1. “Think-Pair-Share and ABCD Voting Cards: Simple but Powerful Tools to Improve Interaction and Learning in Lectures” Dr. Larry Lesser, Director Center for Excellence in Teaching and Learning cetal.utep.edu

2. TOOL: Think-Pair-Share goes back at least to Lyman (1981) similar to 1-2-4-whole Liberating Structure

3. Think-Pair-Share question: Why do many (mainly) lecture?

4. My goals: 1) make large classes more interactive 2) assess understanding in real time inspiration: Dr. Kien Lim’s clicker use and May 2010 thesis by our advisee Tami Dashley resistance (to electronic clickers): More dependence on tech. set up/access/support $ cost to students Breakthrough: CETaL workshop on voting cards

5. Ed Prather’s “no-tech” option for a 2-choice question: On 1-2- 3, have everyone point (“not like a T-rex”) yes or no Example: “Is this your 1st teaching workshop this year?”

6. Which radio wave is FM?

7. Lesser adaptation for a no-tech 5-choice assessment (pretend you’re facing a protractor) C D B E A

8. moving from “no tech” to “almost no tech”….

9. TOOL: ABCD Voting Card sparked by CETaL’s 2010 Fall Instructor Retreat by Ed Prather (e.g., Prather & Brissenden, 2008) see TEACHING TOOLKIT at cetal.utep.edu

10. to go beyond 4 choices: For “E”, show full page (ABCD side) To show your mind is “blank” (i.e., you have no idea or don’t understand the question), show entire blank side

11. 2 principles of card voting SIMULTANEOUSLY: prepare votes and hold them up only on the count of 1-2- 3 ANONYMOUSLY: hold just below neck

12. Use of Personal Response System (a/k/a audience response system, classroom response system) A) I’ve used it a lot B) I’ve used it a little C) haven’t used it, but am open to trying it D) haven’t used it, and doubt I will anytime soon

13. cetal.utep.edu

14. on that page of the Teaching Toolkit: my 11-minute 2012 video “ABCD Voting Cards” Quick Reference Guide: “Using ABCD Classroom Response Cards” (Meeuwsen) actual ABCD card my fall 2011 Texas Mathematics Teacher paper primer on question writing

15. How to get the ABCD card INSTRUCTORS: CETaL Teaching Toolkit STUDENTS: my syllabus has URL for a pdf that can be printed in color (or in black & white and they color it)

16. Implementation Present question (on board, PPT, oral) and face it as you let students read it Announce the time they have to prepare their votes; have them vote If near unanimously correct, move on; If not, have them “turn to your neighbor and try to convince them you’re right” for 30 seconds, then revote

17. USES (I’ll show some I’ve done in my field, then it’s your turn!) Assess computational proficiency Assess conceptual understanding Real-world interpretation Ask “what-if” questions Check for misconceptions Estimation/simulation Classroom management questions

18. COMPUTATION; CONCEPTUAL Find the mean of {1, 2, 3, 4, 4, 16}. A)2 B) 3.5 C) 4 D) 5 E) none of these What’s the most useful way to report annual average household income? A) mean B) median C) mode D) maximum

19. 60% chance of rain means….. (Sept. 2007 Math.Teacher media clips) A) rain will occur 60% of the day B) at a specific point in the forecast area, there is a 60% chance of rain C) 60% chance that rain will occur somewhere in the forecast area during the day D) 60% of the forecast area will receive rain.

20. “what if” questions (which can be improvised on the spot) If we delete the outlier, the correlation would: A)increase B) decrease C) stay the same D) no idea

21. Checking for misconceptions (in this case,“representativeness heuristic”; Dashley, 2010) Which outcome of 6 coin tosses is most likely? A) H H H T T T B) T T H H T H C) H T T H H H D) A & B are equally likely E) all of the above are equally likely

22. (to motivate “random sampling”) Estimate average area of the 100 rectangles: A) 11

23. Classroom Management Getting to know class: who has what majors, year in school, etc. Form “groups” spontaneously Vote on best day to take a test or schedule an extra office hour Feedback on the length or difficulty of a test or reading Traffic light real-time feedback on lecture

24. USES (now it’s your turn!) write an ABCD card question of at least one type Assess computational proficiency Assess conceptual understanding Real-world interpretation Ask “what-if” questions Check for misconceptions Estimation/simulation Classroom management questions