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Clicker Use in Upper-Level Courses
Clickers in Upper-DivisionCourses
Stephanie V. ChasteenKathy PerkinsMichael DubsonSteven Pollock
Physics Dept. and Science Education InitiativeUniversity of Colorado at Boulder
Clicker Use in Upper-Level Courses
Step into our classroom
See the video runningelsewhere in thisroom!
What does it look like?
Clicker Use in Upper-Level Courses
Upper-div Clickers at CU
Non-PER2 (2007, 2009)Graduate AMO
PER, then non-PER6 (2004-2009)Statistical Mechanics
Non-PER3 (2007-2009)Solid State
Non-PER3 (2008-2009)Solid State
PER, then non-PERNon-PER
3 (2008-2009)1 (2008)
Quantum IQuantum II
PER, then non-PERNon-PER
3 (2008-2009)1 (2009)
E&M IE&M II
Non-PERNon-PER
2 (2006-2007)2 (2007, 2009)
Classical Mech. IClassical Mech. II
Instructors# times w/clickersCourse
Clicker Use in Upper-Level Courses
Example Questions
• Conceptual• Math/Physics
connection• Application of
ideas• Step in calculation,
proof, derivation
Clicker Use in Upper-Level Courses
What’s special about upper-div?
• Intellectually more sophisticated students• Faculty and student investment & identity• Complex physics
Clicker Use in Upper-Level Courses
Why use clickers in upper-div?
Active engagement and peer instructionis just as useful for juniors as forfreshmen.
Students overestimate what they know.If you have a misconception about somebasic physical idea (yes, this does happenat the upper-division), it shows glaringlyhere. -student
There is a time for telling(but not too soon!)
Clicker Use in Upper-Level Courses
Arguments against upper-div clickers
• Chews up time Ideas are complex• Discussion easy in small classes Students can still hide• Students are sophisticated learners Clickers used to aid learning• Students may resist But perhaps only initially…• Extra effort for faculty Question banks available if you want to try
Clicker Use in Upper-Level Courses
Students Find Clickers Useful
0% 10% 20% 30% 40%
Pure lecturemuch more useful
Pure lecturemore useful
Same
Lecture with clickersmore useful
Lecture with clickersmuch more useful 79% of
students
12 courses, 264 student responsesUpper-div courses using clickers:
Q: How useful for your learning is the addition of clickerquestions compared to pure lecture with no clicker questions?
Clicker Use in Upper-Level Courses
Students Recommend ClickersQ: Would you recommend using clickerquestions in upper-level physics courses?
0% 10% 20% 30% 40% 50%
Definitely notrecommended
Neutral
Recommended
HighlyRecommended
73% of students
12 courses, 267 student responsesUpper-div courses using clickers:
Not recommended
Clicker Use in Upper-Level Courses
Example: Quantum Mech. I
Steven J. PollockPER researcher
3rd semester of PER-led reformsWith tri-phase co-teaching
Oliver DeWolfeString theorist
Peer Instruction: 10 yearsExpert clicker user
Teaching: 15 years
Teaching: 3 yearsClicker use: first yearOpen-minded new user
Previous studentsdidn’t recommendthat Dr. DeWolfeadd clickers to hisQuantum Mech.course
Clicker Use in Upper-Level Courses
Student’s can’t predict value
0% 10% 20% 30% 40% 50%
Definitely notrecommended
Not recommended
Neutral
Recommended
HighlyRecommend
Q: Would you recommend using clickerquestions in upper-level physics courses?
Add Clickers (QM I, n=30)
In great pure lecture, No clickers (QM II, n=17)
Missing clickers? (EM II, n=16)
Clicker Use in Upper-Level Courses
Students’ recommendation for implementation
# of Qs per lecture: 2-5 [2-3 (62%); 4-5+ (21%)]
Timing: Interspersed with lecture (87%)
Peer-discussion: Allow and encourage (80%)
Preferred response mode: 93% prefer peer discussion as part of response93% prefer peer discussion as part of response 64% prefer some time for individual thinking prior to peer discussion 64% prefer some time for individual thinking prior to peer discussion
N=11 courses, 224 responses
Clicker Use in Upper-Level Courses
Completely useless
Mostly useless
Somewhat useful
Useful
Very useful
Challenging conceptual
Recalling a previous fact
Recalling a recent fact
Plugging numbers into equation
Types of clicker questions:
0% 10% 20% 30% 40% 50% 60%% of students
How useful for learning?91%35%36%18%
N=4 courses, 66 students
Preferred types of questions
Clicker Use in Upper-Level Courses
Tips for Success
• Tell students why youʼre using clickers• Ask challenging questions• Make environment comfortable to talk
It’s not the clicker that’s important, but the method ofpeer instruction! Peer instruction has been usedsuccessfully in upper-division astronomy, sans clickers.
Clicker Use in Upper-Level Courses
Resources
• PER course materials for Quantum and E&Mhttp://www.colorado.edu/sei/departments/physics.htm
• Clicker videos and this talk atSTEMclickers.colorado.edu
