23-May-03 Using a Classroom Response System (CPS) to Improve Student Learning James D. Myers Erin A. Campbell-Stone & James E. McClurg Department of Geology and Geophysics University of Wyoming

Physical Geology: GEOL students per semester traditional lecture-lab –one lecture section –10-13 lab sections with < 20 students low student attendance/involvement instructor, full-time lab coordinator, 4-5 TAs

Physical Geology - Redesign integrate reading-lab-lecture three-week integrated learning module extensive use of technology lectures reorganized to combine variety of educational techniques lab incorporates: group learning, hands- on, reading assignments reading assignments mandatory

Physical Geology – Learning Modules consists of: –week 1: reading questionnaire –week 2: lab activities –week 3: lecture different modules overlap –single week do parts of three different modules –each concentrates on different subject

Physical Geology – Learning Modules

Physical Geology – Reading Questionnaires introduces topics done individually submitted online insures background preparation done

Physical Geology – Lab uses –collaborative learning –hands-on activity –strong web component –virtual experiments –multimedia

Physical Geology – Lab each lab group has work station with dedicated, networked computer

Physical Geology – Lecture final component of learning module follows first two components student applies their new knowledge variety of goals relies heavily on Web site lecture format varied –introduced limited active learning sessions

Physical Geology – Lecture Changes some changed from passive to active learning environment increased student-instructor and student- student interaction during lecture provided limited formative assessment engaged a larger percentage of the students in lecture – not just the “responders”

Physical Geology – Lecture Outcome student involvement grew during semester improved performance on exams for students attending lecture

Physical Geology – Lecture Limitations many students still not engaged active learning only small percentage of lecture sessions lots of added administrative work formative assessment limited real-time monitoring of student learning limited

Solution: Classroom Response Systems record and analyze student response in real time Classroom Response System from eInstruction two modes: bookstore, standalone student key pads with receiver – infra-red system

CPS Demonstration do quick demonstration

Lecture: Enhancing with CPS better in class feedback on student learning ability to “chunk” lectures more effectively reduction of administrative tasks and paper collection permanent quantitative record of student performance more focused assessment of effectiveness

Lecture - Types expository: typical lecture enhanced: mini-lectures separated by active learning (CPS) tasks focused: active learning class session focused on single concept/technique

Lecture - Expository instructor talks, students listen passive environment benefits –low “risk” for students –provides breather –easy fall back position

Lecture - Expository introduce ourselves describe regional, national or international geologic events discuss local, state or national policy issues related to geology cover information/topic not in textbook tie current events to subject

Lecture – Expository w/ CPS uses CPS for: –opinion surveys –knowledge assessment benefits –no right/wrong answer –provides attendance data –refocuses students without “risk” on their part

Lecture – Enhanced: Details series of mini-lectures separated by activities activities occupy only 5-10 minutes refocus attention combine formative assessment (feedback) and/or active learning exercises done individually or in pairs/groups type of activity varied

Lecture – Enhanced: Timeline MinutesActivity 15Mini-lecture on permeability and porosity 10ConcepTest dealing with cone-of- depression 15Mini-lecture on types of aquifers 10Think-pair-share dealing with groundwater recharge

Lecture - Focused focused on a single concept/technique employs multiple active learning tasks think-pair-share always important a worksheet is completed individually and turned in occupies entire class period maximum of one focused lecture per subject topic

Lectures – Enhanced w/ CPS mini-lectures separated by active learning tasks –tasks use CPS topic: groundwater timeline –Mini-lecture: The Water Table –Quick-Thinks (CPS) –Mini-lecture: Aquifers and Aquicludes –ConcepTest – Artesian Wells (CPS)

Lecture – Focused: Functions summation: used to wrap up a topic, e.g. structural geology extension: introduces concept not previously covered in reading, lab or lecture application: applies previously learned principles/concepts to new situation

Lectures – Focused: Example topic: structural geology function: summation timeline –introduction –terminology review (CPS) –vertical motion problem –map details quiz (CPS) –map exercise –core-information exercise –wrap-up (CPS)

CPS Results: Changes lots of more preparation time – 2-3x less content covered –content presented in greater depth –better chance students will retain the information (hope) teaching style must be adjusted –flexible, spontaneous have to “re-educate” students –not used to working in lecture –attitude your are not teaching them – they are getting short changed –tell them up-front why you are making these changes

CPS Results: Formative Assessment done early in semester (2/19)

CPS Results: Summative Assessment conducted at end of semester (5/9)

CPS Results: Class Attendance

CPS Results: Adjustments reduce grace period to one week increase attendance points (5 to 20) emphasize academic dishonesty permanent log for sign-ins

CPS Results: Recommendations equip all large classrooms in classroom building encourage adoption by other instructors - particularly of large classes explore ways of supporting faculty adopting CPS

Suggestions: Implementation alternate CPS function (polls, opinions, learning activities, assessment) credit participation not accuracy (no risk) vary question difficulty limit each CPS session to < 5 questions have a back-up plan (technology & content) if for points, have a sign-in sheet don’t ignore results useful to monitor attendance

Suggestions: Getting Started plan ahead provide student grace period conduct technology assistance sessions contact bookstore early (for bookstore model only) practice before hand –technology & style –instructor & students

Suggestions: Classroom Environment instructor flexibility essential class “out” of control class size dictates applications students more involved/animated greater understanding of less material formative/summative assessment

Suggestions: Potential Problems technology glitches key pad vulnerability complaints about cost potential for cheating

Summary active learning makes lecture time more effective –engages student’s brain –keeps them focused on task –breaks monotony students need to “adjust” lecture behavior CPS improves the delivery and effectiveness of active learning –ensures all students participate –provides quantitative formative & summative assessment –reduces administrative overhead CPS is just a tool. Its effectiveness is determined by how well you wield that tool