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

2. Outline ► 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?

3. My principal teaching discipline is 1. Astronomy 2. Biology/Bio-tech 3. Chemistry 4. Geology/ESTE 5. Physics/ENGR 6. Other

4. Prior to this workshop, I was familiar with CRS 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

5. I have previously used CRS in my teaching 1. Yes 2. No

6. Classroom Response Systems Components 1. Instructor poses question to entire class with computer/projector/receiver 2. Students have input device to answer questions

7. Classroom Response Systems Advantages 1. Answers are recorded and immediate feedback can be given to students 2. Gives students anonymity while answering questions 3. Typically all students answer question 4. Can collect data for Research or Participation Grade 5. Pedagogically very versatile

8. Strategies for Using CRS in the Classroom

9. I am familiar with the issue of Intelligent Design 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

10. I believe Intelligent Design should be taught as an alternative scientific theory to Evolution 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

11. Polling ► Typically an opinion question ► Students answer anonymously ► Good tool for promoting class discussion

12. A rectangular flower bed has dimensions 2.0 m x 3.00 m. Its area is 1. 6 m 2 2. 6.0 m 2 3. 6.00 m 2 4. 6.000 m 2 5. All of the above 6. Some other answer

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

14. Sun’s corona is best observed with which electromagnetic radiation 1. radio 2. infrared 3. visible 4. ultraviolet 5. x-ray

15. Sun’s corona is best observed with which electromagnetic radiation 1. radio 2. infrared 3. visible 4. ultraviolet 5. x-ray

16. Think Pair Share Questions ► 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

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

18. Eliciting Common Misconceptions ► 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

19. Task ► 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

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

21. Implementation of CRS ► Purchase Model ► Available Resources at ACC Getting Started – Instructor’s Perspectives 1. Jeff Bechtold’s Experiences 2. Paul Nacozy’s Experiences

22. Purchase Model ► College-owned Classroom Sets 1. College bears cost 2. Instructor manages roster ► Bundled with Text 1. Cost is included in Text (Instructor equipment is typically included as part of adoption) 2. Student manages roster (typically over web) ► Student Purchases Clicker at Bookstore 1. Student buys clicker (college may have to buy instructor equipment 2. Student manages roster (typically over web)

23. The campus at which I primarily teach is 1. CYP 2. EVC 3. NRG 4. PIN 5. RGC 6. RVS 7. Other

24. Class Sets ► 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

25. Innovation Grant ► 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 (It’s easier to edit than create from scratch) ► Conducting a number of Measures of efficacy – In progress

26. Jeff’s Experiences

27. Paul’s Experiences

28. Contact Us ► Paul Williams, NRG 2153, 223-4824, pwill@austincc.edu pwill@austincc.edu ► Jeff Bechtold, NRG 2216, 223-4788, bechtold@austincc.edu bechtold@austincc.edu ► Paul Nacozy, NRG 4226, 223-4896, pnacozy@austincc.edu pnacozy@austincc.edu

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

30. The material presented in the workshop was interesting 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

31. The material presented in the workshop was clear 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

32. My knowledge about using CRS increased because of the workshop 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

33. My interest in using CRS increased because of the workshop 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

34. I would attend a future workshop about using TurningPoint software 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree