Evidence of competence in ISTE-CS

Research-based instructional strategies

Research has shown positive results with the use of clicker questions to teach content (Cline & Zullo, 2011; Crouch & Mazur, 2001), and this is a popular research-based instructional strategy in physics. Clicker questions help support learner-centered instruction by engaging students in the lesson and giving immediate formative feedback to the instructor. When I was an undergraduate physics student, I absolutely loved clicker questions, so I really wanted to find clicker questions to use in a math class. For my blog post, Peer Instruction-like resources for math, I found two databases of math clicker questions. In the future, I plan to use clicker questions during instruction, which will model the use of technology-enhanced, research-based, learner-centered instructional strategies and formative assessment.

Additionally, in physics education,

two of the most common research-based instructional strategies (RIBIS), Peer Instruction and Just-in-Time Teaching (Henderson et al., 2009), make use of technology to reform their curriculum. Peer Instruction uses clicker questions to encourage students to work together on conceptual questions throughout lecture (Mazur, 1997), and Just-in-Time Teaching uses online pre-class reading assignments to allow the instructor to adjust the day’s lesson to meet the needs of the students (Novak, 2006). [Both of these RBISs can be adapted for use in a math class.] It will be my goal as a mathematics instructor to know what technologies and RBIS can be used to implement interactive-engagement instructional strategies [and conduct formative assessment] in a mathematics classroom. (Excerpt from my blog post Digital education leadership mission statement)

Peer coaching question(s)

Peer coaching question(s) I developed for ISTE-CS 2b in Compatibility between peer coaching and the ISTE-CS: What research-based instructional strategies and assessment tools can address the diverse needs and interests of all of your students? What are the diverse needs of your students for assessment? For instruction? Are there technologies that can help you meet their diverse needs?

Peer coaching question(s) I developed for ISTE-CS 2g in Compatibility between peer coaching and the ISTE-CS: What kinds of formative and summative assessments do you use? Are there other kinds of assessments you could use that might help students convey their ideas in new ways? How can technology help create a rich variety of formative and summative assessments?

References

Bruff, D. (n.d.). Classroom Response Systems (“Clickers”). Vanderbilt Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/clickers/

Cline, K. S., & Zullo, H. (Eds.). (2011). Teaching mathematics with classroom voting: With and without clickers (No. 79). Mathematical Association of America (available here). Retrieved from http://ebookcentral.proquest.com/lib/spu/detail.action?docID=3330312

Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.http://dx.doi.org/10.1119/1.1374249

Henderson, C., & Dancy, M. H. (2009). Impact of physics education research on the teaching of introductory quantitative physics in the United States. Physical Review ST Physics Education Research, 5(2), 1-9. https://doi.org/10.1103/PhysRevSTPER.5.020107

Mazur, E. (1997). Peer instruction: A user’s manual. New Jersey: Prentice Hall, Inc.

Novak, G. (2006). What is Just-in-Time Teaching? Retrieved from http://jittdl.physics.iupui.edu/jitt/what.html