Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Bates inverted classroom
1. Inverting the
Physics Classroom
Simon Bates
Dean of Learning and Teaching Professor of Physics Education
College of Science and Engineering School of Physics & Astronomy
s.p.bates@ed.ac.uk 1
Sunday, 22 May 2011
2. Overview
• General premise
• Why we need to
• What we might do
2
Sunday, 22 May 2011
3. Overview
• General premise
• Why we need to
• What we might do
3
Sunday, 22 May 2011
4. Learning in phases
Acquisition
- reading, listening, lectures etc.
Assimilation
- making meaning, connections, practice,
discussion, integrating ….
4
Sunday, 22 May 2011
7. There are 2 problems:
• We spend much class
contact time in
activities towards the
bottom
• We provide most
access to expert help
and guidance during
class hours
7
Sunday, 22 May 2011
8. Consequences:
• Lack of engagement
• Strategic / shallow
learning, geared totally
towards passing exam
• Helplessness, general
8
Sunday, 22 May 2011
9. ‘Inverting the classroom’…
Is about making more time for more
cognitively demanding tasks in class hours
And / or
About finding new ways to engage
participants outside class hours.
9
Sunday, 22 May 2011
10. ‘Inverting the classroom’…
Is a long term strategic change process
- We’re at about 5 on a scale of 1-10.
- And coverage is patchy
10
Sunday, 22 May 2011
11. Overview
• General premise
• Why we need to
– Maths, concepts, data-handling, self-study
• What we might do
11
Sunday, 22 May 2011
19. Conceptual understanding
Despite high grades, often large deficits in
conceptual understanding in e.g.
Newtonian Mechanics
Electricity and magnetism
Scientific thinking
…..
17
Sunday, 22 May 2011
24. Labs: the implicit curriculum
• In practical work, we expect students
to acquire data analysis skills in
parallel to practical abilities.
• Frequently, these generic skills are not
explicitly taught and not effectively
assessed.
HEA Phys Sci Centre 19
Sunday, 22 May 2011 Development Project 2009-10
25. HEA Student
Employability Profiles
HEA Phys Sci Centre 20
Sunday, 22 May 2011 Development Project 2009-10
26. HEA Student
Employability Profiles
HEA Phys Sci Centre 20
Sunday, 22 May 2011 Development Project 2009-10
27. Typical question (from UBC pre-prototype)
HEA Phys Sci Centre 21
Sunday, 22 May 2011 Development Project 2009-10
28. A
HEA Phys Sci Centre 22
Sunday, 22 May 2011 Development Project 2009-10
29. B
HEA Phys Sci Centre 23
Sunday, 22 May 2011 Development Project 2009-10
30. C
HEA Phys Sci Centre 24
Sunday, 22 May 2011 Development Project 2009-10
31. D
HEA Phys Sci Centre 25
Sunday, 22 May 2011 Development Project 2009-10
32. A
B
C
D
HEA Phys Sci Centre 26
Sunday, 22 May 2011 Development Project 2009-10
33. HEA Phys Sci Centre 27
Sunday, 22 May 2011 Development Project 2009-10
34. HEA Phys Sci Centre 27
Sunday, 22 May 2011 Development Project 2009-10
35. HEA Phys Sci Centre 27
Sunday, 22 May 2011 Development Project 2009-10
36. HEA Phys Sci Centre 27
Sunday, 22 May 2011 Development Project 2009-10
37. No statistically
significant difference
between 1st, 2nd and
4th year classes.
HEA Phys Sci Centre 27
Sunday, 22 May 2011 Development Project 2009-10
38. 16.0000
14.5000
Mean Test Score
13.0000
11.5000
10.0000
1st 2nd 3rd 4th 5th
Year of Study
Edinburgh Physics year-by-year mean test scores
28
Sunday, 22 May 2011
39. 16.0000
14.5000
Mean Test Score
13.0000
11.5000
10.0000
1st 2nd 3rd 4th 5th
Year of Study
Edinburgh Physics year-by-year mean test scores
28
Sunday, 22 May 2011
40. 16.0000
14.5000
Mean Test Score
13.0000
11.5000
10.0000
1st 2nd 3rd 4th 5th
Year of Study
Edinburgh Physics year-by-year mean test scores
28
Sunday, 22 May 2011
41. 16.0000
14.5000
Mean Test Score
13.0000
11.5000
10.0000
1st 2nd 3rd 4th 5th
Year of Study
Edinburgh Physics year-by-year mean test scores
28
Sunday, 22 May 2011
42. 16.0000
14.5000
Mean Test Score
13.0000
11.5000
10.0000
1st 2nd 3rd 4th 5th
Year of Study
Edinburgh Physics year-by-year mean test scores
28
Sunday, 22 May 2011
43. 16.0000
14.5000
Mean Test Score
13.0000
11.5000
10.0000
1st 2nd 3rd 4th 5th
Year of Study
Edinburgh Physics year-by-year mean test scores
28
Sunday, 22 May 2011
53. “ The complex cognitive skills required to
understand Physics cannot be
developed by listening to lectures…
… any more than one can learn to play
tennis by watching tennis matches.”
