May 7, 2012, 8:58 pm
Today we started the spring term, 6-week Calculus 2 class that I’ve been writing about for the last few days. We had a good time today, getting comfortable with each other and doing some review of the basics of the definite integral. Before we get too far into the term, I wanted to outline the technology infrastructure of the course.
For a long time, I’d used the learning management system (LMS) of my institution as the basic technology for the course, and everything else kind of fit around the LMS. At GVSU the default LMS is Blackboard. But I decided after used Blackboard this past year that we have irreconcilable differences. I don’t ask much from my LMS; I mainly use it to archive files, provide a link to a central calendar, post grades, and to make announcements. I don’t need all the dozens of other features Blackboard offers, and the profusion of features in Blackboard tends to…
May 4, 2012, 4:00 pm
Sorry for the boring title and lack of catchy image, but since my first post about the upcoming six-week Calculus 2 course, I’ve expended all my creativity getting the course put together and getting ready for Monday. In the earlier post I laid down some design ground rules for the course. Here, I’m going to say a little more in detail about what we’ll be doing.
It’s especially important on a highly compressed schedule like ours to use the class meetings themselves to jumpstart the assimilation process and then train students on how to carry that process forward as they go to work on the day’s material in the afternoon and evening. This is always an important goal of class meetings in any course — I’d go as far as to say that this is why we have class meetings at all. But when you cram a 14-week course into 6 weeks, it doesn’t take long for one incorrectly-assimilated concept to…
April 10, 2012, 8:00 am
In peer instruction, students are given multiple choice questions to consider individually, followed by an individual vote on the question using a clicker. That’s followed up by a small group discussion which is followed by a re-vote. Typically the percentage of students getting the correct answer to the question jumps, often in my experience with nearly the entire class converging on the right answer following discussion. But does that jump happen because peer discussion helps students understand the material better, or because students with a weaker understanding are socially influenced by students with a stronger understanding?
This research paper has some data that suggest the former. The authors administered 16 different sets of PI questions to a large-lecture (n = 350) physics class. The questions were given in pairs of “isomorphic” questions, having different contexts and…
February 27, 2012, 8:00 am
I had the great pleasure this weekend of leading a session at Math In Action, which is Grand Valley’s annual K-12 educators’ conference. My session was called “Classroom Response Systems in Mathematics: Learning math better through voting” and was all about the kinds of learning that can take place in a class where active student choice is central and clickers are mediating the voting. (Here are the slides.)
It always seems like a bait-and-switch when I do a “clicker” workshop, because although people come to learn about clickers, I don’t really have much to say about the technology itself. As devices go, clickers are about as complex as a garage door opener, and in fact they work on the same principle. There’s not a lot to discuss. So instead, we spend our time focusing on the kinds of pedagogy that clickers enable — which tends to excite teachers more than technology does.
February 17, 2012, 11:40 am
Over the last 24 hours I have run into at least three situations where I’ve heard either peer instruction or the inverted classroom model as being pedagogical frameworks in which — according to others — “students teach themselves”. I don’t think this is accurate, and I’m trying to understand where this idea comes from.
Certainly in the inverted classroom model and in many instances of peer instruction, it’s simply not the case that “there is no lecture”. There can be a lot of lecture in either of these models. It’s just that the lectures are not given in class. They are broken up into rewindable, pause-able, digestible chunks and posted online where people can view them on their own schedules and according to their own listening practices. For my inverted MATLAB class, I recorded 41 screencasts’ worth of lectures, amounting to about 332 minutes of lecture, which is not very far off…
February 9, 2012, 8:48 pm
Today I was excited to attend the startup meeting for a faculty learning community on the scholarship of teaching and learning (“SoTL”) here at GVSU. This group is sponsored and facilitated by our Faculty Teaching and Learning Center; it consists of the FTLC director and fellow faculty members from philosophy, history, computer science, and movement sciences. (And me.) Together over the next calendar year, we’re going to be working together to help each other develop research questions and projects in SoTL and serve as a sounding board for each others’ ideas.
I’ve been an end-user of SoTL for a long time and have done a lot of you might call “scholarship” in SoTL — for example all the writing and speaking I’ve done about the inverted classroom and clickers — but I’ve not done what I consider actual research in SoTL. One of the reasons I came to GVSU was to have the time, space, and …
January 30, 2012, 7:55 am
Since moving to west Michigan in July, my family and I have been living in an apartment while our house in Indiana
sells sits on the market. This is the first time since 2001 that we’ve spent longer than six months in a rental property. Sunday morning, as we woke up to find that we’d been buried in snow overnight (as per usual in west Michigan), I realized that the home ownership habit runs pretty deep with me.
When I looked out the door and saw the image you see in the photo, I naturally grabbed the snow shovel, walked out the door, and started clearing off the walkway and the van. I got some curious looks from my neighbors, as if to say: What are you doing? We are paying rent not to have to do stuff like this. And it’s true: The apartment manager usually comes through shortly after a snowfall and clears off the walkways. Usually. But who knows? Maybe he won’t come today. And anyhow,…
January 17, 2012, 8:00 am
Peer Instruction has gotten a lot of attention lately thanks to this NPR piece, “Physicists Seek to Lose the Lecture as a Learning Tool”. Now, Eric Mazur — widely credited with the invention of peer instruction — is helping to create an online community of peer instruction users at peerinstruction.net.
If you go to that web site and click “Join”, you’ll be taken to a Google Documents form that asks for some basic demographics, and you’ll be added to a mailing list. The site has not officially launched yet, but from my Twitter stream there appears to be some considerable interest.
I’m hopeful that peerinstruction.net will be a good resource and, especially, a support group and collaboration incubator for PI users across multiple disciplines. I especially hope there are some resources for helping students and university administrators learn about PI.
January 4, 2012, 8:00 am
I have been using clickers in my classes for three years now, and for me, there’s no going back. The “agile teaching” model that clickers enable suits my teaching style very well and helps my students learn. But I have to say that until reading this Educause article on the flight out to Boston on Sunday, I hadn’t given much thought to how the clicker implementation model chosen by the institution might affect how my students learn.
Different institutions implement clickers differently, of course. The article studies three different implementation models: the students-pay-without-incentive (SPWOI) approach, where students buy the clickers for class but the class has no graded component for clicker use; the the students-pay-with-incentive (SPWI) approach, where students purchase clickers and there’s some grade incentive in class for using them (usually participation credit, but this can…
October 25, 2011, 7:30 am
I just gave midterm evaluations in my classes, and for the item about “What could we be doing differently to make the class better?”, many students put down: Do more examples at the board. I think I’ve seen that request more often than any other in my classes at midterm. This is a legitimate request (it’s not like they’re asking for free points or an extra day in the weekend), but honestly, I’m hesitant to give in to it. Why? Two reasons.
First, doing more examples at the board means more lecturing, therefore less active learning, and therefore more passivity and dependence by students on authority. That’s bad. Second, we can’t add more time to the meetings, so doing more examples means either going through them in less detail or else using examples that are overly simple. In the first case, we have less time for questions and deep thought, and therefore more passivity and dependence….