1. Small Group Discussions in Large Lecture Connections between Teacher Facilitation and Student Participation Jennifer Roth, Sissi Li, and Dr. Dedra Demaree Oregon AAPT Meeting Lane Community College October 16, 2010

2. Intro Setting Method Data Analysis Conclusion Acknowledgements Thank you to George DeBeck V, Sam Settlemeyer, Jonathan Hunt, and the OSU Physics Department References 1. Bianchini, J. A. “Where Knowledge Construction, Equity, and Context Intersect: Student Learning of Science in Small Groups,” Journal of Research in Science Teaching. 34 (10), 1997. 2. Kelly, G. J. “Discourse in science classrooms. In S. K. Abell, & N. G. Lederman (Eds.),” Handbook of Research on Science Education (pp. 443-469), Mahwah, NJ: Lawrence Erlbaum Associates, 2007. 3. Henriksen, E. and Angell, C.,”The role of ‘talking physics’ in an undergraduate physics class using an electronic response system,” Physics Education. 45 (3), 2010. 4. Schiller, E., and Joseph, J., “A Framework for Facilitating Equitable Discourse in Science Classrooms,” Science Scope, February 2010, pp. 56-60. 5. Kelly, G. J., & Chen, C., “The sound of music: Constructing science as sociocultural practices through oral and written discourse.” Journal of Research in Science Teaching, 36, 883-915.

3. Intro Setting Method Data Analysis Conclusion How is instructor activity facilitation related to the nature of student engagement in small groups? Facilitating Student Discourse—Ideas from Literature Design group tasks to promote positive interdependence and individual accountability. Making the benefits of discussion explicit to students could increase student participation. Encourage students to take responsibility for their learning (by delegating authority).

4. Intro Setting Method Data Analysis Conclusion How is instructor activity facilitation related to the nature of student engagement in small groups? How are students participating in terms of forming groups and level of engagement? What is the instructor saying? How and when is the instructor saying it?

5. Course Description Intro Setting Method Data Analysis Conclusion

6. Research Method Intro Setting Method Data Analysis Conclusion

7. Fall ‘08Winter ‘09Spring ‘09

8. Intro Setting Method Data Analysis Conclusion Fall ‘08Winter ‘09Spring ‘09

9. Intro Setting Method Data Analysis Conclusion IF-THEN Statement Activity— Remodeled Classroom “I want you guys to predict what's going to happen to the penny based on these rules. I want you to write it down with your neighbors.”

10. Intro Setting Method Data Analysis Conclusion IF-THEN Statement Activity— Traditional Classroom “I want you to make an "if-then" statement based on our rules. If our rules hold, then what will happen to the penny during the collision? So talk to your neighbor, come up with a rule, let me know what it is.”

11. Intro Setting Method Data Analysis Conclusion 30% Active 36% Mix 34% Passive36% Active 44% Mix 20% Passive Fast “uproar” IF-THEN Activity—Student Participation Remodeled Traditional

12. Shows a demonstration. *2 personal requests (“I want”) *1 explicit discussion request *2 personal requests *1 explicit discussion request *2 impersonal commands *1 hint (demonstrated how their answer should be phrased *Not a voting/clicker question activity *Students form/articulate prediction *Not a voting/clicker question activity *Students form/articulate prediction Intro Setting Method Data Analysis Conclusion IF-THEN Activity—Teacher Facilitation Before Intro During Remodeled Traditional

13. Intro Setting Method Data Analysis Conclusion Induction Activity—Remodeled “Your turn to review.” Prompt after 60 seconds: “Well, so far all of you have figured out that you can solve it. So 3's not the answer....between A and B. Help your neighbors out. Use the right hand rule.”

14. Intro Setting Method Data Analysis Conclusion Induction Activity—Traditional “It is now your turn to review with a VQ. Any questions on this problem before I switch it over?” Prompt at 60 seconds: “Here's a case that we almost never do computationally…” Prompt at 10:46: “Help your neighbors out…”

15. 10% Active 50% Mix 40% Passive0% Active 16% Mix 84% Passive Distinct increase in volume and activity after discussion prompt. 3-4 more students talk after discussion prompt. Intro Setting Method Data Analysis Conclusion Induction Activity—Student Participation Traditional Remodeled

16. Example Problem & Videos from Students. Example Problem “Your turn to review.”“It is now your chance to review with a voting question. Any questions on this problem before I switch it over? ‘K ” Discussion prompt and calls attention to a tool (right hand rule). Comment about advanced physics topic and discussion prompt. Intro Setting Method Data Analysis Conclusion Induction Activity—Teacher Facilitation Before Intro During Remodeled Traditional

17. Intro Setting Method Data Analysis Conclusion Discussion *Data indicate that use of personal requests (“I would like”, “do this for me”) may yield higher participation than impersonal commands. *High number of active participants occurred for non-clicker question. Is it possible that use of clickers breaks up student discussion? (Students more concerned with entering an answer than having a meaningful discussion) *Explicit requests for students to work together tend to yield higher participation, even late in the year when classroom norms are well-established.

18. Intro Setting Method Data Analysis Conclusion Discussion *Some indication that a request for students to “convince their neighbor,” or “argue for their answer,” may yield different results than a request to simply “discuss.” *Data indicate that instructor recognition of students as contributors to the classroom community may increase participation in small group discussion. *Data suggest that more densely packed seating arrangements may be more conducive to group discussion. *Explicitly giving students a tool to use  improves performance, possibly engagement as well.

19. Intro Setting Method Data Analysis Conclusion Future Work Investigate possible relationships between participation and: *Activity Duration *Level and Amount of Scaffolding (hints) *Discussion Prompts *Time Spent Introducing Activity *Number of correct clicker responses *Teacher reinforcement of “Students as Valuable Contributors.” Look at number of groups formed and size of groups compared with instructional practices in more detail.