Add Interactivity to Your Add Interactivity to Your Lecture Using a Lecture Using a

Classroom Response Classroom Response SystemSystem

February 24, 2006February 24, 2006

Paul WilliamsPaul Williams

Physics Department ProjectPhysics Department Project

►Funded by ACC Innovation Grant Funded by ACC Innovation Grant (IG45)(IG45)

►Turnkey system for use by science and Turnkey system for use by science and math faculty at NRGmath faculty at NRG

►Collaborators – Jeff Bechtold and Paul Collaborators – Jeff Bechtold and Paul NacozyNacozy

OutlineOutline

►What is a Classroom Response System What is a Classroom Response System (CRS)?(CRS)?

►How can a CRS be used to promote How can a CRS be used to promote interactivity in the classroom?interactivity in the classroom?

►How can a CRS be implemented at How can a CRS be implemented at ACC?ACC?

► Is a CRS effective? Some measures?Is a CRS effective? Some measures?

My principal teaching area My principal teaching area isis

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1 2 3 4

0% 0%0%0%

1.1. MathMath

2.2. Developmental Developmental MathMath

3.3. StatisticsStatistics

4.4. OtherOther

0%

0%

0%

0%

0%

1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

I am familiar with Classroom I am familiar with Classroom Response Systems (CRS)Response Systems (CRS)

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I have previously used CRS I have previously used CRS in my teachingin my teaching

0%0%

Yes

No

1.1. YesYes

2.2. NoNo

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Classroom Response Classroom Response SystemsSystems

ComponentsComponents

1.1. Instructor poses question to entire Instructor poses question to entire class with computer/projector/receiverclass with computer/projector/receiver

2.2. Students have input device to answer Students have input device to answer questionsquestions

3.3. Immediate Feedback can be Given to Immediate Feedback can be Given to StudentsStudents

Classroom Response Classroom Response SystemsSystemsInstructorInstructor

1.1. Instructor Develops Questions in same Instructor Develops Questions in same software environment that questions are software environment that questions are administeredadministered

2.2. Learn SoftwareLearn Software

3.3. Writes/Adapts Questions – Can spend a lot Writes/Adapts Questions – Can spend a lot of time doing this!of time doing this!

4.4. Manages Data and Class RosterManages Data and Class Roster

Classroom Response Classroom Response SystemsSystems

StudentStudent

►Typically Learns to Use Input Devices Typically Learns to Use Input Devices in matter of secondsin matter of seconds

►Depending on Purchase Model may Depending on Purchase Model may need to register devices over the webneed to register devices over the web

Classroom Response Classroom Response SystemsSystemsAdvantagesAdvantages

1.1. Answers are recorded and immediate Answers are recorded and immediate feedback can be given to studentsfeedback can be given to students

2.2. Gives students anonymity while answering Gives students anonymity while answering questionsquestions

3.3. Typically all students answer every questionTypically all students answer every question4.4. Can collect data for Research or Can collect data for Research or

Participation GradeParticipation Grade5.5. Pedagogically very versatile Pedagogically very versatile

Strategies for Using CRS in the Strategies for Using CRS in the ClassroomClassroom

I am familiar with election I am familiar with election day exit pollsday exit polls

0%

0%

0%

0%

0%

1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

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I believe results of exit polls can I believe results of exit polls can influence the outcome of electionsinfluence the outcome of elections

0%

0%

0%

0%

0%

1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

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PollingPolling

►Typically an opinion questionTypically an opinion question►Students answer anonymouslyStudents answer anonymously►Good tool for promoting class Good tool for promoting class

discussiondiscussion

A rectangular flower bed has A rectangular flower bed has dimensions 2.0 m x 3.00 m. dimensions 2.0 m x 3.00 m. Its area isIts area is

1 2 3 4 5 6

0% 0% 0%0%0%0%

1.1. 6 m6 m22

2.2. 6.0 m6.0 m22

3.3. 6.00 m6.00 m22

4.4. 6.000 m6.000 m22

5.5. All of the aboveAll of the above

6.6. Some other answerSome other answer

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What is the y-intercept of What is the y-intercept of y = 3x + 4y = 3x + 4

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3 4 (0

,3)

(3,0

)

(0,4

)

(4,0

)

Som

e oth

er A

nswer

0% 0% 0% 0%0%0%0%

1.1. 33

2.2. 44

3.3. (0,3)(0,3)

4.4. (3,0)(3,0)

5.5. (0,4)(0,4)

6.6. (4,0)(4,0)

7.7. Some other Some other AnswerAnswer

Which of the following is a Which of the following is a graph of y = |x – 2|graph of y = |x – 2|

