Browsing by Author "Gierasch, Tiffany Malinky"
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Item Using Clickers for Deliberate Practice in Five Large Science Courses(NSTA, 2017-11-01) Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara; Cui, Lili; Feeser, Elizabeth A.; Gierasch, Tiffany MalinkyClickers are often used as an active learning tool in face-to-face classes to enhance student engagement and assess student learning. In this article we share the variety of ways that we use clicker questions to promote deliberate practice in large science courses. Deliberate practice is the use of specifically structured exercises that develop the skills and habits of mind essential to improve performance. We use clickers across five different courses in biology, chemistry, and physics at a midsize public research university to develop students' abilities in scientific reasoning and problem solving. We gathered students' views of our practices using the Classroom Response System Perceptions (CRiSP) Questionnaire. Even given the differences in our approaches, the majority of the 1,614 students who responded reported that our clicker questions enhanced their motivation, attention, engagement, and participation in class. Students recognized that we used clickers to provide practice and feedback, addressing their learning needs in real time. Students were less positive about clicker questions making class more enjoyable, and a third of students reported answering without really understanding. These responses may reflect that clickers require students to test themselves before the exam - a critical, though sometimes discomfiting, step to learning.Item Using Reading Quizzes in STEM Classes—The What, Why, and How(National Science Teachers Association, 2015) Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara; Cui, Lili; Gierasch, Tiffany Malinky; Leupen, Sarah; Nanes, Kalman M.; Wagner, Cynthia R.Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading quizzes can also actually promote student learning through the testing effect. In this article we describe why and how we use reading quizzes in biology, chemistry, mathematics, and physics courses. We point out the advantages and disadvantages of various delivery methods, such as in class or online, on paper or via clickers, and individual or team based. Our examples highlight the role of these quizzes in promoting student preparedness and in providing feedback to both students and instructors about student learning. Drawing on the literature and our experience, we answer questions that instructors may have about how to use these quizzes to help them achieve their goals for student learning.y