CTD Weekly Workshops: Writing Good Peer Instruction Questions
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This document provides an overview of a workshop on writing good peer instruction questions. The workshop discusses key principles for writing effective peer instruction questions, including clarity, connecting to learning goals, including distractors, appropriate difficulty, and stimulating discussion. Examples of different types of peer instruction questions are provided, such as assessing prior knowledge, provoking thinking, probing misconceptions, and reviewing concepts. Guidance is also given on facilitating productive peer instruction discussions and using questions to provide feedback to instructors.
![Peer instruction helps students learn...
Students have had
opportunities to
try, fail, receive feedback
and try again without facing
a summative evaluation. [3]
the
learning
cycle
BEFORE
AFTER
setting up
instruction
24
DURING
developing
knowledge
assessing
learning
Writing good peer instruction questions
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen](https://image.slidesharecdn.com/writinggoodclickerquestionsfa13-131113125007-phpapp01/85/CTD-Weekly-Workshops-Writing-Good-Peer-Instruction-Questions-24-320.jpg)
CTD Weekly Workshops: Writing Good Peer Instruction Questions
- 1. slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/ CTD WEEKLY WORKSHOPS: WRITING GOOD PEER INSTRUCTION QUESTIONS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, November 13, 2013 12:00 – 12:50 pm Center Hall, Room 316
- 2. 2 Writing good peer instruction questions
- 3. Clicker Question (Economics) For which of the following professionals is driving an expensive car a credible signal of their relative abilities (that is, compared to others in the same profession)? A) B) C) D) 3 a carpenter a realtor a politician a major league baseball player Writing good peer instruction questions (Steve Morris, UCSD)
- 4. Typical Episode of Peer Instruction 1. Instructor poses a conceptually-challenging multiple-choice question. 2. Students think about question on their own and vote using clickers, colored ABCD cards, smartphones,… 3. The instructor asks students to turn to their neighbors and “convince them you’re right.” 4. After that “peer instruction”, the students vote again and the instructor leads a class-wide discussion concluding with why the right answer(s) is right and the wrong answers are wrong. 4 Writing good peer instruction questions
- 5. In effective peer instruction students teach each other while they may still hold or remember their novice preconceptions students discuss the concepts in their own (novice) language students learn and practice how to think, communicate like experts each student finds out what s/he does(n’t) know the instructor finds out what the students know (and don’t know) and reacts, building on their initial understanding and preconceptions. 5 Writing good peer instruction questions
- 6. Effective peer instruction requires 1. identifying key concepts, misconceptions 2. creating multiple-choice questions that require deeper thinking and learning 3. facilitating peer instruction episodes that spark and support student discussion 4. leading a class-wide discussion to clarify the concept, resolve the misconception 6 Writing good peer instruction questions before class during class
- 7. What makes a good clicker question? clarity context connection to learning goals distractors difficulty stimulates thoughtful discussion 7 Students should waste no effort trying to figure out what’s being asked. Is this topic currently being covered in class? Does the question make students do the right thing to demonstrate they grasp the concept. What do the “wrong” answers tell you about students’ thinking? Is the question too trivial? too hard? Will the question engage the students and spark thoughtful discussions? Is there potential for you to be “agile”? Writing good peer instruction questions (Adapted from Stephanie Chasteen, CU Boulder)
- 8. Peer instruction helps students learn... the learning cycle BEFORE AFTER setting up instruction 8 DURING developing knowledge assessing learning Writing good peer instruction questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
- 9. Peer instruction helps students learn... the learning cycle BEFORE AFTER setting up instruction 9 DURING developing knowledge assessing learning Writing good peer instruction questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
- 10. Clicker question assess prior knowledge Melt chocolate over low heat. Remove the chocolate from the heat. What will happen to the chocolate? A) It will condense. B) It will evaporate. C) It will freeze. (Question: Sujatha Raghu from Braincandy via LearningCatalytics) (Image: CIM9926 by number657 on flickr CC) 10 Writing good peer instruction questions
