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Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.

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Presentation on theme: "Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop."— Presentation transcript:

1 Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop

2 What is your experience with clickers? A.Have not tried them but am interested B.Use them occasionally C.Use them regularly D.Have not tried them but am unconvinced E.Opposed to their use

3 What barriers prevent you from adopting clickers? A.Cost to student B.Cost to department C.Time to learn new software or adding questions D.Loss of class time E.Other F.Clicker user/no barriers

4 Resources Teaching with Classroom Response Systems by Derek Bruff, Jossey-Bass, 2009 Clickers in Action: Active Learning in Organic Chemistry by Suzanne M. Ruder, Norton, 2013 – Suggested by J. Muzyka

5 Why Clickers ? (Student Response Systems) Technology for Classroom Assessment Techniques (CATs) Variety of methods for obtaining immediate feedback of student knowledge and learning – before any quiz or exam where it’s “too late”

6 Why Clickers ? e.g. Ask a question based on material just covered in lecture – Have all students answer – Quickly check answers – Correct misconceptions/misunderstanding

7 Benefits Immediate feedback All students respond Anonymous to students – Instructor can determine who answered and how Improve student learning Grading?

8 Benefits Improve student learning – Thomas D’Angelo and K. Patricia Cross, Classroom Assessment Techniques: A Handbook for College Teachers, Jossey-Bass, 1993 – Bruff for clickers – David C. Haak, et al. Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology, Science 332, 1213 (2011) – Louis Deslauriers, et al. Improved Learning in a Large- Enrollment Physics Class, Science, 332, 862, (2011) – Linda B. Nilson, Teaching at Its Best, Jossey-Bass, 2010, pp. 273 – 280

9 What are the pedagogical benefits of using clickers? A.Improved engagement B.Improved retention of material C.Improved retention of students (course/institution) D.Better attitudes concerning course and material E.All of the above

10 Types of question Review gen chem Assess retention of material Application of concept Inquiry/discovery-based learning Check attendance?

11 Solving problems Multi-step synthesis Mechanisms Spectral interpretation

12 Question types Multiple choice Numerical Text Sources of questions – Instructor generated – Publisher generated – Student generated

13 What is the major product of the reaction shown? A.A B.B C.C D.D

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15 How many signals appear in the 13 C NMR spectrum of the compound shown? RankResponses 15 24 3 4 5 6Other Values: Value Matches: 0

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17 What kind of isomers are these? RankResponses 1DIASTEREOMERS 2DIASTEREOMER 3DIASTEROMER 4STEREOISOMERS 5CONFIGURATIO... 6Other Values: Value Matches: 0

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19 How should the mechanism arrows be written? (Write a sequence of numbers. The 1 st number is the base of a curved arrow. The second number is the head. If there is a second arrow, the 3 rd number would be the base and the 4 th number would be the head. RankResponses 13678 236 3 4 5 6Other Values: Value Matches: 0

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21 Propose a multi-step synthesis to convert cyclohexene to ethoxycyclohexane. RankResponses 1111213 2810 3 4 5 6Other Values: Value Matches: 0

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23 Synthesize 3-methylhex-3-ene from butan-2-ol and 1-bromopropane by entering the number for the correct reagents for the letters in the boxes. You will need to determine what Compounds U, V, and W along the way. Use each reagent only once. 1. (1. LiAlH 4, ether 2. H 3 O + ) 2. Na 2 Cr 2 O 7, H 2 SO 4 3. Compound V 4. Compound W 5. Ph 3 P 6. BuLi, ether 7. Mg, ether 8. NaOEt, EtOH

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25 Practices Informal peer learning – Students discuss questions How time for questions? – Varies, ~ 2 min. – Listen to level of conversation What is the minimum number of questions suggested per 50 min. class period? – Varies, ~ 3

26 Practices “Good” questions for peer learning – 30% correct – Ask students to discuss with someone who disagrees and poll again Easy questions (>80% correct) often given to avoid discouragement Posting % responses – Can affect follow up polling

27 Practices Class participation points – e-mail reason for absence to avoid losing clicker points – No grade for % correct – Grade based on % correct – Combination of both

28 Potential Issues Choosing same answer as smartest person nearby Random guessing “Helping” absent friend Exams and quizzes

29 Logistics Options for student use – Own – Share – Rent – Mobile device Integration with PowerPoint

30 Original Conventional Wisdom Use one system across your institution – Decided by faculty and/ITS Mobile devices – Hardware no longer consideration – Important considerations Cost Software Ease of use Where does data reside

31 Drawing Structures Mastering Chemistry: Pearson – Easier to check student responses in class – Draw structures and vote on them

32 Acknowledgements IPFW – CELT – ITS Jennifer Muzyka and Centre College

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