Clickers without the clickers Using the web and student devices for classroom response GVSU Fall Teaching Conference 21 August 2013 Robert Talbert, PhD Department of Mathematics Monday, August 19, 13
Clickers without the clickers
Using the web and student devices for classroom response
GVSU Fall Teaching Conference21 August 2013
Robert Talbert, PhDDepartment of Mathematics
Monday, August 19, 13
Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MIDad, nerd, runner, learner
Slides posted at:
[email protected] | http://proftalbert.comTwitter: @RobertTalbert
Google+: http://gplus.to/rtalbertCasting Out Nines blog: http://chronicle.com/
blognetwork/castingoutnines
Monday, August 19, 13
Monday, August 19, 13
Effective teaching involves
Monday, August 19, 13
Effective teaching involves analyzing student knowledge
Monday, August 19, 13
Effective teaching involves analyzing student knowledge
in real time
Monday, August 19, 13
http://www.flickr.com/photos/barbourians/
Monday, August 19, 13
I’m talkative
http://www.flickr.com/photos/barbourians/
Monday, August 19, 13
I’m talkative
I’m shy/scared
http://www.flickr.com/photos/barbourians/
Monday, August 19, 13
I’m talkative
I’m shy/scaredI have contributions to make and things I
need to learn
http://www.flickr.com/photos/barbourians/
Monday, August 19, 13
Monday, August 19, 13
Wanted:
Monday, August 19, 13
Wanted: Simple method
Monday, August 19, 13
Wanted: Simple method
for collecting information about student knowledge
Monday, August 19, 13
Wanted: Simple method
for collecting information about student knowledgeand catching + repairing misconceptions
Monday, August 19, 13
Wanted: Simple method
for collecting information about student knowledgeand catching + repairing misconceptions
from all students
Monday, August 19, 13
Wanted: Simple method
for collecting information about student knowledgeand catching + repairing misconceptions
from all studentswithout freaking them out
Monday, August 19, 13
Wanted: Simple method
for collecting information about student knowledgeand catching + repairing misconceptions
from all studentswithout freaking them out
in as close to real time as possible
Monday, August 19, 13
Wanted: Simple method
for collecting information about student knowledgeand catching + repairing misconceptions
from all studentswithout freaking them out
in as close to real time as possiblethat provides actionable data for teaching and learning
Monday, August 19, 13
Classroom response systems (CRS, “clickers”)
Monday, August 19, 13
120 1 2 3 4 5 6 7 8 9 10 11
1000
0
100
200
300
400
500
600
700
800
900
Time (t) [months]
Sale
s
At what time were this company’s
sales increasing at the fastest rate?
(a) t = 0(b) t = 3(c) t = 4(d) t = 6(e) t = 8(f) None of the above
Monday, August 19, 13
Monday, August 19, 13
I can make my voice heard, gauge my knowledge, and engage with the material
Monday, August 19, 13
I can make my voice heard, gauge my knowledge, and engage with the material
Me too
Monday, August 19, 13
I can make my voice heard, gauge my knowledge, and engage with the material
Me tooMe too
Monday, August 19, 13
I can make my voice heard, gauge my knowledge, and engage with the material
Me tooMe tooMe too
Monday, August 19, 13
I can make my voice heard, gauge my knowledge, and engage with the material
Me tooMe tooMe too
Me too
Monday, August 19, 13
Monday, August 19, 13
$30-50
Monday, August 19, 13
$30-50 $100
Monday, August 19, 13
$30-50 $100
Multiple choice questions only
Monday, August 19, 13
120 1 2 3 4 5 6 7 8 9 10 11
1000
0
100
200
300
400
500
600
700
800
900
Time (t) [months]
Sale
s
Point to the spot on the graph where the
company’s sales were increasing at
the fastest rate.
And then explain in one sentence how
you know.
Monday, August 19, 13
Monday, August 19, 13
27%
73%
No smarphone
Smartphone
2009
In 2013, what percentage of students owned and
used smartphones? (a) Between 20% and 35%(b) Between 35% and 50%(c) Between 50% and 65%(d) Between 65% and 80%
(e) More than 90%
Monday, August 19, 13
27%
73%
No smarphone
Smartphone
2009
73%
27%
No smarphone
Smartphone
2013
Source: http://cms.bsu.edu/news/articles/2013/2/students-embrace-their-smartphones
Monday, August 19, 13
GVSU is now officially supporting two web-based CRS platforms
Monday, August 19, 13
Please take your web-enabled device (smartphone, tablet, laptop, etc.) and...
Sign on to GVSU network and launch a web browserGo to http://www.learningcatalytics.com
Sign in, or sign up for an INSTRUCTOR account
Then sign in to session code on the board
Monday, August 19, 13
Peer instruction
Brief presentation of concept
Conceptual question
Students vote using classroom response system
Debrief, address any remaining
misconceptions
Next topic
Peer discussion -- students argue for right answer + against wrong answers
Revisit concept
< 30% correct
30-75% correct
> 75% correct
Monday, August 19, 13
Evidence for effectiveness of PI
Monday, August 19, 13
• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)
Evidence for effectiveness of PI
Monday, August 19, 13
• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)
• Students in PI physics courses showed improved computation skills even though there was little/no direct instruction on computation (Mazur 1997)
Evidence for effectiveness of PI
Monday, August 19, 13
• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)
• Students in PI physics courses showed improved computation skills even though there was little/no direct instruction on computation (Mazur 1997)
• PI effectively eliminated the gender gap in STEM class performance (Lorenzo, Crouch, & Mazur 2005)
Evidence for effectiveness of PI
Monday, August 19, 13
• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)
• Students in PI physics courses showed improved computation skills even though there was little/no direct instruction on computation (Mazur 1997)
• PI effectively eliminated the gender gap in STEM class performance (Lorenzo, Crouch, & Mazur 2005)
• PI measurably improved student engagement in and out of the classroom (Bates & Galloway 2012)
Evidence for effectiveness of PI
Monday, August 19, 13
Implementing BYOD
Monday, August 19, 13
Implementing BYODSpring 2012
Trial run of Learning Catalytics in MTH 202
Monday, August 19, 13
Implementing BYODSpring 2012
Trial run of Learning Catalytics in MTH 202
Fall 2012Pew Technology Enhancement Grant provides:
60 student licenses for Learning Catalytics (@ $12 each)9 Nexus 7 tablets for loaners (@ $200 each)
Monday, August 19, 13
Implementing BYODSpring 2012
Trial run of Learning Catalytics in MTH 202
Fall 2012Pew Technology Enhancement Grant provides:
60 student licenses for Learning Catalytics (@ $12 each)9 Nexus 7 tablets for loaners (@ $200 each)
Winter 2013Design of MTH 227-01 and -02 around PI using Learning
Catalytics
Monday, August 19, 13
Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”
Monday, August 19, 13
Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”
Monday, August 19, 13
Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”
Monday, August 19, 13
Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”
Monday, August 19, 13
Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Section 01Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Section 02Section 01Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
What could account for the differences?
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Normalized gain = 1
Monday, August 19, 13
Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses
Normalized gain = 1
Normalized gain = 0.42...?
Monday, August 19, 13
Questions and discussion
Monday, August 19, 13
Monday, August 19, 13