Lesson Design Using the ‘BOPPPS’ Model – Part 3: Pre-Post Assessments & iClickers

Hello SJSU Community!

It’s Dr. Rayna Friendly again. In a previous post, I continued my discussions about a model of lesson design that I learned during my graduate degree, which is taught in the Instructional Skills Workshop (ISW). The ISW has been run in more than 100 academic institutions worldwide (Day, 2004)! To date, the ISW has been found to be an effective way to transform instructor’s teaching in the classroom such that ISW participants were found to reduce their teacher-focused thinking in comparison to controls, as well as increase the number of active learning strategies used in their classrooms (e.g., Dawson et al., 2014; Macpherson, 2011). ‘BOPPPS’ is actually an acronym, which stands for the 6 basic components that are important to consider including when you are designing a lesson or workshop:

  • Bridge into the lesson
  • Outcomes for the lesson (as in Intended Learning Outcomes)
  • Pre-assessment of learners’ existing knowledge of those outcomes
  • Participatory Activities (as in Active Learning Strategies)
  • Post-assessment of learners’ knowledge of the outcomes
  • Summary of the lesson content

In my previous blog posts, I discussed the first and second components: the Bridge-in, and writing Intended Learning Outcomes.

Today, I would like to delve deeper into the pre- and post-assessment components of the model: the Pre-Assessment and Post-Assessment of learner’s knowledge. The action of including both a pre- and post-assessment in your lesson or program aligns with the practice of evidence-based teaching (e.g., Brickman, Gormally & Marchand Martella, 2017; Gormally et al., 2014; Henderson & Dancy, 2009; Henderson et al., 2014). I hate to break it to you, but teachers are people…and all people make assumptions. As a teacher, I often find myself making assumptions like “my students must find this lesson so boring, they are all on their phones or falling asleep” or “they stayed awake, meaning they must have found this information meaningful/interesting“. The problem with assumptions is that they often are inaccurate, due to being based on our own personal biases. We cannot know for certain what our students are thinking, or what they have learned, unless we collect EVIDENCE of this learning. Basing our teaching practice on evidence, rather than assumptions, can help ensure that we are using a student-focused, rather than teacher-focused, method of teaching. Let’s go into each assessment type in more detail:

PRE-assessments of learner’s knowledge enable us to find out how much the learner knows BEFORE we teach the course content. This can give the instructor a baseline measure knowledge, which they can use to adjust the upcoming content to the level of the learners. For instance, if all students in the class already know the steps of the Scientific Method, it may not make sense to go through these step with them in detail, and you may want to spend time going through real-life examples instead. The format of pre-assessments can be formal (i.e., pop quizzes, tests, essays, etc. which are worth points), but I generally prefer to use more informal methods which are not worth points, or are only worth participation points (e.g., asking questions about the content to students, brainstorming, iClicker Questions, quick 1-minute papers, entry tickets and so on). iClickers are quickly becoming one of my favorite assessment methods, and I discuss them more below.

POST-assessments of learner’s knowledge are the basis of school as we traditionally know it. Formal test, quizzes, essays, lab write-ups, and such are all forms of assessing student’s knowledge AFTER the course content has been taught. Although these are important assessment methods, they often take place mid-way or at the end of the course. So how do we assess what students have learned at the end of each class or module? There are many end-of-class assessment methods. Like above, these can include both formal and informal methods and many of the suggested above methods can be used again at the end of class. The goal is to determine if the students have gained any NEW knowlege after they have taken the pre-assessment and spent time learning course content. As in scientific research methods, if you use the pre-assessment as a baseline, then any additional learning that occurred can confidently be attributed to students having taken your class!

Don’t forget to align your post-assessment with your Intended Learning Outcomes (ILOs)! Recall from my previous post on ILOs, that it is important to ensure your assessments align with the ILOs for each class or program. In fact, writing your ILOs first can ensure you then choose assessment methods that correctly assess those outcomes. Consider the following ILO example:

By the end of this class, students will be able to:

•Differentiate two types of metacognition
•Describe developmental trends in explicit and implicit metacognition
Reflect on how you use metacognition for schoolwork
Practice Active Listening, Meditation & “Mindfulness” to enhance your metacognitive abilities
Here, the ILOs help me to determine the type of assessment to include. For instance, “differentiate” suggests that students just need to tell-apart the 2 types of metacognition, so I might test them using multiple-choice matching-terms-to-definitions questions on a test. “describe” suggests they need to use their own word, so I might test their knowledge of developmental trends using short- or long-answer questions on a test or through an essay. “reflect” could also be assessed on an essay, but also through in-class discussions. “practice” would be evaluated by creating an activity to allow students to try meditation and mindfulness out for themselves!