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1.1. 11

2.2. 22

3.3. 33

4.4. 44

1 2

34

1 2 3 4

0% 0%0%0%

Which is true about the Which is true about the following function on the following function on the

interval (0,interval (0,ππ2)2)1.1. f’(x) > 0f’(x) > 0

2.2. f’(x) < 0f’(x) < 0

3.3. f’’(x) > 0f’’(x) > 0

4.4. f’’(x) < 0f’’(x) < 0

5.5. 1 and 31 and 3

6.6. 1 and 41 and 4

7.7. None of the aboveNone of the above

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Sin (x)

-1.5

-1

-0.5

0

0.5

1

1.5

-4 -2 0 2 4

x

Sin

(x)

f’(x

) > 0

f’(x

) < 0

f’’(x

) > 0

f’’(x

) < 0

1 a

nd 3

1 a

nd 4

None

of the

abo

ve

0% 0% 0% 0%0%0%0%

Concept TestsConcept Tests

►Typically Brief Questions to test Typically Brief Questions to test student understanding of conceptsstudent understanding of concepts

►Can be used to see if additional time Can be used to see if additional time needs to be devoted to topicneeds to be devoted to topic

A plane’s instruments indicate the A plane’s instruments indicate the landing gear is not working. The landing gear is not working. The pilot thinks the indication is wrong pilot thinks the indication is wrong and attempts to land, crashing and attempts to land, crashing the plane.the plane.

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1 2 3

0% 0%0%

1.1. The pilot made a The pilot made a Type I Error Type I Error

2.2. The pilot made a The pilot made a Type II ErrorType II Error

3.3. The pilot The pilot committed some committed some other type of other type of errorerror

Consult with your neighbors. Consult with your neighbors. See if you can reach See if you can reach

consensus and answer again.consensus and answer again.

A plane’s instruments indicate the A plane’s instruments indicate the landing gear is not working. The landing gear is not working. The pilot thinks the indication is wrong pilot thinks the indication is wrong and attempts to land, crashing and attempts to land, crashing the plane.the plane.

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1 2 3

0% 0%0%

1.1. The pilot made a The pilot made a Type I Error Type I Error

2.2. The pilot made a The pilot made a Type II ErrorType II Error

3.3. The pilot The pilot committed some committed some other type of other type of errorerror

Think Pair Share QuestionsThink Pair Share Questions

►Goal – Students learn from each other (Peer Goal – Students learn from each other (Peer Instruction)Instruction)

► Same Question is asked twiceSame Question is asked twice► First time students answer on their ownFirst time students answer on their own► Small group discussion about the question is Small group discussion about the question is

held and then students answer againheld and then students answer again►Question choice is important – need a Question choice is important – need a

question that you expect 30-50% of the question that you expect 30-50% of the students to initially know the correct answerstudents to initially know the correct answer

A large dump truck rear ends a Yugo. A large dump truck rear ends a Yugo. During the collision, the force exerted During the collision, the force exerted on the Yugo by the truck ison the Yugo by the truck is

1 2 3 4

0% 0%0%0%

1.1. Larger in magnitude than the Larger in magnitude than the force exerted on the truck by force exerted on the truck by the Yugothe Yugo

2.2. Equal in magnitude to the force Equal in magnitude to the force exerted on the truck by the exerted on the truck by the YugoYugo

3.3. Less in magnitude than the Less in magnitude than the force exerted on the truck by force exerted on the truck by the Yugothe Yugo

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Eliciting Common Eliciting Common MisconceptionsMisconceptions

►Physics Education Research has shown Physics Education Research has shown that students strongly and persistently that students strongly and persistently hold non-Newtonian beliefs about hold non-Newtonian beliefs about force and motionforce and motion

►An effective strategy to change those An effective strategy to change those beliefs is to elicit them and confront beliefs is to elicit them and confront themthem

An apparatus will simultaneously release An apparatus will simultaneously release two balls from the same height. One will two balls from the same height. One will be dropped from rest and the other be dropped from rest and the other kicked horizontally. Which ball will hit kicked horizontally. Which ball will hit the ground first?the ground first?

11 22 33 44 55 T

he bal

l dro

pped fr

om...

The

ball k

icke

d sid

e...

They

will

land

at t

he ..

.

It d

epen

ds o

n the

height

It d

epen

ds o

n the

spe.

.

0% 0% 0%0%0%

1.1. The ball dropped The ball dropped from restfrom rest

2.2. The ball kicked The ball kicked sidewayssideways

3.3. They will land at the They will land at the same timesame time

4.4. It depends on the It depends on the heightheight

5.5. It depends on the It depends on the speed of the ballspeed of the ball

Consult with your neighbors. Consult with your neighbors. Try and reach a consensus Try and reach a consensus

opinion. Then answer again.opinion. Then answer again.