- 11. Clicker question provoke thinking Which had the most positive impact on the modern world? A) B) C) D) E) coffee tea chocolate spice sugar clarity context learning goals distractors difficulty discussion 11 Writing good peer instruction questions (Herbst, UCSD)
- 12. Clicker question provoke thinking In your opinion, which had the most positive impact on the modern world? A) B) C) D) E) 12 coffee tea chocolate spice sugar Writing good peer instruction questions (Herbst, UCSD)
- 13. predict Clicker question A ball is rolling around the inside of a circular track. The ball leaves the track at point P. C B A D P Which path does the ball follow? 13 Writing good peer instruction questions (adapted from Mazur) E
- 14. Peer instruction helps students learn... The students have not (re)solved concept X. But they’re know X exists and why X is interesting. the learning cycle BEFORE AFTER setting up instruction 14 DURING developing knowledge assessing learning Writing good peer instruction questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
- 15. Peer instruction helps students learn... the learning cycle BEFORE AFTER setting up instruction 15 DURING developing knowledge assessing learning Writing good peer instruction questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
- 16. Clicker question probe misconception Which of these are reasons for the seasons? i. the height of the Sun in the sky during the day ii. Earth’s distance from the Sun iii. how many hours the Sun is up each day A) B) C) D) E) 16 ii only iii only i and ii i and iii i, ii and iii Writing good peer instruction questions clarity context learning goals distractors difficulty discussion
- 17. Clicker question probe misconception How many of these are reasons for the seasons? height: the height of the Sun in the sky during the day distance: Earth’s distance from the Sun hours: how many hours the Sun is up each day A) B) C) D) 17 none of them one two all three Writing good peer instruction questions
- 18. analysis Clicker question Select the line that you feel has the strongest imagery in “Fast rode the knight” by Stephen Crane (1905). 18 Writing good peer instruction questions A B C D E F G H I J K L M N O P Fast rode the knight With spurs, hot and reeking, Ever waving an eager sword, "To save my lady!" Fast rode the knight, And leaped from saddle to war. Men of steel flickered and gleamed Like riot of silver lights, And the gold of the knight's good banner Still waved on a castle wall. ..... A horse, Blowing, staggering, bloody thing, Forgotten at foot of castle wall. A horse Dead at foot of castle wall. (David Kurtz, via LearningCatalytics)
- 19. analysis Clicker question Select the line that you feel has the strongest imagery in “Fast rode the knight” by Stephen Crane (1905). A B C D E 19 Writing good peer instruction questions Fast rode the knight With spurs, hot and reeking, Ever waving an eager sword, "To save my lady!" Fast rode the knight, And leaped from saddle to war. Men of steel flickered and gleamed Like riot of silver lights, And the gold of the knight's good banner Still waved on a castle wall. ..... A horse, Blowing, staggering, bloody thing, Forgotten at foot of castle wall. A horse Dead at foot of castle wall. (David Kurtz, via LearningCatalytics)
- 20. exercise skill Clicker question Evaluate: 4 0 A) 16(65) 32 16 B) 9 20 Writing good peer instruction questions x 2 1 x 3 dx 2 32 C. (65 1) 9 clarity 1022 D. 3 context learning goals distractors difficulty discussion (adapted from Bruff (2009))
- 21. evaluation Clicker question Which of the following is an incorrect step when using the substitution method to evaluate the definite integral 4 0 A) u 1 x 3 du 2 B) x dx 3 21 Writing good peer instruction questions x 2 1 x dx 3 1 4 C. 0 u du 3 D. none of the above (adapted from Bruff (2009))
- 22. exercise skill Clicker question Susan throws a ball straight up into the air. It goes up and then falls back into her hand 2 seconds later. Draw a graph showing the velocity of the ball from the moment it leaves her hand until she catches it again. velocity time 0 22 Writing good peer instruction questions 2 sec (CWSEI UBC)
- 23. Which one is the closest match to your graph? velocity velocity A exercise skill B 0 time 2 sec 0 velocity 2 sec velocity C time D 0 time 2 sec 0 time 2 sec E) some other graph 23 Writing good peer instruction questions (CWSEI UBC)
- 24. Peer instruction helps students learn... Students have had opportunities to try, fail, receive feedback and try again without facing a summative evaluation. [3] the learning cycle BEFORE AFTER setting up instruction 24 DURING developing knowledge assessing learning Writing good peer instruction questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