Consider using iClickers for some of your assessments! I love using iClickers in the classroom! These are offered for free to SJSU students and teachers, they are relatively easy to learn and use, and many of my students who self-identify as introverts have told me how much they appreciate getting to participate in class without having to talk in front of other people. iClickers essentially allow teachers to pose multiple-choice (and some other styles of) questions to students. Then students use an iClicker (downloaded on their device, or loaned from eCampus) to answer the questions anonymously. I use these in class just for participation, but you can also set them up for course credit and link to Canvas’ Grades functionality. In the simplest example of pre-and post-assessments, you could ask students the same questions at the beginning and end of the class, to see if there has been any change in student learning throughout the class. 

Look out for my final blog post this term to learn about the last two components of the BOPPPS Model: Active (Participatory) Learning Strategies and the Summary!

 

(Note that these BOPPPS posts might be interspersed with content updates from the Teaching Community of Practice (TCoP), which I facilitate.) What is the TCoP, you ask?

  • The Teaching Community of Practice (TCoP) is a group for part- and full-time SJSU faculty (of all levels, across all departments), who are interested in enhancing their respective teaching practices. The TCoP will meet regularly, according to members’ schedules, to exchange strategies, tips and resources that have led to successful (and sometimes, less-than-successful) teaching experiences. Please fill out this form if you are interested in joining this community and you will be added to the groups’ mailing list. For inquires about the TCoP, please contact me at rayna.friendly@sjsu.edu.

 

 

REFERENCES:

Brickman, P., Gormally, C., & Martella, A. M. (2016). Making the Grade: Using instructional feedback and evaluation to inspire evidence-based teaching. CBE—Life Sciences Education15(4), ar75.

Day, R., & the ISW International Advisory Committee. (2004). Instructional Skills Workshop: From grassroots initiative to international perspectives. Paper presented at the Society for Teaching and Learning in Higher Education. Retrieved from http://iswnetwork.ca/wp-content/uploads/2012/07/Hand5_ICED.pdf

Dawson, D., Borin, P., Meadows, K., Britnell, J., Olsen, K. & McIntryre, G. (2014). The Impact of the Instructional Skills Workshop on Faculty Approaches to Teaching. Toronto ON: Higher Education Quality Council of Ontario

Gormally, C., Evans, M., & Brickman, P. (2014). Feedback about teaching in higher ed: neglected opportunities to promote changeCBE Life Sci Educ 13, 187-199.

Henderson, C. & Dancy, M.H. (2009). Impact of physics education research on the teaching of introductory quantitative physics in the United StatesPhys Rev Spec Top Phys Educ Res 5, 020107

Henderson, C., Turpen, C., Dancy, M., & Chapman, T. (2014). Assessment of teaching effectiveness: lack of alignment between instructors, institutions, and research recommendationsPhys Rev Spec Top Phys Educ Res 10, 010106.

Macpherson, A. (2011). The Instructional Skills Workshop as a transformative learning process. Unpublished doctoral dissertation. Simon Fraser University, Burnaby, BC.

Lesson Design Using the ‘BOPPPS’ Model – Part 2: Intended Learning Outcomes

Hello SJSU Community!