Sunday, 22 May 2011
54. “ The complex cognitive skills required to
understand Physics cannot be
developed by listening to lectures…
… any more than one can learn to play
tennis by watching tennis matches.”
Sunday, 22 May 2011
55. “ The complex cognitive skills required to
understand Physics cannot be
developed by listening to lectures…
… any more than one can learn to play
tennis by watching tennis matches.”
Sunday, 22 May 2011
56. “ The complex cognitive skills required to
understand Physics cannot be
developed by listening to lectures…
… any more than one can learn to play
tennis by watching tennis matches.”
Hestenes, D. Am. J. Phys., 66, 465-7 (1998)
Sunday, 22 May 2011
57. • A “clicker”, a.k.a.
– An Electronic Voting
System
– A Personal Response
System
– An Audience Response
System
Sunday, 22 May 2011
62. Underpinned College Learning
and Teaching strategy
‘Loanership’ of 2500 handsets
Wide range of disciplines
Science, Eng,Vet. Med.
Sunday, 22 May 2011
64. “Although multiple choice questions may seem
limiting, they can be surprisingly good at
generating the desired student engagement and
guiding student thinking.
They work particularly well if the possible answers
embody common confusions or difficult ideas.”
Sunday, 22 May 2011
65. “Although multiple choice questions may seem
limiting, they can be surprisingly good at
generating the desired student engagement and
guiding student thinking.
They work particularly well if the possible answers
embody common confusions or difficult ideas.”
Sunday, 22 May 2011
66. “Although multiple choice questions may seem
limiting, they can be surprisingly good at
generating the desired student engagement and
guiding student thinking.
They work particularly well if the possible answers
embody common confusions or difficult ideas.”
Sunday, 22 May 2011
67. “Although multiple choice questions may seem
limiting, they can be surprisingly good at
generating the desired student engagement and
guiding student thinking.
They work particularly well if the possible answers
embody common confusions or difficult ideas.”
Wieman, C. and Perkins K., Physics Today (2005) 36-42.
Sunday, 22 May 2011
78. • What if you don’t know what
misconceptions exist?
Sunday, 22 May 2011
79. • What if you don’t know what
misconceptions exist?
Sunday, 22 May 2011
80. • What if you don’t know what
misconceptions exist?
– Get students to tell you; the “1 minute
paper”
Sunday, 22 May 2011
81. • What if you don’t know what
misconceptions exist?
– Get students to tell you; the “1 minute
paper”
– Feedback loop from end-of-course
assessment
Sunday, 22 May 2011
82. • What if you don’t know what
misconceptions exist?
– Get students to tell you; the “1 minute
paper”
– Feedback loop from end-of-course
assessment
Sunday, 22 May 2011
84. “Electronic classroom response systems....are
merely tools, not a 'magic bullet'.
To significantly impact student learning (they)
must be employed with skill in the service of a
sound, coherent pedagogy.
Sunday, 22 May 2011
85. “Electronic classroom response systems....are
merely tools, not a 'magic bullet'.
To significantly impact student learning (they)
must be employed with skill in the service of a
sound, coherent pedagogy.
This is not easy.”
Sunday, 22 May 2011
86. “Electronic classroom response systems....are
merely tools, not a 'magic bullet'.
To significantly impact student learning (they)
must be employed with skill in the service of a
sound, coherent pedagogy.
This is not easy.”
Sunday, 22 May 2011
87. “Electronic classroom response systems....are
merely tools, not a 'magic bullet'.