- 25. Peer instruction helps students learn... the learning cycle BEFORE AFTER setting up instruction 25 DURING developing knowledge assessing learning Writing good peer instruction questions Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
- 26. Clicker question X Y 26 Writing good peer instruction questions demonstrate success Are features X and Y ridges or valleys? A) X=ridge, Y=valley B) X=valley, Y=ridge C) both are ridges D) both are valleys (EOSC / CWSEI, UBC)
- 27. Clicker question review / recap For the data given below, which is larger, the mean or the median? 74, 32, 35, 87, 28, 36, 11, 26, 93, 56, 34, 52, 8 clarity A) mean B) median context learning goals distractors difficulty discussion 27 Writing good peer instruction questions (Peck, mathquest.carroll.edu/resources.html)
- 28. review / recap Clicker question For the data set displayed in the following histogram, which would be larger, the mean or the median? A) mean B) median C) can’t tell from the given histogram 28 Writing good peer instruction questions (Peck, mathquest.carroll.edu/resources.html)
- 29. Clicker question “big picture” In your opinion, which had the most positive impact on the modern world? A) B) C) D) E) 29 coffee tea chocolate spice sugar Writing good peer instruction questions (Herbst, UCSD)
- 30. Your turn… 30 Writing good peer instruction questions
- 31. Your turn… Big Idea/Concept/Skill/ Learning Outcome Why do you need a peer instruction question here in the lesson? 31 Writing good peer instruction questions
- 32. Your turn… Question: (and choices) Think about clarity context learning outcome distractors difficulty discussion 32 Writing good peer instruction questions
- 33. Your turn… What should students say to explain why this choice is correct/incorrect? It’s not just about correct or incorrect. Direct the conversation! 33 Writing good peer instruction questions
- 34. Your turn… Are there really five different, meaningful conversations? (Are there even 4?) 34 Writing good peer instruction questions
- 35. Your turn… Learning outcome: By the end of this Driving School lesson, you’ll be able to judge if you are following the car ahead of you at a safe distance. 35 Writing good peer instruction questions
- 36. Peer instruction helps teachers teach the learning cycle BEFORE AFTER setting up instruction 36 DURING developing knowledge assessing learning Writing good peer instruction questions
- 37. Peer instruction helps teachers teach Are they ready for the next topic? What do they already know? Do they care about this? the learning What DO they care about, anyway? cycle BEFORE AFTER setting up instruction 37 DURING developing knowledge assessing learning Writing good peer instruction questions
- 38. Peer instruction helps teachers teach Where are they in the activity? Are they getting it? Do I need to intervene? the BEFORE DURING AFTER setting up instruction 38 Did they notice key idea X? learning developing knowledge assessing learning Writing good peer instruction questions cycle
- 39. Peer instruction helps teachers teach Did they get it? Can I move to the next topic? Did that activity work? the learning c yHow dideI do? cl BEFORE AFTER setting up instruction 39 DURING developing knowledge assessing learning Writing good peer instruction questions
- 40. Writing good PI questions It’s critical to have content knowledge (the concepts) pedagogical content knowledge (how people learn the concepts in your discipline and how to teach them) 40 Writing good peer instruction questions
- 41. Running effective PI It’s critical to teach the students how to engage in peer instruction choreograph each episode so students waste no precious cognitive load wondering what to do (call us for another workshop!) You might not write the perfect question the first time so listen to the students’ conversations write your self some notes immediately after class revise and try it again next year 41 Writing good peer instruction questions
- 42. References 1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press. 2. Bruff, D. (2009). Teaching with Classroom Response Systems. San Francisco: Jossey-Bass. 3. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. 42 Writing good peer instruction questions
- 43. What makes a good clicker question? clarity context connection to learning goals distractors difficulty stimulates thoughtful discussion 43 Students should waste no effort trying to figure out what’s being asked. Is this topic currently being covered in class? Does the question make students do the right thing to demonstrate they grasp the concept. What do the “wrong” answers tell you about students’ thinking? Is the question too trivial? too hard? Will the question engage the students and spark thoughtful discussions? Is there potential for you to be “agile”? Writing good peer instruction questions Center for Teaching Development ctd.ucsd.edu (Adapted from Stephanie Chasteen, CU Boulder)