“evaluations of my lectures improved
significantly”
“I often learn that what my students do and do
not understand is something else than
what I expected”
“clicker questions force me to think about what the most
important messages of my lectures are”
“the most important to me is that all students feel that
they are heard”
“with clickers it is difficult for students to hide in the crowd”
“my students are encouraged to think rather than just listen” lectures improved
lectures improved significantly” significantly”
“I often learn that what “I often learn that what my students do and do my students do and do my students do and do not understand is not understand is not understand is something else than something else than something else than
what I expected” what I expected” “clicker questions “clicker questions force me to think force me to think force me to think about what the most about what the most about what the most important messages important messages important messages
of my lectures are” of my lectures are”
“the most important “the most important
to me is that all to me is that all to me is that all students feel that students feel that students feel that
they are heard” they are heard” “with clickers it is
“with clickers it is di
di
diffiffifficult for students cult for students cult for students to hide in the crowd” to hide in the crowd”
no on/off
only last click counts
vote recorded: display & green light
er du klar til
Har du brugt clickere i din
undervisning?
1. Ja, meget
2. Ja, lidt
3. Nej, ikke endnu, men jeg vil gerne
4. Nej, og det kunne jeg ikke drømme om
5. Jeg underviser ikke
I hvilken type klasse ønsker du
at bruge clickere?
1. En forelæsning med > 100 bachelor
studerende
2. En forelæsning med > 40 master
studerende
3. Et kursus med 10–20 PhD studerende
4. Jeg underviser ikke
Din søster ringer og siger hun skal have
tvillinger. Hvad er mest sandsynligt (antag
at det
ikke
er enæggede tvillinger)?
1. To piger
2. To drenge
3. En pige og en dreng
Din søster ringer og siger hun skal have
tvillinger. Hvad er mest sandsynligt (antag
at det
ikke
er enæggede tvillinger)?
1. To piger
2. To drenge
3. En pige og en dreng
Din søster ringer og siger hun skal have
tvillinger. Hvad er mest sandsynligt (antag
at det
ikke
er enæggede tvillinger)?
1. To piger
2. To drenge
3.
En pige og en dreng
Explanation
For hvert foster er sandsynligheden for
pige og dreng lige stor: ½
pige|pige: ½ x ½ = ¼
pige|dreng: ½ x ½ = ¼
dreng|pige: ½ x ½ = ¼
dreng|dreng: ½ x ½ = ¼
What is the chance of getting head & tail if
I flip a 20 Kr. and a 1 Kr. coins?
tail tail head tail
head tail
What is the chance of getting head & tail if
I flip a 20 Kr. and a 1 Kr. coins?
tail tail head tail
head tail
Thermal
expansion
Betragt en rektangulær metalplade
med et cirkulært hul i.
1. større
2. den samme
3. mindre
Når pladen opvarmes (uniformt),
Betragt en rektangulær metalplade
med et cirkulært hul i.
1. større
2. den samme
3. mindre
Når pladen opvarmes (uniformt),
Betragt en rektangulær metalplade
med et cirkulært hul i.
1.
større
2. den samme
3. mindre
Når pladen opvarmes (uniformt),
Explanation
Remember: All atoms must get farther away from each other!
Explanation
Consider the atoms at the ring of the hole:
Explanation
Consider the atoms at the ring of the hole:
Adding hydrogen atoms to fatty acid
tails of a triglyceride containing double
bonds (C=C) would:
1. Increase the triglyceride melting temperature
2. Decrease the triglyceride melting temperature
3. Have no effect on the triglyceride melting temperature
Adding hydrogen atoms to fatty acid
tails of a triglyceride containing double
bonds (C=C) would:
1. Increase the triglyceride melting temperature
2. Decrease the triglyceride melting temperature
3. Have no effect on the triglyceride melting temperature
Adding hydrogen atoms to fatty acid
tails of a triglyceride containing double
bonds (C=C) would:
1. Increase the triglyceride melting
temperature
2. Decrease the triglyceride melting temperature
3. Have no effect on the triglyceride melting temperature
Explanation
Adding hydrogens
= making the triglyceride more saturated = fatty acid chains pack better
Explanation
Adding hydrogens
= making the triglyceride more saturated = fatty acid chains pack better
Oils!
