TeamBased Learning

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Interactive Teaching
Classroom Response Systems at UBC
Javed Iqbal Jim Sibley
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Agenda

• Overview-Past Use of Clickers at UBC
• Whos doing it?
• Why interactive teaching?
• Is it effective?
• Recent Campus Discussions
• New Technologies
• How do I get started?
• How do I use it effectively?
• Demonstration

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Current Use of Clickers at UBC
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Clickers are not new
Butthere are new innovations and new
opportunities
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Use at UBC

• Classroom response systems have been in use for
  over 8 years at UBC
• Department of Chemistry and Department of Physics
• Large lecture halls
• First year, large enrollment courses
• PRS Infrared system

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Teaching Evaluations (Before)

• Presented material in clear way
  4.61
• Presented material in interesting manner 4.70
• Was receptive to questions 4.75
• Stimulated students to think 3.80
• Was considerate of students
  4.65
• Taught Effectively 4.50

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Why Use Clickers?

• Encourage and develop thinking and
  problem-solving skills
• Develop and enhance self-confidence.
• Nurture problem-solving through reasoning and
  discussion among peers.
• Make teaching and learning interactive and fun.

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Interactive TeachingPeer instruction

• methods designed at least in part to
  promote conceptual understanding through
  interactive engagement of students in heads-on
  (always) and hands-on (usually) activities which
  yield immediate feed back through discussion with
  peers and/or teachers
• Dick Hake, IU,
  1998

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The Possibility of Peer Instruction

• Question posed
• Students given time to think
• Students record individual answers
  
• Students convince their neighbors
• Students record revised answers
• Explanation of correct response

Eric Mazur, Peer Instruction A users manual
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Technology for Peer Instruction

• Flash Cards

• Almost anonymous response
• Inexpensive and easy to implement

• Personal Response System (PRS)

• Completely anonymous response
• Ensures near 100 participation
• Allows recording of marks, confidence levels, and
  summary of answers

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PRS and PRS RF

• Personal Response System and other similar
  systems facilitate interactive learning through
  anonymous feedback
• Provides instructor with student identification
  for each response, allowing credit to be assigned
  for responses

Old
New
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Question Experience for Instructor
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Live Question -1

• A container of water rests on a scale. If you
  dip your hand into the water, without touching
  the container, what will happen to the reading on
  the scale?
• 1. Decreases
• 2. Increases
• 3. Remains the same

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Live Question -1

• A container of water rests on a scale. If you
  dip your hand into the water, without touching
  the container, what will happen to the reading on
  the scale?
• 1. Decreases
• 2. Increases
• 3. Remains the same

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Response (Fall 2005)
Before Discussion
After Discussion
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Sample Question - 2

• Two identical glasses are filled to the same
  level with water. One of the two glasses has ice
  cubes floating in it. When the ice cubes melt, in
  which glass is the level of the water higher?
• 1. The glass without ice cubes
• 2. The glass with ice cubes
• 3. It is the same in both

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Teaching Evaluations (After)

• Presented material in clear way 4.66
• Presented material in interesting manner
  4.61
• Was receptive to questions 4.64
• Stimulated students to think 4.68
• Was considerate of students 4.75
• Taught Effectively 4.73

Up from 3.80
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Feedback

• makes the course more interesting. Students can
  better concentrate on the topic
• makes it fun to learn..
• I enjoyed the use of transmitters It was nice
  to get a good idea of how well I was doing with
  respect to the class
• PRS transmitters were awesome.I was actually
  thinking in class, not copying text

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Feedback

• encourages class participation especially
  through the PRS system.
• PRS transmitters are great questionshelp
  understanding and give emphasis to concepts
  rather than derivationsI learned more in this
  class than any other in first year

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Does it Work?

• There is an extensive amount of data showing that
  active engagement improves both the complex
  reasoning and the problem solving skills.
• G

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Force Concept Inventory Results
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New Technologies and New Opportunities
Javed Iqbal Jim Sibley
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Conversations 2006

• Classroom Services
• Input from Facultys
• Campus Consensus(sort of)

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PRS RF

• Cheaper (about 45 at bookstore)
• RF for easy room coverage
• Integrates with PPT and WebCT
• Expanded Functionality

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PRS RF

• Simple set-up student number is stored in unit
• Supports loaners units for the student that left
  theirs at home
• Standard battery - AAA

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Other PRS RF features

• Self-paced testing
• Anonymous survey mode
• Homework mode
• Assessment and session reporting
• Variety of result presenting formats

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PRS Question Types

• Multiple Choice
• True/False
• Sorting Lists
• Numeric (includes decimal point and minus sign)

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Classroom Use

• Faculty member can authour questions in
  PowerPoint using PRS plug-in or can use
  stand-alone PRS software
• Sessions data (student responses) are recorded
  and can be uploaded to WebCT

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PRS Software PowerPoint Plug-in
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UBC Context

• Bookstore has been a reseller for PRS for the
  last 8 years
• Students purchase for approx. 45
• Students sell back to bookstore for 50 of
  purchase cost
• No software or licensing costs

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Ideas for application

• Pre-Tests/Post-Test
• Testing common misconceptions
• Comprehension of just delivered material
• Un-folding, decision based problems
• Quizzes, homework collection
• Using safety of anonymous input for controversial
  topics - Discussion Starters
• Peer Teaching (Think-share-pair, etc.)

Best Practices
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Interactive Teaching Best Practices
Javed Iqbal Jim Sibley
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Interactive Teaching with Clickers Best
Practices

• The main focus of the technology must be to
  enhance interactive teaching and critical
  thinking and not to be used just to keep
  attendance or for on-the-spot quizzes.
• Make sure that peer-discussion and cooperative
  learning is an important component of your
  interactive teaching. Just voting on a problem
  is ineffective.

Best Practices
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• Keep the marks small that are assigned to the
  content of the in-class discussion. A suggested
  number is 5. A higher percentage leads to
  anxiety and students become more focused on
  getting the answer right.
• Keep an intermediate level of difficulty in
  questions. Trivial or too complicated questions
  are not useful.

Best Practices
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• The written part of the examination should test
  understanding of concepts.
• Important to budget time to discuss the results
  of each question
• Keep questions as simple as possible (and as
  complex as necessary!)
• Regularly use the system (max. of 4-5 times per
  class)

Best Practices
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Being Interactive

• Get to know your students.
• Answer your e-mails promptly.
• Are you available during office hours?
• Encourage your students to ask questions.
• Do informal surveys during the work term.
• You made an error while lecturing? E-mail
  students.

Best Practices
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Demonstration
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What Faculty are you from?

• Applied Science
• Arts
• Business
• Dentistry or Medicine
• Education
• Forestry
• Land and Food Systems
• Law
• Pharmacy
• Other

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I am interested in using this technology in my
courses

• True
• False

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How would you use clickers?(Select One)

• Take attendance
• Use daily to increase engagement
• Give weekly quizzes
• Collect homework

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Most important reason I would like to use
clickers(Select One)

• Increase engagement
• Know what my students are thinking
• Know if my student understood my teaching
• Discussion starter

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Most important reasons to use clickers are?(Sort
List)

• Increase engagement
• Know what my students are thinking
• Know if my student understood my teaching
• Discussion starter

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• move from periods to question marks
• Derek Lane

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• More information is available at
  www.learning.apsc.ubc.ca
• http//ipeer.apsc.ubc.ca/wiki/index.php/Class
  room_Response_Units

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Carl Wieman

• How clickers help
• Understanding how to teach
• Anyone can teach
• Teaching More by Lecturing Less
• Jennifer K Knight and William B Wood