better learning through voting: using classroom response systems to improve student engagement and...

Better learning through voting

Using classroom response systems to improve student engagement and

understanding

Ferris State University21 August 2013

Robert Talbert, PhDDepartment of Mathematics

Grand Valley State University

Monday, August 19, 13

Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MIDad, nerd, runner, learner

[email protected] | http://proftalbert.comTwitter: @RobertTalbert

Google+: http://gplus.to/rtalbertCasting Out Nines blog: http://chronicle.com/

blognetwork/castingoutnines


mailto:[email protected]

mailto:[email protected]

http://proftalbert.com

http://proftalbert.com

http://gplus.to/rtalbert

http://gplus.to/rtalbert

http://chronicle.com/blognetwork/castingoutnines




Plan for the workshop



Part 1: What is a classroom response system and how can it be used in class?

10:00--10:30




10:00--10:30

Part 2: Designing your own CRS questions10:30--11:00




10:00--10:30


Part 3: Show and tell11:00--11:30




10:00--10:30


Part 3: Show and tell11:00--11:30

Part 4: Q&A and next steps11:30--12:00


Effective teaching involves


Effective teaching involves analyzing student knowledge


Effective teaching involves analyzing student knowledge

in real time


http://www.flickr.com/photos/barbourians/




I’m talkative





I’m talkative

I’m shy/scared





I’m talkative

I’m shy/scaredI have contributions to make and things I

need to learn





Wanted:


Wanted: Simple method



for collecting information about student knowledge



for collecting information about student knowledgeand catching + repairing misconceptions




from all students




from all studentswithout freaking them out





in as close to real time as possible





in as close to real time as possiblethat provides actionable data for teaching and learning


Classroom response systems (CRS, “clickers”)


120 1 2 3 4 5 6 7 8 9 10 11

1000

0

100

200

300

400

500

600

700

800

900

Time (t) [months]

Sale

s

At what time were this company’s

sales increasing at the fastest rate?

(a) t = 0(b) t = 3(c) t = 4(d) t = 6(e) t = 8(f) None of the above


Types of CRS questions

See also Derek Bruff, Teaching with Classroom Response Systems


Information gathering

Approximately how much of the reading for today’s class did you do?

(a) 0%(b) 1-25%(c) 26-50%(d) 51-75%(e) 75-99%(f) 100%


Information recall

An infinite series in which any two consecutive terms have a common ratio is called (a) Convergent(b) Divergent(c) Geometric(d) Harmonic(e) Tectonic


Concept checking

The sequence

2, 2.1, 2.11, 2.111, 2.1111, . . .

(a) Converges, and I am sure

(b) Converges, but I am not sure

(c) Diverges, but I am not sure

(d) Diverges, and I am sure


Misconception catching

Suppose we are given the infinite series

a0 + a1 + a2 + a3 + a4 + · · ·

and we know that the terms ai are all positive and approach 0 as i ! 1. Then

(a) The series converges

(b) The series diverges

(c) No conclusion can be drawn about convergence/divergence of the series

based on this information alone


Discussion starting

(b) Diverges

7. The series

1X

n=1

✓1

2

n+

1

n

◆

(a) Converges

(b) Diverges

8. The series

1X

n=1

1

n(1 + lnn)

(a) Converges

(b) Diverges

9. The series

1X

n=1

✓1

2

n+

1

n

◆

(a) Converges

(b) Diverges

Section 9.4

1. If an > bn for all n and

Pbn converges, then

(a)

Pan converges

(b)

Pan diverges

(c) Not enough information to determine convergence or divergence of

Pan

2. The best way to test the series

1X

n=1

lnn

nfor convergence or divergence is

(a) Looking at the sequence of partial sums

(b) Using rules for geometric series

(c) The Integral Test

(d) Using rules for p-series

(e) The Comparison Test

(f) The Limit Comparison Test

3. The series

1X

n=1

cos

2 n

n2+ 1

(a) Converges

(b) Diverges

4. The series

1X

n=1

(n�1.4+ 3n�1.2

)

(a) Converges

(b) Diverges

3


Peer instruction

Brief presentation of concept

Conceptual question

Students vote using classroom response system

Debrief, address any remaining

misconceptions

Next topic

Peer discussion -- students argue for right answer + against wrong answers

Revisit concept

< 30% correct

30-75% correct

> 75% correct


Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses



Normalized gain = 1



Normalized gain = 1

Normalized gain = 0.42...?


I can make my voice heard, gauge my knowledge, and engage with the material



Me too



Me tooMe too



Me tooMe tooMe too



Me tooMe tooMe too

Me too


End of Part 1

Next up: Designing your own clicker questions


better learning through voting: using classroom response systems to improve student engagement and...

Education

student knowledge

sure b

sure c

simple method

sure d

classroom response systems

student engagement

im talkative http