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Why Peer Instruction
Transcript of Why Peer Instruction
A self-guided click where you want to go Why Peer Instruction Information Transmission to
Constructing Understanding Why it works: Many lectures are based in a transmissionist learning model sfs sfsdfg But Science (and others) Know This isn't True People actively construct their own knowledge
Based in their pre-existing understanding
Proteins form, Neurons fire Requires 10,000 hours, deliberate, effortful practice Expertise Development (not a transmitter of information) Be a Coach of Thinking What Kinds of Questions
Should I Ask? Promote Discussion Question options invite explanation of reasoning
Ask challenging questions -- ~35-75% correct 1st vote
Use distractors based in common mistakes Discussion Time Must
Contribute to Learning Kinds of Questions Setting Up Instruction Before Predicting Before Explanation Primes Brain for Learning Predict Motivation is CORE to learning:
It's not obvious to students, help them out
Help them see it in a new way Motivate Bring that "aha" moment into the classroom where
YOU can expertly explain it
(rather than leaving it for midnight homework) Probe Misconception or
Common Mistake Engaging Students With Material During If you say it, you only know that YOU thought about it.
Pose a question that gets students to think about it. Analyze Before the Term Logistics A Common
Lecture Day This is really helpful -- but they gloss over the:
A) Individual Vote
C) Group (2nd) Vote What Will Happen (Sort of) Full Details On :
http://www.peerinstruction4cs.org/general-pi-tips/ Let us make life easier -- we have experienced support staff
Pick a lecture "in the middle" (maybe week 3?)
Give it a shot
What will you expect from pre-reading?
What will you no longer "say"
What should students do to cause changes in their brains
How will your questions lead to interesting discussion?
Get feedback from us Get a PI Coach from the CTD! Details are here:
http://www.peerinstruction4cs.org/general-pi-tips/ Order Clickers as a Textbook
Prepare Your Syllabus You MUST explain why... Grab sample PPT and watch a video of how an instructor explains it in her class:
http://www.peerinstruction4cs.org/general-pi-tips/ Some Materials to Use/Modify http://www.peerinstruction4cs.org/getting-started-how-do-you-get-students-to-read-the-book/ Get Students To Read the Book If you keep presenting basic “lecture” slides (here’s the structure of an if statement) then
a) you won’t be able to get through material at the necessary pace and
b) students will stop reading, because, hey, you will review it for them anyways.
The great benefit of the quiz is to provide students feedback on “how well” they need to read the textbook. You want 90%+ of students to get quiz questions right (in a nice world — 85% generally makes me feel OK). But see the GOTCHA below — don’t make them too hard. GOTCHA: Maybe not every day, but MORE OFTEN THAN YOU THINK (every other week).
Sample slides and video at:
http://www.peerinstruction4cs.org/general-pi-tips/ Remind them why PI is good Seek Feedback How Do I Know If It Helps? Do KQS Cards:
Keep, Quit, Start
http://ctd.ucsd.edu/2011/08/ask-students-about-lecture-kqs/ Week 3: CTD has a COMMON SURVEY already given to 1,000's of UCSD students.
Contact us to set it up -- we can collect the information for you, to protect student anonymity.
BUT, Unlike CAPES, we can tell you WHO completed it, so you can give points for it (reducing sampling bias) Ask CTD to
Survey Week 10 Review / Recap If not, you can choose to explain, or (if most got it) suggest that students who got it wrong need to seek help Did They Really Get It? As students learn more, ask them to evaluate relative concerns. In this scenario, the green ring indicates various answers could be argued Make Connections Across Content