going all the way: use of clickers for peer instruction and just-in-time teaching
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Physics Education Research The University of Edinburgh
Going all the way: Use of clickers for peer instruction
and just-in-time teaching
Ross Galloway School of Physics & Astronomy
University of Edinburgh
‘Clickers Reloaded’ 7th December 2011
Physics Education Research The University of Edinburgh
Acknowledgements
The Physics 1A Course Team: Simon Bates & Richard Massey Workshop heads of class and Teaching Assistants Secretaries and technicians
Physics Education Research The University of Edinburgh
Outline
• Motivation • What we did • What happened • What the students thought • Some personal reflections
Physics Education Research The University of Edinburgh
Motivation: the Traditional Classroom
Physics Education Research The University of Edinburgh
Motivation: the Inverted Classroom
• Move information transfer out of the classroom.
• Devote in-class learning time to higher level activities.
Physics Education Research The University of Edinburgh
Motivation: the Inverted Classroom
Physics Education Research The University of Edinburgh
Week n + 1
Workshops
What we did: Physics 1A Course Structure
Week n - 1
Personal Reading
Online Reading
Quiz
Week n
Peer Instruction Lectures
“What I still don’t understand
is…”
Hand-in Assignment
Physics Education Research The University of Edinburgh
What happened
• Students (mostly) did the reading! • Students (mostly) did the quiz! • Students (mostly) came to lectures!
Physics Education Research The University of Edinburgh
What happened
Physics Education Research The University of Edinburgh
preprepostg
−
−=
%100 :gain Normalised
-0.10
0.00
0.10
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0.30
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0.50
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0.90
1.00
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
PI session
Norm
alis
ed g
ain
<g>
Physics Education Research The University of Edinburgh
What happened: diagnostic test results Pre-test Scores
0
5
10
15
20
25
30
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Score
Freq
uenc
y
Pre-test n=161
Post-test Scores
0
5
10
15
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25
30
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Score
Freq
uenc
y
Post-test n=161
52.0=g
Physics Education Research The University of Edinburgh
What happened: diagnostic test results
0.00
0.10
0.20
0.30
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0.50
0.60
0.70
0 20 40 60 80 100
Mean Post-test Score (%)
Nor
mal
ised
Gai
n <g
>
Other universities Physics 1A
Data taken from R.R. Hake, Am. J. Phys. 66(1), 1998
Physics Education Research The University of Edinburgh
What the students thought
N = 90
Physics Education Research The University of Edinburgh
What the students thought
Physics Education Research The University of Edinburgh
Some personal reflections
• Can be scary at first • But you soon get into the rhythm • Forget about carefully planned timing • Great classroom atmosphere • Freedom from ‘coverage’ • Focus on what matters
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