Turning Technologies NXT Clicker CONFIRMATION TURN ON Press any button Toolbox Delete Channel Submit/Send Back CHANGE CHANNEL Press Channel Enter number Press Submit Register Clicker in Blackboard Go to Blackboard:Click on your course link. Find & click on Tools link. Scroll down & click on TurningPoint Registration Tool. Questions & concerns? Write to us: Register Clicker in Blackboard Enter the Device ID found on the back of your clicker. Please log in with your clicker: To power on, press any key. Your display will probably show just a few items in the corners. First, be sure that your clicker is set to Channel 44look at the little indicator in the upper left-hand corner. If thats not already 44, press the Channel button to the left of the main keypad, then type in 4 4, then press the big oval key in the center, under the display. That should be all you need to doyoure now ready to try to answer a questionbut if things dont seem to be working as described here, raise your hand if you need help. (If your neighbor is new to the clicker, please help if you canthanks!) Please break into small groups now (3 or 4 persons whoever is sitting around you) and take a few minutes to decide among the group: What are your three biggest concerns/worries/fears about this physics class? State them as simply as possible. Ill take an informal poll shortly and try to find out what the most common issues are, and well talk about them. Lets test the clickerswith this experiment Front half of the room: You are Group 1. Back half of the room: You are Group 2. The next slide is for Group 1 eyes only. (So, Group 2 members: Close your eyesno peeking!) Group 1 members: Read the following slide of instructions silently to yourselvesand look up when youre finished reading. Group 1 instructions: In a moment, Im going to show you a collection of words. Your task: Count how many words describe items you would want to have with you if you were lost in the desert. (You dont need to write down the qualifying words just count how many qualify.) The next slide is for Group 2 eyes only. (So, Group 1 members: Close your eyesno peeking!) Group 2 members: Read the following slide of instructions silently to yourselvesand look up when youre finished reading. Group 2 instructions: In a moment, Im going to show you a collection of words. Your task: Count how many words contain the letter e (or E). (You dont need to write down the qualifying words just count how many qualify.) Everyone: Eyes open now. Got your task in mind? OK, here comes the collection of words. (Its in two columns, but the columns dont indicate anythingI just needed to fit all the words on the slide. Map Elephant Pumpkin Notebook Doorknob Sunscreen Printer Cellular Telephone Shampoo Speaker Window Hat Magazine Compass Tennis shoes Clock Canteen Apple Beach ball Tent Popcorn Sleeping bag Barrel Monkey Doorstep (Times up.) Now everyone: Take a couple of minutes and write down as many words as you can remember from the list (no matter whether or not they were qualifying words). Do your own workno collaborating for this experiment! (Times up again.) Now for the part where we use clickers. ONLY Group 1 vote: How many words did you remember? Use your clicker to choose the range that applies to you. A. 0 2 words B. 3 5 words C. 6 8 words D. 9 11 words E. 12 14 words F. 15 17 words G. 18 20 words H. 21 23 words I. 24 25 words ONLY Group 2 vote: How many words did you remember? Use your clicker to choose the range that applies to you. A. 0 2 words B. 3 5 words C. 6 8 words D. 9 11 words E. 12 14 words F. 15 17 words G. 18 20 words H. 21 23 words I. 24 25 words What happened here? Why? What is Active Learning? 1. Using your own words to express your reasoning or understandingeither to someone else or to yourself. (We focused on this last Friday.) 2. Making sense, not just making answers. (We just saw this difference demonstrated.) 3. (and?) Can you finish this ancient quote? I hear, and I forget; I see, and I remember; I do, and I ________________. You cannot tell people physics. It cannot be done. MIT Physics Professor (Eric Mazur) Its like telling someone how to play basketball. Sure, I can describe/introduce the basic ideas, but to build the skill, you have to do itpractice it. Regularly. Simply cramming before an exam doesnt help. And as we noted on Friday: Memorization is not key, either. Every problem (every player, every team) will present a different combination of challenges! So the skills you practice must be fundamentalflexible. What is Active Learning? 1. Using your own words to express your reasoning or understandingeither to someone else or to yourself. (We focused on this last Friday.) 2. Making sense, not just making answers. (We saw this difference in action with the clickers.) 3. Learning by doing. Practice by being the explainer, not just the listener! So what am I going to do in this course? I am going to introduce each concept and how it connects with othersusing examples and clicker questions. I will also work some problems (at least the setup portions) also with clicker questions. But 50 minutes, three times a week is not nearly enough. And education research shows that only about 5% of total learning happens in the initial lecture, anyway. The rest happens lateras you do physics on your own. And (speaking of education research), LOOK at how much better off youll be by using Active Learning. Overall effect size = 0.47 (In K-12, 0.2 is large effect size) Student performance with active learning increased by just under half a standard deviation *Freeman et al Active Learning increases exam scores. Freeman et al, PNAS 2014 Active Learning decreases failure rates. Exam Data by Class Size *Scott Freeman, Sarah L. Eddy, Miles McDonoug, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, & Mary Pat Wenderoth PNAS 1111(23): Active Learning works in all class sizes. Active Learning benefits EVERYONE. Sarah L. Eddy & Kelly A. Hogan CBELife Sciences Education, Vol. 13, 453468 What-If? (A Discussion Question) The national lottery jackpot is more than $4.5 x 10 8, but nobody has won it yet. Yoicks. Now suppose later tonight (Monday), you get an anonymous text message that the winning ticket will be taped under a seat in this very class on Wednesday. And, it says: Youll get another text shortly before the end of Wednesdays class telling you: (i) how far, and in what direction, the ticket is then from you; and (ii) the phone number of some randomly chosen person also sitting in the room (his/her location not given to you). You must then send just one text message to that person with instructions on how to get to the ticket after everyone else (including you) has exited the room. If the student finds the ticket after looking under just one seat), you two will split the winnings. Otherwise, neither of you gets a dime. What text message should you send to the student? Talk it over in small groups.