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Category: Peer Instruction

Using IF-AT as Part of Exam Review

Using IF-AT as Part of Exam Review

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One of the highlights of the recent ICTCM conference was Eric Mazur’s keynote address about “Assessment For Learning.” He mentioned an assessment technique known as IF-AT (Immediate Feedback Assessment Technique) that reminded me a great deal of the review strategy I have been using in my intermediate algebra course. (Here’s a blog on that review strategy.) I thought it was a great idea to try, so immediately postponed my elementary algebra exams on systems of two linear equations in two…

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Learning Catalytics- #ICTCM17

Learning Catalytics- #ICTCM17

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This Saturday I will be speaking at ICTCM about how I use Learning Catalytics in my Statistics and Algebra courses.  Collecting Homework  I started slowly in my Statistics courses, using Learning Catalytics to collect “written” homework. I often give written assignments to supplement MyStatLab exercises, and Learning Catalytics allows me to collect certain problems or parts of certain problems. The answers are automatically graded and scores are transferred to my grade book in MyStatLab. This strategy encourages students to do…

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Bootstrap – Matched Pairs

Bootstrap – Matched Pairs

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This week I began with a bootstrap project for a paired-difference/matched-pairs scenario. Download a pdf of the Project Here One of my goals is to get students working with data they have collected, so I had students collect prices for 25 identical items at two stores. We used this for one of the investigations. Investigation 1 A researched was investigating whether sons are taller than their fathers. My students were provided with 13 matched pairs. I had them find the…

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Book Review: Teaching with Classroom Response Systems by Derek Bruff

Book Review: Teaching with Classroom Response Systems by Derek Bruff

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Just finished reading this book by Derek Bruff (@derekbruff on Twitter), so I thought I’d share what I wrote on Goodreads. (By the way, if you’d like to be reading buddies, here’s my Goodreads profile page.) Here goes … **************************** Although some of the technology has really changed since this book was published, I would strongly recommend this book to anyone who plans to incorporate classroom response systems into their teaching. Bruff clearly lays out the pros and cons of…

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Learning Catalytics Questions

Learning Catalytics Questions

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There is a growing pool of questions available inside Learning Catalytics. Some have been generated by the publisher, others have been generated by the community of instructors using Learning Catalytics. For my first Flipped Classroom I wrote my own questions (sample vs population, descriptive vs inferential, levels of data, …) and it was very easy to do. However, for day 2, I used 7 questions created by the publisher/author and the community of instructors and those questions were outstanding. The…

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Day 2 of Flipped Classroom/Peer Instruction in Statistics

Day 2 of Flipped Classroom/Peer Instruction in Statistics

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OK, this was a good day. No. It was a great day! I cut down the review of the home content to 10 minutes, and was happy to see so many students participating in the student-driven review by offering their own explanations and definitions. Students know to come to class prepared and looking to participate. I can see where this could turn into a situation where only a handful of students participate though, and will seek to eliminate this pre-review…

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Statistics – My New Approach

Statistics – My New Approach

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This semester I started a new approach in my Statistics classes. I wanted to focus more on conceptual understanding make class time more engaging introduce inference much earlier in the course – including the use of bootstrapping, simulation, and resampling cover nonparametric options for certain hypothesis tests The first strategy I decided to employ was the flipped classroom, incorporating peer instruction. We are using the eText (Interactive Statistics) that I co-authored with Michael Sullivan, and the Interactive Reading Assignments are…

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