1. Student Feedback and Formative Assessment What are some challenges in a large course? http://admissions.yale.edu/small-seminar?format=large Photos: http://symposium.tlt.psu.edu/2011/03/symposium_stories_4_from_large_lecture_to_a_world_ in_conversation/

2. Tablet – The “New” Blackboard Provide bare bones outline on Trunk before class Students fill in as we go Allows time for digestion of material Increases flexibility Freedom of conversation allows me to see where we are Use to brainstorm Ask open-ended questions

3. Benefits over the Real Blackboard Orientation Provides outline/structure for class Incorporate multimedia/images Permanent record for instructor

4. Mechanisms of Receptor Tyrosine Kinase Activation (ex. from Bio46 – Filling in Outline) 1.Divalent Ligand http://www.molecularmovies.com/bindingstudy/treatment_03.html

5. Targeting Her2 (ex. from Bio46 – Providing Structure for Brainstorming) ExtracellularIntracellular

6. Clickers to Enhance Student Self-Assessment and Feedback Answering 80% of the questions was worth 10% of grade over 95% of students received a 100% Used at least 2 questions/class (with other brainstorming/open-ended questions) Used in think-pair-share format or discussion format Why is the right answer right? Why are the wrong answers wrong? Provides us BOTH with real time feedback Monitor responses as they come in Provide multiple questions on same challenging topic Follow-up next lecture Students have opportunity to immediately USE information and monitor their own understanding

7. Some Clicker “Tips” Use old exam questions to generate questions Use data/images/etc to make clickers more interesting/relevant Focus on areas of misconceptions Clickers aren’t just for right/wrong questions Provide students with some sense of how many people chose a given answer even if you don’t show the graph (ex. 50/50) Teach students how to use clickers to enhance their studying