Beruflich Dokumente
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Questions
Initiative
http://colorado.edu/sei
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Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
Overview Materials
These are several possible activities to expose participants to a wide For all activities:
variety of types of clicker questions as part of an introduction to Peer Handouts (below)
Instruction. Example Questions:
See workshop
materials at
Objectives http://STEMclickers.colo
The purpose of the Browsing Questions activities are to open rado.edu
participants eyes to the wide variety of possible uses of clicker/peer
For Gallery Walk
instruction questions, so that they may be able to gain a broad vision
Two Powerpoint
of how this tool might be used in their classroom. These activities
galleries of questions
also help ground the abstract pedagogy in concrete examples. organized by
pedagogical type
Activities Butcher paper,
whiteboard or
The workshop leader would choose one of the Browsing Questions chalkboard
activities below. Markers
1. Gallery Walk.
Prior to the workshop, the leader posts a variety of questions Time
around the room. Participants wander among the questions, 1. Gallery Walk: 20-30
discussing with one another. This is our favorite activity for min.
investigating questions. 2. Treasure Hunt: 20-30
Posting the questions around the room, instead of handing them min.
out, gets participants up out of their seats and breaks up the 3. Powerpoint: 10 min
workshop nicely. We format our questions on a single Powerpoint
slide, and print each on a single sheet of paper, for readability. We
post on a whiteboard or butcher paper, and include a marker, so
participants can leave comments.
You may simply choose to post a wide variety of questions, to
provide a broad array of examples. We have found it to be engaging
for participants to be presented with groups of 3-4 questions
organized together by pedagogical strategy, and they have to guess
what those questions have in common. Some groupings we have
used are (a) questions that use images in the answers, (b) conceptual
questions based on student difficulties, (c) opinion/surveys, (d)
predicting the outcome of an experiment, (e) true/false questions, (f)
reasoning is more important than the answer and (g) no one right
answer. The point of this activity isnt necessarily to guess what the
leader had in mind, but is an excuse to engage participants in the
questions; we find that having this goal of looking for themes helps
instructors step back from the content of the question and look
instead for the strategy.
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
Activities: Browsing Questions
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2. Treasure Hunt
Pass out a handout with a variety of example questions
on it. It seems best to keep the handout to two sides of a
page, or about 8-10 questions; it takes participants some
time to read and process each question. Typically they will
be able to get through 3-4 in 10 minutes time. In
multidisciplinary groups, provide questions from a variety of
disciplines. Ask them to work in groups to rate the questions
on a 4 point scale, with 1 being terrible and 4 being
terrific. In a workshop that focuses on question-writing,
this activity could follow some discussion of the features of
good questions. This activity has worked especially well with
K12 teachers.
This activity serves as a way to get participants to engage
with a variety of questions the actual ratings are not
important. The ensuing discussion where they defend their
ratings can be quite rich. Often participants will recognize
that sometimes a bad question in one context can be
good in another for example, depending on whether that
material was just covered, or if the instructor is trying to find
out what students already know about a topic.
3. Powerpoint
The workshop leader shows a variety of questions by
Powerpoint, and leads a group discussion of them. Note that
care must be taken with multidisciplinary groups to choose
questions that most of the audience can appreciate. We
have found that showing too many questions (more than 5
or 6) via Powerpoint rapidly becomes tedious. This is the
shortest of the activities, but the least engaging for
participants. It is also not possible to simultaneously view
more than one question in this fashion, leading to less
cognitive benefit due to lack of simultaneous contrast.
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
Gallery Walk
To Do
With your small group of nearest neighbors, read through the example Clicker
Questions that are posted around the room. Consider the following questions
together:
Notes
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
Treasure hunt
(multidisciplinary questions)
Which of these questions are gems and which ones are stinkers? With your buddy, rate each question on a scale of 1
(lousy) to 4 (fantastic). You might consider the questions content, difficulty, plausibility of distractors, clarity of writing, and
whether it addresses an important idea. Assess as many as you have time for.
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
5. APPRIZED 6. ECONOMIC INDEPENDENCE
The child apprized her father's authority and An example of economic independence is
behaved herself in church. (A) South Africans mining their gold and diamond
Apprized means resources
(B) the government of France issuing new currency
A. Appreciated (C) Japan selling technological goods to buy
B. Compromised Middle Eastern oil
C. Defied (D) An Indian subsistence farmer waiting for the
D. Noted rains to water his crops
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
10. THUNDERSTORM 11. ETHICS
About how close is a thunderstorm if you see If you were a judge, how would you assess the
lightening flash and hear a clash of thunder after responsibility of the U.S. Government, for what
counting up to 6 seconds? (the speed of sound is happened in the world between 1933 and 1945?
344 m/s) A. Not responsible
A. 0 km B. Minimally responsible
B. 1 km C. Responsible
C. 2 km D. Very responsible
D. 6 km
E. None of these
12. RUNOFF
When during the year is runoff in creeks in the Front Range of Colorado likely to be consistently the
highest (over periods of weeks)?
A In the winter after large snowfalls
B) In the spring when snow melts
C) In the summer after rainshowers
D) In the fall
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
Treasure Hunt
Which of these questions are gems and which ones are stinkers? With your buddy, rate each question on a scale of 1
(lousy) to 4 (fantastic). You might consider the questions content, difficulty, plausibility of distractors, clarity of writing, and
whether it addresses an important idea. Assess as many as you have time for.
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
B) Dimmer E) A tree in summer (lots of leaves)
C) Completely dark F) A tree in fall (leaves not green)
D) Dont know. G) A tree in winter.
12. RUNOFF
When during the year is runoff in creeks in the Front Range of Colorado likely to be consistently the
highest (over periods of weeks)?
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei
A In the winter after large snowfalls
B) In the spring when snow melts
C) In the summer after rainshowers
D) In the fall
Browsing Questions Courtesy of the Science Education Initiative at the University of Colorado;
http://colorado.edu/sei