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1. Engaging students in the age of the smart phone Mark Souter Clacton Coastal Academy 2. Before we start … <ul><li>The keyboards are for contributions –…
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  • 1. Engaging students in the age of the smart phone Mark Souter Clacton Coastal Academy
  • 2. Before we start … <ul><li>The keyboards are for contributions – whenever you feel like it, or when I pose a non-rhetorical question! </li></ul><ul><li>You can log in on a clicker to have a go – you’ll need a card with a unique number (you’ll be anonymous, and you’ll have a fake name!) </li></ul>
  • 3. agenda <ul><li>My life story </li></ul><ul><li>(Just kidding) </li></ul><ul><li>Tracking progress </li></ul><ul><li>Learning by testing </li></ul><ul><li>Tips and tricks for fast MCT generation </li></ul><ul><li>Deep thoughts about Bloom </li></ul><ul><li>Any questions </li></ul>
  • 4. Tracking progress <ul><li>First and obvious use of MCTs </li></ul><ul><li>Starters (recap/Ausubel/ZPD) </li></ul><ul><li>Embedded checks </li></ul><ul><li>End of lesson checks </li></ul><ul><li>No hiding place? </li></ul><ul><li>Diagnosis </li></ul><ul><li>Some examples </li></ul>
  • 5. Learning by testing <ul><li>Answering questions makes people smarter </li></ul><ul><li>… and getting it wrong may be better still! </li></ul><ul><li>People remember things better, longer, if they are given very challenging tests at which they are bound to fail (!) </li></ul><ul><li>Kornell, Hays and Bjork (2009) Journal of Experimental Psychology: Learning, Memory and Cognition </li></ul><ul><li>found, learning becomes better if conditions are arranged so that students make errors </li></ul>
  • 6. But let’s not make hard work for us teachers … <ul><li>Get them to make the questions </li></ul><ul><li>Plagiarise – that’s why we have the internet! </li></ul><ul><li>Mix-and match: </li></ul><ul><li>Make a table of keywords + definitions </li></ul><ul><li>Make a table of features of studies </li></ul><ul><li>Put them in bunches of 3 – 5 </li></ul><ul><li>Gag about economics … </li></ul><ul><li>Use the same answers each time, just change the questions! </li></ul>
  • 7. Where does MCT come in Bloom? <ul><li>Ha ha – I was right: synthesis is a higher skill than evaluation </li></ul><ul><li>OK: it can’t do everything and synthesis is likely to be more trouble than it’s worth </li></ul><ul><li>Multiple choice is easy, right? </li></ul><ul><li>( ask an AS Biology student !) </li></ul><ul><li>MCTs are an ideal way to check AO1 knowledge – what about understanding and application? </li></ul><ul><li>Try this one: </li></ul>
  • 8. Application <ul><li>Which one of the following memory systems does a piano-tuner mainly use in his occupation? </li></ul><ul><li>Echoic memory. </li></ul><ul><li>Short-term memory </li></ul><ul><li>Long-term memory </li></ul><ul><li>Mono-auditory memory </li></ul><ul><li>None of the above </li></ul>
  • 9. <ul><li>The introduction of professionalism into English rugby union may have had some benefits, but has not been in the long term interest of the game. The national team has drawn large crowds and been able to commit large sums of the resulting money to the development and training of their players, resulting in the World Cup victory. However, too little of this money is passed down to nonprofessional clubs at the ‘grass roots’ of the sport, where many of the current stars first pulled on a rugby shirt. Clubs are closing due to financial problems, giving less opportunity for future stars to take up the game. It has also been suggested that in the future there will be fewer people interested in the game and crowds at internationals may eventually fall . </li></ul><ul><li>Which of the following is the best statement of the main conclusion of the above argument? </li></ul><ul><li>Professionalism in English rugby means that crowds at international matches may fall. </li></ul><ul><li>Clubs at the ‘grass roots’ of the game have not adequately benefited from the money raised by professional matches. </li></ul><ul><li>Although there are disadvantages to professionalism, the World Cup success shows that it has been very successful. </li></ul><ul><li>Despite the success of the national team at the World Cup, the long term interests of the game have been poorly served by professionalism </li></ul><ul><li>(AS Critical Thinking, recommended time – 2 minutes) </li></ul>
  • 10. evaluation <ul><li>A student was asked the following question: &quot;Briefly list and explain the various stages of the creative process&quot;. This student wrote the following: </li></ul><ul><li>“ The creative process is believed to take place in five stages, in the following order: ORIENTATION, when the problem must be identified and defined, PREPARATION, when all the possible information about the problem is collected, INCUBATION, when there is a period where no solution seems in sight and the person is often busy with other tasks, ILLUMINATION, when the person experiences a general idea of how to arrive at a solution to the problem, and finally VERIFICATION, when the person determines whether the solution is the right one for the problem” </li></ul><ul><li>How would you judge this student' s answer? </li></ul><ul><li>EXCELLENT (all stages correct in the right order with clear and correct explanations) </li></ul><ul><li>GOOD (all stages correct in the right order, but the explanations are not as clear as they should be) </li></ul><ul><li>MEDIOCRE (one or two stages are missing OR the stages are in the wrong order, OR the explanations are not clear OR the explanations are irrelevant) </li></ul><ul><li>UNACCEPTABLE (more than two stages are missing AND the order is incorrect AND the explanations are not clear AND/OR they are irrelevant) </li></ul>
  • 11. ‘ best’ answer questions <ul><li>Why have workers formed trade unions in South Africa? </li></ul><ul><li>Which is the best answer? </li></ul><ul><li>a) They needed to resist the powerful organisations the employers could call on. </li></ul><ul><li>b) They needed organisations which could advance their struggle for political rights. </li></ul><ul><li>c) They needed to be come together to discuss what to do about their common problems. </li></ul><ul><li>d) They needed to be organised in order to improve their working and living conditions. </li></ul><ul><li>e) They needed to be organised because it was the only way they could be united. </li></ul>
  • 12. MCT as conceptual mapping <ul><li>All the statements used as responses reflect some stages or aspects of this process, but response (d) is the &quot;best&quot; answer because it </li></ul><ul><li>is the most fundamental (i.e. it has a higher order of generality so that it includes all the others); </li></ul><ul><li>logically precedes the others in causal terms; </li></ul><ul><li>follows the structure of the argument and emphases that the lecturer presented in his block. </li></ul>
  • 13. References <ul><li>http://web.uct.ac.za/projects/cbe/mcqman/mcqchp1.html#1.1#1.1 </li></ul><ul><li>http://hayslab.com/publications/kornell.hays.bjork.2009.pdf </li></ul>
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