It’s Dr. Rayna Friendly again. In a previous post, I introduced a model of lesson design that I learned during my graduate degree, that is taught in the Instructional Skills Workshop (ISW), which has been run in more than 100 academic institutions worldwide (Day, 2004)! To date, the ISW has been found to be an effective way to transform instructor’s teaching in the classroom such that ISW participants were found to reduce their teacher-focused thinking in comparison to controls, as well as increase the number of active learning strategies used in their classrooms (e.g., Dawson et al., 2014; Macpherson, 2011). ‘BOPPPS’ is actually an acronym, which stands for the 6 basic components that are important to consider including when you are designing a lesson or workshop:

  • Bridge into the lesson
  • Outcomes for the lesson (as in Intended Learning Outcomes)
  • Pre-assessment of learners’ existing knowledge of those outcomes
  • Participatory Activities (as in Active Learning Strategies)
  • Post-assessment of learners’ knowledge of the outcomes
  • Summary of the lesson content

In a previous blog post, I discussed the first component: the Bridge. Today, I would like to delve deeper into the second component: Intended Learning OUTCOMES for the lesson.

Intended Learning Outcomes (ILOs) outline what you hope the learning to learn at the end of your lesson, module, or program. There are many online resources for you to check out that explain how to write and utilize ILOs in your teaching. Here is a good one from the University of Waterloo in Ontario, Canada, but feel free to Google for other versions that work best for you. The ILOs are important to include so that learners know what you expect from them, and these also should should determine the types of activities and assessments you include in your lessons (more on this in my upcoming blog posts on pre/post assessments and participatory activities!). Let me show you an example of some ILOs for one of the lessons I teach, before explaining the components:

By the end of this class, students will be able to:

•Differentiate two types of metacognition
•Describe developmental trends in explicit and implicit metacognition
Reflect on how you use metacognition for schoolwork
Practice Active Listening, Meditation & “Mindfulness” to enhance your metacognitive abilities

In the example above, you should be able to note 3 important components of writing ILOS:

    1. First, specify the timeframe. When will the student be able to achieve the outcomes? By the end of the lesson, by the end of the module, by the end of the course, etc? I state the ILOs for each of my lectures, at the beginning of class, before we start discussing any course content. I also use these ILOs for my student’s study guides, making a checklist stating what they should be able to know/do by the end of each lecture!
    2. The knowledge/skills learners should be able to gain. In the above example, you can see how the learner is explicitly told what knowledge/skills are important to the instructor. Essentially, it should describe the types of learning that will be assessed later in formal and informal ways. In the example, for instance, this includes “two types of metacognition”, “developmental trends in explicit and implicit metacognition”, and so on.
    3. What the learners should be able to do with that knowledge (i.e., action verbs!). Here is, in my opinion, the most important and useful component of ILOs: the verbs. What should the learners be able to do with the knowledge they’re learning? In the above example, you can see these verbs, such as “differentiate”, “describe”, “reflect”, and “practice”. These verbs relate back to Boom’s Taxonomy (1956), revised in (2001) of types of actions we can do with knowledge. They range from the least effort needed (e.g., simply remembering information) and advance with subsequent complexity up to being able to evaluate or create something new. There are MANY versions of this taxonomy online, I recommend doing a Google Image search for a diagram of the taxonomy that works best for you!  These verbs should then align with the teaching and testing methods you used (e.g., if you say that learners should be able to create something, how can you evaluate this creation?)

Look out for my following blog posts to learn more about the rest of the components of the BOPPPS Model. Next I will go into the pre/post assessments and how to align them with your ILOs!

 

(Note that these BOPPPS posts might be interspersed with content updates from the Teaching Community of Practice (TCoP), which I facilitate.) What is the TCoP, you ask?

  • The Teaching Community of Practice (TCoP) is a group for part- and full-time SJSU faculty (of all levels, across all departments), who are interested in enhancing their respective teaching practices. The TCoP will meet regularly, according to members’ schedules, to exchange strategies, tips and resources that have led to successful (and sometimes, less-than-successful) teaching experiences. Please fill out this form if you are interested in joining this community and you will be added to the groups’ mailing list. For inquires about the TCoP, please contact me at rayna.friendly@sjsu.edu.

 

 

REFERENCES:

Day, R., & the ISW International Advisory Committee. (2004). Instructional Skills Workshop: From grassroots initiative to international perspectives. Paper presented at the Society for Teaching and Learning in Higher Education. Retrieved from http://iswnetwork.ca/wp-content/uploads/2012/07/Hand5_ICED.pdf

Dawson, D., Borin, P., Meadows, K., Britnell, J., Olsen, K. & McIntryre, G. (2014). The Impact of the Instructional Skills Workshop on Faculty Approaches to Teaching. Toronto ON: Higher Education Quality Council of Ontario

Macpherson, A. (2011). The Instructional Skills Workshop as a transformative learning process. Unpublished doctoral dissertation. Simon Fraser University, Burnaby, BC.

