Add Interactivity to Your Science Lecture Using a Classroom Response System

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Add Interactivity to Your Science Lecture Using a
Classroom Response System
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• October 14, 2005
• Paul Williams
• Jeff Bechtold
• Paul Nacozy

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Outline
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• What is a Classroom Response System (CRS)?
• How can a CRS be used to promote interactivity?
• How can a CRS be implemented at ACC?
• What is the progress of our system?

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My principal teaching discipline is

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1. Astronomy
2. Biology/Bio-tech
3. Chemistry
4. Geology/ESTE
5. Physics/ENGR
6. Other

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Prior to this workshop, I was familiar with CRS

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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I have previously used CRS in my teaching

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1. Yes
2. No

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Classroom Response Systems
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• Components
• Instructor poses question to entire class with
  computer/projector/receiver
• Students have input device to answer questions

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Classroom Response Systems
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• Advantages
• Answers are recorded and immediate feedback can
  be given to students
• Gives students anonymity while answering
  questions
• Typically all students answer question
• Can collect data for Research or Participation
  Grade
• Pedagogically very versatile

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Strategies for Using CRS in the Classroom
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I am familiar with the issue of Intelligent Design

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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I believe Intelligent Design should be taught as
an alternative scientific theory to Evolution

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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Polling
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• Typically an opinion question
• Students answer anonymously
• Good tool for promoting class discussion

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A rectangular flower bed has dimensions 2.0 m x
3.00 m. Its area is

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1. 6 m2
2. 6.0 m2
3. 6.00 m2
4. 6.000 m2
5. All of the above
6. Some other answer

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Concept Tests
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• Typically Brief Questions to test student
  understanding of concepts
• Can be used to see if additional time needs to be
  devoted to topic

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Suns corona is best observed with which
electromagnetic radiation

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1. radio
2. infrared
3. visible
4. ultraviolet
5. x-ray

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Suns corona is best observed with which
electromagnetic radiation

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1. radio
2. infrared
3. visible
4. ultraviolet
5. x-ray

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Think Pair Share Questions
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• Goal Students learn from each other (Peer
  Instruction)
• Same Question is asked twice
• First time students answer on their own
• Small group discussion about the question is held
  and then students answer again
• Question choice is important need a question
  that you expect 30-50 of the students to
  initially know the correct answer

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A large dump truck rear ends a Yugo. During the
collision, the force exerted on the Yugo by the
truck is

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1. Larger in magnitude than the force exerted on the
   truck by the Yugo
2. Equal in magnitude to the force exerted on the
   truck by the Yugo
3. Less in magnitude than the force exerted on the
   truck by the Yugo
4. Cannot be determined

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Eliciting Common Misconceptions
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• Physics Education Research has shown that
  students strongly and persistently hold
  non-Newtonian beliefs about force and motion
• An effective strategy to change those beliefs is
  to elicit them and confront them

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Task
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• Break into groups of 3 4
• Introduce yourself to the members of your group
• Brainstorm another way you could use a CRS in the
  classroom
• You have three minutes

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Uses of CRS in the Classroom
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1. Polling
2. Concept Tests
3. Think/Pair Share Questions
4. Eliciting Common Misconceptions
5. Others

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Implementation of CRS
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• Purchase Model
• Available Resources at ACC
• Getting Started Instructors Perspectives
• Jeff Bechtolds Experiences
• Paul Nacozys Experiences

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Purchase Model
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• College-owned Classroom Sets
• College bears cost
• Instructor manages roster
• Bundled with Text
• Cost is included in Text (Instructor equipment is
  typically included as part of adoption)
• Student manages roster (typically over web)
• Student Purchases Clicker at Bookstore
• Student buys clicker (college may have to buy
  instructor equipment
• Student manages roster (typically over web)

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The campus at which I primarily teach is

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1. CYP
2. EVC
3. NRG
4. PIN
5. RGC
6. RVS
7. Other

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Class Sets
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• ACC currently owns four sets
• Two are TurningPoint
• Two are eInstruction (CPS) Herb Coleman
• One of each is at Media at RGC
• One CPS is at media at NRG
• Innovation Grant set of TurningPoint at NRG is
  what you are looking at

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Innovation Grant
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• Goal Turnkey portable system for use by science
  faculty at NRG
• Lives in Physics prep room NRG 2229
• Develop slide sets of TurningPoint questions to
  share with other Physics Instructors (Its easier
  to edit than create from scratch)
• Conducting a number of Measures of efficacy In
  progress

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Jeffs Experiences
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Pauls Experiences
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Contact Us
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• Paul Williams, NRG 2153, 223-4824,
  pwill_at_austincc.edu
• Jeff Bechtold, NRG 2216, 223-4788,
  bechtold_at_austincc.edu
• Paul Nacozy, NRG 4226, 223-4896,
  pnacozy_at_austincc.edu

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Workshop Evaluation
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• Please feel free to trade clickers to answer the
  evaluation questions anonymously

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The material presented in the workshop was
interesting

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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The material presented in the workshop was clear

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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My knowledge about using CRS increased because of
the workshop

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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My interest in using CRS increased because of the
workshop

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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I would attend a future workshop about using
TurningPoint software

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1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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