Polls apar Polls apar t? Using t? Using c lic ke r c lic ke r s - PDF document

19/06/2015 Polls apar Polls apar t? Using t? Using c lic ke r c lic ke r s to make s to make le ar le ar ning visible ! ning visible ! De b b ie Ca rte r, Pa ul F De b b ie Ca rte r, Pa ul F o xa ll a nd Da nie lle Hinto n o xa ll a nd Da nie lle Hinto n Whic h c olle ge ar Whic h c olle ge ar e you fr e you fr om? om? 1. CAL 1. CAL 17% 17% 17% 17% 17% 17% 2. Co SS 2. Co SS 3. E 3. E PS PS 4. L 4. L E E S S 5. MDS 5. MDS 6. Othe r 6. Othe r 1 2 3 4 5 6 1

19/06/2015 Have you use d “c lic ke r Have you use d “c lic ke r s s be for be for e ?” e ?” A. No t a t a ll, a nd I A. No t a t a ll, a nd I 20% 20% 20% 20% 20% ha ve n’ t se e n the m ha ve n’ t se e n the m use d use d B. No t a t a ll, b ut I B. No t a t a ll, b ut I ’ ve ’ ve o b se rve d the ir use o b se rve d the ir use so me wha t so me wha t C. I C. I ’ ve use d the m a little ’ ve use d the m a little D. I D. I ’ ve use d the m a lo t ’ ve use d the m a lo t t . e E E . I . I c o uld b e (sho uld b e ? ) c o uld b e (sho uld b e ? ) . o . . . l . . t l . n . t n a e d i i l v e e m a i s v g m e t r ’ e h ) g iving this wo rksho p g iving this wo rksho p n ? s e t e e b h d b v o t e a d s d h e e u l v u s I ’ e o d I u v h t n u e ’ s I a b v ( ’ e , , I l l b l l a a d t t l a a u o t t o o c N N I What ar What ar e you he r e you he r e to le ar e to le ar n n about? about? A. Mo re a b o ut c lic ke rs in A. Mo re a b o ut c lic ke rs in 20% 20% 20% 20% 20% g e ne ra l g e ne ra l B. Ho w to a c c ura te ly te st my B. Ho w to a c c ura te ly te st my stude nts’ unde rsta nding stude nts’ unde rsta nding C. Ho w to write q ue stio ns tha t C. Ho w to write q ue stio ns tha t g e t stude nts thinking o r g e t stude nts thinking o r ta lking ta lking D. I D. I de a s a b o ut diffe re nt type s de a s a b o ut diffe re nt type s o f q ue stio ns o f q ue stio ns E E . Mo re tha n o ne / so me thing . Mo re tha n o ne / so me thing l a . . . . . e lse e lse r . . . . e . . s s g n t e y a n e p m h g y i t h t n t s t t e i s n n m s e o e r t i o e t r y e s k s e l e f c / u f i t i e l a d c q n r t u t o e u u c t o o c i n r b b a w a a a h o o s t e t t a e r w o w e r o M o d H o I M H 2

19/06/2015 T T hink – Pair hink – Pair – Shar – Shar e e  By yo urse lf think a b o ut yo ur te a c hing  By yo urse lf think a b o ut yo ur te a c hing e xpe rie nc e s fo r 60 se c o nds e xpe rie nc e s fo r 60 se c o nds  Wha t a re two c ommon que stions you might  Wha t a re two c ommon que stions you might stude nts ? stude nts ? ask your ask your se lf about your se lf about your  No w turn to yo ur ne ig hb o urs a nd sha re yo ur  No w turn to yo ur ne ig hb o urs a nd sha re yo ur tho ug hts fo r 2 mins tho ug hts fo r 2 mins  Co mmo n e xpe rie nc e s / diffe re nc e s?  Co mmo n e xpe rie nc e s / diffe re nc e s? Common Que stions… Common Que stions…  Ha ve stude nts e ng a g e d with ma te ria ls b e fo re c la ss?  Ha ve stude nts e ng a g e d with ma te ria ls b e fo re c la ss?  Are stude nt pa ying a tte ntio n?  Are stude nt pa ying a tte ntio n?  Do stude nts re c o g nise a nd g ra sp c o nc e pts?  Do stude nts re c o g nise a nd g ra sp c o nc e pts?  Are stude nts thinking ?  Are stude nts thinking ?  Do stude nt re me mb e r the impo rta nt fa c ts?  Do stude nt re me mb e r the impo rta nt fa c ts?  Ca n stude nts wo rk in a g ro up?  Ca n stude nts wo rk in a g ro up?  Wha t do stude nts sa y a b o ut the pa c e a nd inte re st o f  Wha t do stude nts sa y a b o ut the pa c e a nd inte re st o f the le c ture ? the le c ture ?  Ho w do I  Ho w do I e ng a g e a mixe d g ro up (a b ilitie s a nd e ng a g e a mixe d g ro up (a b ilitie s a nd inte rna tio na l stude nts) inte rna tio na l stude nts) 3