Lesson Design Using the ‘BOPPPS’ Model – Part 1: Bridge-In

Hello SJSU Community!

It’s Dr. Rayna Friendly again, here today to tell you about a model of lesson design that I learned and taught during my graduate/post graduate degree, which I use regularly to enhance my university teaching! In fact, this is the model taught to myself, and many others throughout more than 100 academic institutions worldwide during an intensive 3-day training event called the Instructional Skills Workshop (ISW) (Day, 2004). The formation and use of the ISW has been documented, yest more research needs to be done. To date, the ISW has been found to be an effective way to transform instructor’s teaching in the classroom such that ISW participants were found to reduce their teacher-focused thinking in comparison to controls, as well as increase the number of active learning strategies used in their classrooms (e.g., Dawson et al., 2014; Macpherson, 2011). I hope to run the ISW at SJSU some day soon, but meanwhile let me tell you more about the BOPPPS model of lesson design!

‘BOPPPS’ is actually an acronym, which stands for the 6 basic components that are important to consider including when you are designing a lesson or workshop:

  • Bridge into the lesson
  • Outcomes for the lesson (as in Intended Learning Outcomes)
  • Pre-assessment of learners’ existing knowledge of those outcomes
  • Participatory Activities (as in Active Learning Strategies)
  • Post-assessment of learners’ knowledge of the outcomes
  • Summary of the lesson content

Note that these components can be used across the lesson once, or even multiple times if your lesson is divided-up into a few modules. Throughout my blog posts, I plan to describe the components of this model in more detail. For today, let’s delve deeper into the first component: The Bridge!

The Bridge-In component of the BOPPPS model reminds the instructor to include a segway into the content they plan to cover. Rather than jump right in, this encourages us to remember what it is like to be a novice, learning the material for the first time. (I don’t know about you, but I always found it so frustrating when my professors would forget to connect their lecture content to previously-discussed content or to real life in some way. I remember thinking “Why is he/she telling us this? Why is it important or relevant?“). Thus, including a bridge can help learners understand how the upcoming lesson content connects to their lives and/or to previous course content, in meaningful ways!

Some Bridge Ideas:

    • Start off with a DEMO that relates the lesson content to a real-life example
      • (e.g., I use the idea of proving the theory “Santa Clause true/real” vs “Santa Clause is false” when bridging into the topic of falsification in the Scientific Method)
    • Start off by telling learners an ANECDOTE or STORY about a past experience that relate back to the lesson content
    • Start off by SUMMARIZING where you left off last class before going into today’s lesson content
    • Start off by asking learners QUESTIONS or asking them to REFLECT on their personal experiences that relate to the course content

Look out for my following blog posts to learn more about the rest of the components of the BOPPPS Model!

 

(Note that these BOPPPS posts might be interspersed with content updates from the Teaching Community of Practice (TCoP), which I facilitate.) What is the TCoP, you ask?

  • The Teaching Community of Practice (TCoP) is a group for part- and full-time SJSU faculty (of all levels, across all departments), who are interested in enhancing their respective teaching practices. The TCoP will meet regularly, according to members’ schedules, to exchange strategies, tips and resources that have led to successful (and sometimes, less-than-successful) teaching experiences. Please fill out this form if you are interested in joining this community and you will be added to the groups’ mailing list. For inquires about the TCoP, please contact me at rayna.friendly@sjsu.edu.

 

 

REFERENCES:

Day, R., & the ISW International Advisory Committee. (2004). Instructional Skills Workshop: From grassroots initiative to international perspectives. Paper presented at the Society for Teaching and Learning in Higher Education. Retrieved from http://iswnetwork.ca/wp-content/uploads/2012/07/Hand5_ICED.pdf

Dawson, D., Borin, P., Meadows, K., Britnell, J., Olsen, K. & McIntryre, G. (2014). The Impact of the Instructional Skills Workshop on Faculty Approaches to Teaching. Toronto ON: Higher Education Quality Council of Ontario

Macpherson, A. (2011). The Instructional Skills Workshop as a transformative learning process. Unpublished doctoral dissertation. Simon Fraser University, Burnaby, BC.

