Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Beyond Surface Learning: Teaching with Clickers to Motivate and Engage Students

Presentation given at Indiana University, April 7, 2014
by

Derek Bruff

on 16 December 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Beyond Surface Learning: Teaching with Clickers to Motivate and Engage Students

Beyond Surface Learning: Teaching with Clickers to Motivate and Engage Students
Misconception Questions
"Mentos + Diet Coke," the Cobras, Flickr
Times for Telling
Schwartz & Bransford (1998)
Student Perspective Questions
"Colourful army," maistora, Flickr
Critical Thinking Questions
"Something's Gotta Give," Cyron, Flickr
Absolutist
"m i n i mnms," inajeep, Flickr
Relativist
"Bronze Age Balance," diffendale, Flickr
Evaluative
Kuhn (1992)
Kuhn (1992)
Kuhn (1992)
A.
B.
C.
"skates," marythom, Flickr (CC)
How experienced are you in teaching with clickers?

A. I've not used clickers at all.
B. I'm just getting started with clickers.
C. I'm comfortable with the basics.
D. I'm a power user.
Which of the following is the most significant challenge to engaging your students in deep learning during class?

A. Students are hesitant to speak up in front of their peers.
B. Students focus on taking notes, not engaging.
C. Students focus too much on their grades, not enough on learning.
D. Students don't prepare adequately for class.
E. Something else.
Peer Instruction
Instructor poses question.
Students answer independently.
Instructor views results.
If most answer correctly, briefly discuss question.
If most answer incorrectly, backtrack.
If students are split, have them discuss in pairs and revote.
Instructor leads classwide discussion.
Your sister calls to say she’s having twins. Which of the following is more likely? (Assume she’s not having identical twins.)

A. Twin boys
B. Twin girls
C. One boy and one girl
D. All are equally likely.
"Questions," Oberazzi, Flickr (CC)
Good Questions, Deep Learning
“IMG_9936e2,” Abby Bischoff, Flickr (CC)
A.
C.
B.
"Groups that are too much alike find it harder to keep learning, because each member is bringing less and less information to the table."

James Surowiecki, "The Wisdom of Crowds"
Metacognitive Questions
"Non-Euclidean," Derek Bruff, Flickr (CC)
D.
Making Learning Visible
Agile Teaching
"Macbook X-Ray," Pipeapple, Flickr (CC)
Traxoline is a new form of zionter. It is montillated in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. Based on this information, how is traxoline quaselled?

A. Via gristerlation
B. Via bracteration
C. Via lukization
D. Via montillation
Peer Assessment Questions
"Score Cards," Poundcommapound, Flickr
Yourstone, Kraye, & Albaum (2008)
+4
Difference in exam scores for clickers vs. pencil-and-paper end-of-class quiz takers
pts
Research on Clickers
"29 valley," Simon Williams, Flickr (CC)
Derek Bruff / derekbruff.org / @derekbruff
Full transcript