2008) 76:1066
traditional classroom Teacher s role: Sage on the stage flipped classroom Teacher s role: Guide on the side source: http://www.knewton.com/flipped-classroom/
traditional classroom Teacher s role: Sage on the stage flipped classroom Teacher s role: Guide on the side source: http://www.knewton.com/flipped-classroom/
traditional classroom Teacher s role: Sage on the stage technology! flipped classroom Teacher s role: Guide on the side source: http://www.knewton.com/flipped-classroom/
resources
cse.au.dk > Resources thebrokendam.com WORKSHOP at AU!! June 18-19, 2012 Turningtechnologies.com > Downloads /studentresponsesystems/trainingevents/userconferences/ cwsei.ubc.ca derekbruff.org/
Mazur Science (2009) 323:50
summary
what do you take away from this workshop?