Two-stage exams are exams which students first write individually before getting into groups to complete the same (or similar) set of questions again. This harnesses students’ engagement in the high-stakes environment to create a learning opportunity through peer interactions and immediate feedback. Besides, it’s fun. Over the first couple months of the summer semester, @jossives and I have […]

It happens. You go to a fantastic and intense workshop. The facilitators are enthusiastic. The participants are enthusiastic. It’s invigorating. You feel energized, excited, motivated. You get back to your office and draft up your concrete list of takeaways and to-dos. You start putting things into action, and are pretty excited about the preliminary results. But, […]

The logic goes like this: Active learning works. We would like more faculty to use active learning (and evidence-based teaching methods) in their classes. So, we pair them with people who do use these for a semester (i.e. put them both in the classroom all semester). And voila! Our promising results are that faculty keep […]

Physics 101 is the introductory calculus-based physics course for life science students at UBC. Over the past decade, departmental efforts related to the Carl Wieman Science Education Initiative have resulted into the “transformation” of this course, from traditional lecture-based instruction to an interactive engagement style. Pre-reading assignments, peer instruction and clickers, in-class worksheets, and two-stage […]

(In this post, I collect presentation materials related to my project studying paired teaching.) In my department, we’ve been pairing faculty together to teach courses. The main goal is to provide these faculty opportunity to develop their teaching. My job is to figure out: Are they learning about teaching? The short answer is: Yes, they are. […]

Last term, instead of the UBC-standard iClickers, we used Learning Catalytics as our personal response system in the classroom. Joss Ives has detailed his workflow with the system, which involved three different devices (one to run the lecture slides, one to project the student view of Catalytics, and one to run the instructor side of […]

This semester is my first as an instructor. Although I have a lot of experience as a Teaching Assistant in university physics classrooms, and even some (brief and low-responsibility) experience lecturing in front of a large class, being in full control of an entire classroom of students for the duration of a semester is an entirely […]