I’ve been incorporating “clicker” questions into my physics classes this year, and so far I would say it’s been a success. There are ups and downs while using them, but overall the process is working pretty good. However, yesterday’s class really got me thinking about how to optimize my process.
First of all, here is a brief on how I use clicker questions in class. We don’t have clickers. Instead, I’ve been using Poll Everywhere.
One thing that I’ve been thinking about lately is how peer instruction or other attempts to get away from pseudoteaching can be applied to junior science classes. For example, yesterday I started a Grade 8 science unit on Water. I really like this unit because it has a lot of relevance for the kids and a good number of opportunities for both lab inquiries and outdoor experiential trips. However, I can’t help think that the actual learning of the topics is firmly grounded in reading and scientific literacy.