An apparatus will simultaneously release An apparatus will simultaneously release two balls from the same height. One will two balls from the same height. One will be dropped from rest and the other be dropped from rest and the other kicked horizontally. Which ball will hit kicked horizontally. Which ball will hit the ground first?the ground first?

11 22 33 44 55 T

he bal

l dro

pped fr

om...

The

ball k

icke

d sid

e...

They

will

land

at t

he ..

.

It d

epen

ds o

n the

height

It d

epen

ds o

n the

spe.

.

0% 0% 0%0%0%

1.1. The ball dropped The ball dropped from restfrom rest

2.2. The ball kicked The ball kicked sidewayssideways

3.3. They will land at the They will land at the same timesame time

4.4. It depends on the It depends on the heightheight

5.5. It depends on the It depends on the speed of the ballspeed of the ball

Interactive Lecture Interactive Lecture DemonstrationsDemonstrations

►Students predict outcome of Students predict outcome of demonstration both on their own and demonstration both on their own and after discussing with their neighborsafter discussing with their neighbors

►Makes demonstrations much more Makes demonstrations much more effective teaching toolseffective teaching tools

TaskTask

►Break into groups of 3 – 4Break into groups of 3 – 4► Introduce yourself to the members of Introduce yourself to the members of

your groupyour group►Brainstorm other ways you could use a Brainstorm other ways you could use a

CRS in the classroomCRS in the classroom►You have three minutesYou have three minutes

Uses of CRS in the ClassroomUses of CRS in the Classroom

1.1. PollingPolling

2.2. Concept TestsConcept Tests

3.3. Think/Pair/Share QuestionsThink/Pair/Share Questions

4.4. Eliciting Common MisconceptionsEliciting Common Misconceptions

5.5. Interactive Lecture DemonstrationsInteractive Lecture Demonstrations

6.6. Others …Others …

Implementation of CRSImplementation of CRS

► Purchase ModelPurchase Model► Available Resources at ACCAvailable Resources at ACC

Purchase ModelPurchase Model► College-owned Classroom SetsCollege-owned Classroom Sets1.1. College bears costCollege bears cost

2.2. Instructor manages rosterInstructor manages roster

► Bundled with TextBundled with Text1.1. Cost is included in Text (Instructor equipment is Cost is included in Text (Instructor equipment is

typically included as part of adoption)typically included as part of adoption)

2.2. Student manages roster (typically over web)Student manages roster (typically over web)

► Student Purchases Clicker at Student Purchases Clicker at BookstoreBookstore

1.1. Student buys clicker (college may have to buy Student buys clicker (college may have to buy instructor equipment)instructor equipment)

2.2. Student manages roster (typically over web)Student manages roster (typically over web)

The campus at which I The campus at which I primarily teach isprimarily teach is

1 2 3 4 5 6 7

0% 0% 0% 0%0%0%0%

1.1. CYPCYP

2.2. EVCEVC

3.3. NRGNRG

4.4. PINPIN

5.5. RGCRGC

6.6. RVSRVS

7.7. OtherOther

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Class SetsClass Sets

►ACC currently owns 5 setsACC currently owns 5 sets►Software is free and can be downloaded Software is free and can be downloaded

from the website of the different vendorsfrom the website of the different vendors►Three are TurningPoint (NRG, EVC, RVS)Three are TurningPoint (NRG, EVC, RVS)

http://www.turningtechnologies.com/http://www.turningtechnologies.com/

►Two are eInstruction (RGC, NRG) – Herb Two are eInstruction (RGC, NRG) – Herb ColemanColeman http://www.einstruction.comhttp://www.einstruction.com

TurningPoint vs. CPSTurningPoint vs. CPS

TurningPointTurningPoint► Tool bar in PowerPointTool bar in PowerPoint► Exports data to ExcelExports data to Excel► Supports large number Supports large number

of question types of question types ► Supports input devices Supports input devices

from different vendorsfrom different vendors► Has IR and RF Has IR and RF ► RF can be used for RF can be used for

testingtesting► BuggyBuggy

CPS (eInstruction)CPS (eInstruction)►Stand alone Program – Stand alone Program – easier to learneasier to learn►Built in GradebookBuilt in Gradebook►Fewer Question TypesFewer Question Types►Only CPS input devicesOnly CPS input devices►IR and RFIR and RF►Can be used for testingCan be used for testing►More StableMore Stable

Innovation GrantInnovation Grant

►Goal – Turnkey portable system for Goal – Turnkey portable system for use by science faculty at NRGuse by science faculty at NRG

►Lives in Physics prep room – NRG 2229Lives in Physics prep room – NRG 2229►Develop slide sets of TurningPoint Develop slide sets of TurningPoint

questions to share with other Physics questions to share with other Physics Instructors (It’s easier to edit than Instructors (It’s easier to edit than create from scratch)create from scratch)