19/06/2015 Clic ke r Clic ke r s ar s ar e tools that c an e tools that c an he lp… he lp…  E  E ng a g e stude nts in pe e r & a c tive le a rning ng a g e stude nts in pe e r & a c tive le a rning (inc luding the flippe d c la ssro o m) (inc luding the flippe d c la ssro o m)  E  E nc o ura g e stude nts to ta ke risk, c o mmit to a n nc o ura g e stude nts to ta ke risk, c o mmit to a n a nswe r a nd think c ritic a lly a nswe r a nd think c ritic a lly  Suppo rt e xpe rie ntia l le a rning / fe e db a c k lo o p  Suppo rt e xpe rie ntia l le a rning / fe e db a c k lo o p  I  I de ntify stre ng ths a nd we a kne ss de ntify stre ng ths a nd we a kne ss  E  E nc o ura g ing fun nc o ura g ing fun  Suppo rt a g ile te a c hing (fo c using o n stude nt  Suppo rt a g ile te a c hing (fo c using o n stude nt no t te a c he r ne e ds) no t te a c he r ne e ds)  Pro mo te de ve lo pme nt o f “e mplo ya b ility” skills  Pro mo te de ve lo pme nt o f “e mplo ya b ility” skills 4

19/06/2015 T T he L he L e c tur e c tur e E e E nvir nvir onme nt onme nt A que stion… A que stion…  I  I f a pe rso n ha s a dise a se tha t f a pe rso n ha s a dise a se tha t will ultima te ly de stro y the ir will ultima te ly de stro y the ir mind o r b o dy a nd the y wa nt to mind o r b o dy a nd the y wa nt to ta ke the ir o wn life , sho uld a ta ke the ir o wn life , sho uld a do c to r b e a llo we d to a ssist the do c to r b e a llo we d to a ssist the pe rso n in ta king the ir o wn life , pe rso n in ta king the ir o wn life , o r no t? o r no t? 5

19/06/2015 Sho uld a do c to r b e a llo we d to Sho uld a do c to r b e a llo we d to a ssist a pe rso n in ta king the ir o wn a ssist a pe rso n in ta king the ir o wn life , o r no t? life , o r no t? 33% 33% 33% A.Sho uld b e A.Sho uld b e a llo we d a llo we d B.Sho uld no t b e B.Sho uld no t b e a llo we d a llo we d C.Do n’ t kno w / No C.Do n’ t kno w / No d d r e e e w w w s a nswe r a nswe r o o n l l l l a a a o e e N b b / d t o l w u n o o h d n l S u k o t h ’ n S o D Ac tive L Ac tive L e ar e ar ning F ning F r r ame wor ame wor ks ks Bruff Framework (2012) Beatty Framework (2010) 6

19/06/2015 T T hink – Pair hink – Pair – Shar – Shar e e  L  L e t’ s e xplo re fir e t’ s e xplo re fir st ye ar st ye ar stude nt’s e xpe r stude nt’s e xpe r ie nc e s and ie nc e s and ansition (ne w to a disc ipline o r le ve l o f study) ansition (ne w to a disc ipline o r le ve l o f study) tr tr  Ske tc h in 60 se c o nds - g ro up size , le ve l, to pic ,  Ske tc h in 60 se c o nds - g ro up size , le ve l, to pic , g ut fe e ling a b o ut e ffe c tive ne ss g ut fe e ling a b o ut e ffe c tive ne ss  No w turn to yo ur ne ig hb o urs a nd sha re yo ur  No w turn to yo ur ne ig hb o urs a nd sha re yo ur tho ug hts fo r 2 mins tho ug hts fo r 2 mins  Co mmo n e xpe rie nc e s / diffe re nc e s?  Co mmo n e xpe rie nc e s / diffe re nc e s? Suppor Suppor ting F ting F ir ir st Ye ar st Ye ar E E xpe r xpe r ie nc e and T ie nc e and T r r ansition ansition  Ofte n in “la rg e ” a nd dive rse g ro ups  Ofte n in “la rg e ” a nd dive rse g ro ups  Sc a ry a nd b e wilde re d?  Sc a ry a nd b e wilde re d?  Pa ssive ?  Pa ssive ?  F  F rie ndly? rie ndly?  Co mmunity do e sn’ t ha ppe n spo nta ne o usly  Co mmunity do e sn’ t ha ppe n spo nta ne o usly  I  I nfo rma tio n o ve rlo a d nfo rma tio n o ve rlo a d 7

19/06/2015 Suppor Suppor ting F ting F ir ir st Ye ar st Ye ar E E xpe r xpe r ie nc e and T ie nc e and T r r ansition ansition  Mutua l c o mmunity a wa re ne ss b uilding  Mutua l c o mmunity a wa re ne ss b uilding (de mo g ra phic s, pe rc e ptio ns & e xpe c ta tio ns) (de mo g ra phic s, pe rc e ptio ns & e xpe c ta tio ns)  E  E va lua tio n o f stude nts’ unde rsta nding o f c o nc e pts va lua tio n o f stude nts’ unde rsta nding o f c o nc e pts  Ba sis fo r o b ta ining stude nts’ vie ws o n to pic s in o rde r  Ba sis fo r o b ta ining stude nts’ vie ws o n to pic s in o rde r to sta rt disc ussio ns to sta rt disc ussio ns  I  I nc re a se disc ussio n o n se nsitive to pic s (e thic a l, nc re a se disc ussio n o n se nsitive to pic s (e thic a l, mo ra l o r le g a l issue s) mo ra l o r le g a l issue s) Othe r Othe r situations situations  L  L a rg e g ro up (100 – 450) le c ture s a rg e g ro up (100 – 450) le c ture s  L  L a rg e g ro up se mina rs (25 – 50) a rg e g ro up se mina rs (25 – 50)  Mixe d a b ility se mina rs  Mixe d a b ility se mina rs  Mix o f ho me a nd inte rna tio na l stude nts  Mix o f ho me a nd inte rna tio na l stude nts  E  E xa m pre pa ra tio n xa m pre pa ra tio n  We e kly fe e db a c k me c ha nism  We e kly fe e db a c k me c ha nism  Yo ur e xa mple s…  Yo ur e xa mple s… 8