CFE ’ s Faculty Showcase - PowerPoint Presentation

CFE’s Faculty ShowcaseLet’s Hear from the Entire Class 11/2/12 1 David Smith Physics and Astronomy Rita Balaban Economics Adam Persky Eshelman School of Pharmacy

Clicker Question 1Which of the following best describes your experience with classroom response systems (clickers)?A: I use clickers extensively in my courses.B: I use clickers sparingly in my courses.C: I am familiar with clickers but have not yet used them in my courses.D: I’m completely new to clickers and their use in the classroom. 11/2/12 2

IntroductionMy experience with clickersEffective use of clickers in the classroomAdministrative overheads11/2/12 3

ExperienceFirst experience in graduate school (Ireland ~ 2008) but no personal experience.Extensive use during my postdoc at the University of WashingtonUse was motivated by recent physics education research, in addition to personal preference.11/2/12 4

Physics Education Research“Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses,” R.R. Hake, Am. J. Phys. 66, 64-74 (1998). Significant findings included that courses that used interactive-engagement methods had much larger gains that courses using traditional methods 11/2/12 5

Physics Education ResearchUnderstanding How Physics Faculty Use Peer Instruction,  C. Turpen and N. Finkelstein, PERC 2007 Proceedings, 204-207. Peer Instruction: A User's Manual,  E. Mazur; Publisher: Prentice Hall - Book Designing effective questions for classroom response system teaching,  I. Beatty, W. Gerace, W. Leonard, and R. Dufresne, Am. J. Phys., 74 (1), 31-39 (2006). 11/2/12 6

Two gliders, A and B, collide on a level, frictionless track, as shown below. The mass of glider A is less than that of glider B (i.e., mA < mB). The final speed of glider A is greater than that of glider B (i.e., vAf > vBf).Is the magnitude of the final momentum of glider A, |pAf|, greater than, less than, or equal to that of glider B, |pBf|? A: Greater than B: Less than C: Equal to D: Not sureClicker Question Example 11/2/12 7

Clicker Question 311/2/12 8

Clicker Question 311/2/12 9

Effective UseClicker questions should ideally foster discussion, and challenge student ideas.Effective questions often address conceptual difficulties.Other questions can be useful in judging the effectiveness of the lecture, by gauging the level at which students understand the material. 11/2/12 10

Administrative ConsiderationsShould I award course credit for clicker responses? If yes, how much?Should I award credit for correct responses?Shared responsibility between instructor and student.11/2/12 11

Let’s Hear from the Entire Class!Rita A BalabanSenior LecturerDepartment of Economics

Audience Response SystemTurning Point, Turning Technologies

History of VTC at UNCElizabeth City State University (circa 2005)Historically underserved part of the stateAsheville (circa 2011)Class size upon admission10 to 15 students (ECSU)142 students (CH)25-30 students (Asheville)

Primary UsesKnowledge checks (Beginning, Middle, End)Conversation startersAttention MaintainersTeam-Based LearningStudent presentationsGrade QuizzesMore CommonLess Common

Conditional BranchingHow do you want to treat the patient?Do NothingHemodialysisStop MedsMeds are stopped, now what?Do Nothing Pt is hypotensive, now what? Pt BP is normal but refuses dialysis, now what? Patient DiesHemodialysis Get BP up Patient Dies

Class response system supportCFE’s Poll Everywhere accounts cfe.unc.edu/100plus/crs.htmlDeveloping activities for class response systemsCenter for Faculty Excellence Contact: Bob Henshaw