Butter! Candles!
individual
vote vote after discussion
introductory genetics course
class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
50% 80%
If you got the correct answer the second
time, how did you get there?
1. I knew what the correct answer was the first time already because I am really super smart
2. My neighbor is really super smart and told me what the correct answer was
3. My neighbor and I were able to figure it out as at least one of us knew the correct answer
4. My neighbor and I were able to figure it out even if none of us knew the correct answer
In your opinion, which of the following is
most likely the reason why more students
get it right the second time?
1. During discussion with their neighbors, students have time to go through their textbook or their notes to find the answer
2. During discussion with their neighbors, the really super smart students just tell their class mates what the correct answer is
3. During discussion with their neighbors, students figure out the correct answer because one of them always knows the correct answer
4. During discussion with their neighbors, students figure out the correct answer even if none of them knows the correct answer
introductory genetics course
class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
50% 80%
individual
introductory genetics course
class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
vote on isomorphic question
50% 80%
individual
isomorphic questions have different
“cover stories” but require
application of the same principles
or concepts for solution
introductory genetics course
class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
50% 80%
introductory genetics course
class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
vote on isomorphic question
individual
easy medium 50%
80%
introductory genetics course
class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
difficult
individual vote vote after discussion
In your opinion, which of the following is
most likely the reason why more students
get it right the second time?
1. During discussion with their neighbors, students have time to go through their textbook or their notes to find the answer
2. During discussion with their neighbors, the really super smart students just tell their class mates what the correct answer is
3. During discussion with their neighbors, students figure out the correct answer because one of them always knows the correct answer
4. During discussion with their neighbors, students figure out the correct answer even if none of them knows the correct answer
In your opinion, which of the following is
most likely the reason why more students
get it right the second time?
1. During discussion with their neighbors, students have time to go through their textbook or their notes to find the answer
2. During discussion with their neighbors, the really super smart students just tell their class mates what the correct answer is
3. During discussion with their neighbors, students figure out the correct answer because one of them always knows the correct answer
4. During discussion with their neighbors, students figure out the correct answer even if none of them knows the correct answer
5. All reasons are equally likely
“often when talking through questions,
the group can
figure out
the questions
without originally knowing the answer,
and the answer almost
sticks better
that
way because we
talked
it
through
instead of just hearing it”
introductory genetics course
class average scores for 16 questions (n = 350 students) Smith et al. Science (2009) 323:122
Eric Mazur, Harvard University
continue" lecture"
survey
recall
conceptual understanding
no single correct answer
how to write good
questions?
About 30% of point mutations (substitutions)
that occur in coding regions of DNA are
harmless. Why?
1. because only 30% of the DNA is actually coding for amino acids
2. because only 70% of the DNA is actually coding for amino acids
3. because most amino acids are specified by several codons that differ at the third position
where are we
top university versus two-year college
average student gains Lasry et al. Am. J. Phys. (2008) 76:1066 0 0.5 1
0 students did not
top university versus two-year college
average student gains Lasry et al. Am. J. Phys. (2008) 76:1066 0 0.5 1
top-tier
university
traditional peer instruction 0 students did nottop university versus two-year college
average student gains Lasry et al. Am. J. Phys. (2008) 76:1066 0 0.5 1
two-year
college
top-tier
university
traditional peer instruction 0 students did nottop university versus two-year college
drop out rates Lasry et al. Am. J. Phys. (2008) 76:1066
traditional
classroom
flipped
classroom
Teacher’s role:
Sage on the stage
Teacher’s role:
Guide on the side
traditional
classroom
flipped
classroom
Teacher’s role:
Sage on the stage
Teacher’s role:
Guide on the side
traditional
classroom
flipped
classroom
Teacher’s role:
Sage on the stage
Teacher’s role:
Guide on the side
source: http://www.knewton.com/flipped-classroom/
cse.au.dk –> Resources thebrokendam.com WORKSHOP at AU!! June 18-19, 2012 cwsei.ubc.ca Turningtechnologies.com –> Downloads /studentresponsesystems/trainingevents/userconferences/ derekbruff.org/
Mazur Science (2009)