To significantly impact student learning (they)
must be employed with skill in the service of a
sound, coherent pedagogy.
This is not easy.”
Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Am. J. Phys 2006
Sunday, 22 May 2011
108. • The reduction in coverage
– Departure from the A-Z content
transmission
Sunday, 22 May 2011
109. • The reduction in coverage
– Departure from the A-Z content
transmission
Sunday, 22 May 2011
110. • The reduction in coverage
– Departure from the A-Z content
transmission
– The A-Z must be elsewhere (book, web,
tutorial…)
Sunday, 22 May 2011
111. • The reduction in coverage
– Departure from the A-Z content
transmission
– The A-Z must be elsewhere (book, web,
tutorial…)
Sunday, 22 May 2011
112. • The reduction in coverage
– Departure from the A-Z content
transmission
– The A-Z must be elsewhere (book, web,
tutorial…)
– The students must buy-in to “the learning
contract”
Sunday, 22 May 2011
114. • The first lecture is crucial
– Why we are doing this
– What we expect of them
– Practice use with friendly questions
Sunday, 22 May 2011
115. • The first lecture is crucial
– Why we are doing this
– What we expect of them
– Practice use with friendly questions
• There is a learning curve
– This is not an “out of the box” solution
– Whole-team buy-in
Sunday, 22 May 2011
117. • What makes a good question ?
Sunday, 22 May 2011
118. • What makes a good question ?
Sunday, 22 May 2011
119. • What makes a good question ?
• How many to have each lecture ?
Sunday, 22 May 2011
120. • What makes a good question ?
• How many to have each lecture ?
Sunday, 22 May 2011
121. • What makes a good question ?
• How many to have each lecture ?
• Where to place it / them ?
Sunday, 22 May 2011
122. • What makes a good question ?
• How many to have each lecture ?
• Where to place it / them ?
Sunday, 22 May 2011
123. • What makes a good question ?
• How many to have each lecture ?
• Where to place it / them ?
• Beware shoe-horning content in
Sunday, 22 May 2011
131. The University of Edinburgh
Edinburgh, Scotland
5th July, 2010
PeerWise
bridging the gap between online learning
and social media
Paul Denny
Department of Computer Science
The University of Auckland
New Zealand
Sunday, 22 May 2011
132. Student
familiarity with
Web 2.0
The energy and Student
creativity of a generated
large class questions
Sunday, 22 May 2011
133. • Web-based MCQ repository built by
students
• Students:
– develop new questions with
associated explanations
– answer existing questions and
rate them for quality and difficulty
– take part in discussions
– compete with other students to
appear on leaderboards
Sunday, 22 May 2011
142. • To date
– 77 institutions
– 557 courses
– 33757 students have contributed
– 94207 questions have been written
– 2308854 answers have been submitted
Sunday, 22 May 2011
143. PeerWise was introduced in workshop
sessions in Week 5
Students worked through
structured example task
and devised own Qs
in groups.
89
Sunday, 22 May 2011
144. An assessment was set for the end of
Week 6:
Minimum requirements:
• Write one question
• Answer 5
• Comment on & rate 3
Contributed ~3% to course assessment
90
Sunday, 22 May 2011
145. Uptake for in-
course assessment
Workshop Live Due
training
(class size of
~200)
350 questions
in total
~3500 answers
~2000 comments
91
Sunday, 22 May 2011
146. Uptake towards exam:
No more questions submitted
Assessed
coursework
deadline Exam
~170 answers
92
Sunday, 22 May 2011
149. Quality of submissions:
• Average quality was very good
• Few trivial questions / nonsense distracters
• Highest quality questions were EXCEPTIONALLY
good
95
Sunday, 22 May 2011
155. Perceptions
We sought student feedback both in
‘wash-up’ sessions after the
assessment and in the end of course
questionnaire
98
Sunday, 22 May 2011
159. The big question: does it improve
performance?
Don’t know. Yet.
102
Sunday, 22 May 2011
160. A different question:
Does degree of PeerWise use correlate
with end of course performance?
Yes, for the majority of students
103
Sunday, 22 May 2011
161. Overall Statistics
Median Split for Mean CA4 mark N Mean Exam Std. Error Mean p-value effect size
lgCA4
LPA 25 107 55.49 1.46 0.000 0.2
MPA 40 87 62.85 1.76
Sunday, 22 May 2011