CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like thinking
Post on 03-Jul-2015
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Peer instructions questions that
support expert-like thinking
1 Peer instruction questions to support expert-like thinking
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu
resources: see Weekly Workshops at ctd.ucsd.edu
please
sign in
try to sit with
others in your
subject area
How familiar are you with peer
instruction and clickers?
A) I’ve heard about it but never used it
B) I’ve used it once or twice
C) I use it every time I teach
D) I can’t imagine teaching without clickers
Peer instruction questions to support expert-like thinking 2
What is expertise? [1]
To develop competence in an area of inquiry, student
must
(a) have a deep foundation of factual knowledge
(b) understand facts and ideas in the context of a
conceptual framework, and
(c) organize knowledge in ways that facilitate retrieval
and application
Peer instruction questions to support expert-like thinking 3
Peer instruction questions to support expert-like thinking 4
knowledge
Peer instruction questions to support expert-like thinking 5
knowledge
framework
6
knowledge
framework
retrieval
Peer instruction questions to support expert-like thinking
Peer instruction questions to support expert-like thinking
What the best college teachers do[2]
More than anything else, the best teachers try to
create a natural critical learning environment:
natural because students encounter skills, habits,
attitudes, and information they are trying to learn
embedded in questions and tasks they find fascinating
– authentic tasks that arouse curiosity and become
intrinsically interesting, critical because students
learn to think critically, to reason from evidence, to
examine the quality of their reasoning using a variety
of intellectual standards, to make improvements while
thinking, and to ask probing and insightful questions
about the thinking of other people. 7
In natural critical learning environments
students encounter safe yet challenging conditions in
which they can try, fail, receive feedback, and try again
without facing a summative evaluation.[2]
Peer instruction questions to support expert-like thinking 8
try
fail receive
feedback
Peer instruction
Pause to let students think, provide a question for
them to think about, and provide prompts so
they have the conversations you want them
to have.
Peer instruction questions to support expert-like thinking 9
Supporting expert-like thinking:
Introductory Biology class The molecules making up the dry mass of wood in
a tree come from
A) sunlight
B) the air
C) the seed
D) the soil
Peer instruction questions to support expert-like thinking 10
(Question: Bill Wood)
(Image: Autumn? No Doubt! by blavandmaster on flickr CC)
In effective peer instruction
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts
in their (novice) language
each student finds out what s/he does(n’t) know
the instructor finds out what the students
(don’t) know and reacts, building on their initial
understanding and preconceptions.
Peer instruction questions to support expert-like thinking 11
students learn
and practice
how to think,
communicate
like experts
t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Peer instruction questions to support expert-like thinking 12
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Peer instruction questions to support expert-like thinking 13
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Peer instruction questions to support expert-like thinking 14
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
The students have not
resolved Concept X.
But they’re know X exists
and why X is interesting.
t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Peer instruction questions to support expert-like thinking 15
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Peer instruction questions to support expert-like thinking 16
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Students have had
opportunities to
try, fail, receive feedback
and try again without facing
a summative evaluation.
t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Peer instruction questions to support expert-like thinking 17
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Effective peer instruction requires
1. identifying key concepts, misconceptions
2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating episodes of peer instruction that
spark and support expert-like discussion
4. leading a class-wide discussion to clarify
the concept, resolve the misconception
5. reflecting on the question: note curious
things you overheard, how they voted, etc. so
next year’s peer instruction will be better
Peer instruction questions to support expert-like thinking 18
before
class
during
class
after
class
today
next
week
Peer instruction questions to support expert-like thinking 19
What makes a good question?
clarity Students waste no effort trying to figure out
what’s being asked.
context Is this topic currently being covered in class?
learning
outcome
Does the question make students do the right
things to demonstrate they grasp the concept?
distractors What do the “wrong” answers tell you about
students’ thinking?
difficulty Is the question too easy? too hard?
stimulates
thoughtful
discussion
Will the question engage the students and
spark thoughtful discussions? Are there
openings for you to continue the discussion?
(Adapted from Stephanie Chasteen, CU Boulder)
Sample Questions
With others in your group, look through the collection of questions (start with the questions in subjects you’re familiar with. )
WARNING: Some are good, some are not.
Try to identify at least one characteristic (clarity, context,…) that makes each question good (or bad). Use the scorecard to record your opinions.
Peer instruction questions to support expert-like thinking 20
Peer instruction helps you teach
Peer instruction questions to support expert-like thinking 21
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
t h e l e a r n i n g c y c l e
t h e l e a r n i n g c y c l e
Peer instruction helps you teach
Peer instruction questions to support expert-like thinking 22
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Do they care about this?
Are they ready for the next topic?
What DO they care about, anyway?
What do they already know?
t h e l e a r n i n g c y c l e Did they notice key idea X?
Where are they in the activity?
Peer instruction helps you teach
Peer instruction questions to support expert-like thinking 23
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Are they getting it?
Do I need to intervene?
t h e l e a r n i n g c y c l e How did I do?
Did they get it?
Peer instruction helps you teach
Peer instruction questions to support expert-like thinking 24
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Can I move to the next topic?
Did that activity work?
Resources
1. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
2. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.
3. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88- 96. Available at money.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm
4. Peer instruction resources from the Carl Wieman Science Education Initiative at the Univ. of British Columbia : http://www.cwsei.ubc.ca/resources/clickers.htm
5. Videos by the Science Education Initiative at the Univ. of Colorado (Boulder) provide excellent background for using clickers: http://www.cwsei.ubc.ca/resources/SEI_video.html
6. Peer Instruction network blog.peerinstruction.net
Peer instruction questions to support expert-like thinking 25
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