►Conducting a number of Measures of Conducting a number of Measures of efficacyefficacy

Efficacy MeasuresEfficacy Measures

►Data Collection is a “Work in Progress”Data Collection is a “Work in Progress” FCI Pre/Post TestFCI Pre/Post Test Success RatesSuccess Rates Attendance RatesAttendance Rates Attitudinal SurveyAttitudinal Survey

FCI Pre/Post TestFCI Pre/Post Test

►Widely used (Hestenes 1985)Widely used (Hestenes 1985)►ControversialControversial► Identical 30 question 5 item MC test Identical 30 question 5 item MC test

given before and after instruction on given before and after instruction on force and motionforce and motion

►Measure: Hake gain (Hake, 1992)Measure: Hake gain (Hake, 1992) g= (#questions improved)/(# questions g= (#questions improved)/(# questions

missed)missed)

FCI Pre/Post TestFCI Pre/Post Test

►Typical Chalk/Talk lecture g = .2Typical Chalk/Talk lecture g = .2►Typical Active Engagement g = .4Typical Active Engagement g = .4

FCI Pre/Post TestFCI Pre/Post Test►Without ClickersWithout Clickers

Bechtold Summer, 2005 Bechtold Summer, 2005 ►PHYS 2425 g = .25PHYS 2425 g = .25

Nacozy Fall, 2005Nacozy Fall, 2005►PHYS 1401 g = .20PHYS 1401 g = .20

►With ClickersWith Clickers Williams Fall, 2005Williams Fall, 2005

►PHYS 1401 g = .40PHYS 1401 g = .40►PHYS 2425 g = .40PHYS 2425 g = .40

Bechtold Fall, 2005Bechtold Fall, 2005►PHYS 2425 g = .41PHYS 2425 g = .41

Success RatesSuccess Rates

Without ClickersWithout Clickers With ClickersWith Clickers

PHYS 1401PHYS 1401

FA04 .57FA04 .57

SP05 .73SP05 .73

PHYS 1401PHYS 1401

FA05 .83FA05 .83

PHYS 1402PHYS 1402

SP05 .92SP05 .92PHYS 1402PHYS 1402

SU05 .95SU05 .95

PHYS 2425PHYS 2425

FA04 .71FA04 .71PHYS 2425PHYS 2425

FA05 .65FA05 .65

Attendance, Fall 05Attendance, Fall 05

PHYS 1401 Attendance

0

20

40

60

80

100

31-Aug 10-Sep 20-Sep 30-Sep 10-Oct 20-Oct 30-Oct 9-Nov 19-Nov

Date

% A

tten

din

g o

f S

tud

ents

ta

kin

g F

inal

Attendance, Spring 06Attendance, Spring 06

Attendance in PHYS 1401

0

20

40

60

80

100

120

13-Jan 23-Jan 2-Feb 12-Feb 22-Feb

Date

% o

f S

tud

ents

tak

ing

1st

te

st

Student AttitudeStudent Attitude►Published Results – Students tend to Published Results – Students tend to

like using clickers (See like using clickers (See Clickers in the Clickers in the ClassroomClassroom by Duncan) by Duncan)

►Attitudinal Survey conducted by Herb Attitudinal Survey conducted by Herb Coleman at ACC – Students very Coleman at ACC – Students very Positive about usePositive about use

►Anecdotal with my own students – Very Anecdotal with my own students – Very positive about usepositive about use

►Attitudinal Survey for our project – To Attitudinal Survey for our project – To be conducted this springbe conducted this spring

Contact UsContact Us

►Paul Williams, NRG 2153, 223-4824, Paul Williams, NRG 2153, 223-4824, pwill@austincc.edupwill@austincc.edu

► Jeff Bechtold, NRG 2216, 223-4788, Jeff Bechtold, NRG 2216, 223-4788, bechtold@austincc.edubechtold@austincc.edu

►Paul Nacozy, NRG 4226, 223-4896, Paul Nacozy, NRG 4226, 223-4896, pnacozy@austincc.edupnacozy@austincc.edu

EvaluationEvaluation

Please feel free to trade Please feel free to trade clickers to answer the clickers to answer the evaluation questions evaluation questions

anonymouslyanonymously

The material presented was The material presented was interestinginteresting

1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

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The material presented was The material presented was clearclear

1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

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My knowledge about using My knowledge about using CRS increased because of CRS increased because of

the presentationthe presentation

1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

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My interest in using CRS My interest in using CRS increased because of the increased because of the

presentationpresentation1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

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I would attend a future I would attend a future workshop about using workshop about using TurningPoint softwareTurningPoint software

1.1. Strongly AgreeStrongly Agree

2.2. AgreeAgree

3.3. NeutralNeutral

4.4. DisagreeDisagree

5.5. Strongly DisagreeStrongly Disagree

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