F19 Welcome back! Setting up your course & TCoP invitation

Hello!

My name is Dr. Rayna Friendly and I am happy to have been invited as a Faculty-in-Residence blogger for eCampus this Fall 2019 term! Although my training and teaching is in the field of Developmental Psychology, I have also worked extensively on providing professional and teaching development opportunities for faculty and graduate students. Thus, my posts will mainly consist of tips and resources that I have found most helpful when developing my own teaching practice.

Today’s post will consist of: (1) a guide, which faculty (especially new faculty) can use to help set up and prepare their courses at the beginning of the term here at SJSU, and (2), an invitation to join the SJSU Teaching Community of Practice (TCoP) mailing list!

  1. My Guide for Preparing Courses for the Beginning of Term:

    The following are some of the  steps I follow when preparing my courses:

    First, I suggest visiting SJSU’s Center for Faculty Development (CFD)’s Seven Steps for Preparing Accessible/Inclusive Teaching to insure you are accommodating students to the best of your abilities. The link follows:
     
    1. Preparing my syllabus

      • I consult the SJSU Academic Calendar to check for campus closure/holiday dates and use this information when updating my schedule of topics for the term on my syllabus.
      • Then, I spend a lot of time considering and adjusting assessment (assignments, quizzes, tests, exams, etc.) descriptions and due dates…This planning takes me a long time but saves time during the semester since I’ve done a bunch of planning in advance)
      • I then check that the rest of my syllabus is updated (contact & office information, textbook & activity description, information about the Peer Educator I am working with in the new term, etc.)
      • Make sure university polices are updated on your syllabus, by checking (and using!) the wording carefully chosen by the CFD on their Accessible Syllabus Teaching Template: http://www.sjsu.edu/cfd/teaching-learning/accessibility
      • Here is an EXAMPLE of one of my syllabi from Spring 2019 (note: policies and such require updating, so please check wording using the CFD template above before re-using any of this on your own syllabi)
    2. Setting up My Canvas Course Shells

      • I first prefer to combine the 2 sections I teach of the same course into the same course shell (you do NOT need to do this, I just find it makes posting content for both sections easier, and you can still message each section individually if needed).
        • Here is an online guide: https://community.canvaslms.com/docs/DOC-10885-4214719646
        • I prefer my course shell to say “sections 1 & 2” (rather than just section 1), so I just emailed eCampus to ask them set up one of my course section’s with that name/detail added. Then I followed online instructions, like those above, to cross-list both sections to that course shell.
      • I aim to launch my Canvas courses with at least the following published:
        • A welcome message to my students (some instructors post a welcome video as well!)
        • The syllabus (I prefer to put my syllabus on a Google Document in Google Drive, and then embed the link on Canvas under “syllabus”. This way, when I make edits to the syllabus on Drive, they show up instantly on Canvas for students to view)
        • Information for students on how to set up their iClicker (which I use for my classes), as well as lists of any campus resources I feel could be useful to them (I create a module specifically labelled “Tips & Resources” for these. Many of these resources can be downloaded from Canvas Commons

    3. Then, I set up my courses on iClicker, since I use these in my classes.

    • I personally don’t use these for points – I just use it them participation, but many instructors use these for grades. Contact eCampus for help with setting this up!

    4. Last, I start creating/updating my slides for the term.

    • I aim to get at least 1-2 weeks ahead (more if it is my first term teaching or I am making large-scale changes to the course)

     

  2. Invitation to join SJSU’s Teaching Community of Practice (TCoP)

  • The Teaching Community of Practice (TCoP) is a group for part- and full-time SJSU faculty (of all levels, across all departments), who are interested in enhancing their respective teaching practices. The TCoP will meet regularly, according to members’ schedules, to exchange strategies, tips and resources that have led to successful (and sometimes, less-than-successful) teaching experiences. Please fill out this form if you are interested in joining this community and you will be added to the groups’ mailing list. For inquires about the TCoP, please contact me at rayna.friendly@sjsu.edu.

 

  • Why join the TCoP?

    • Attendance is flexible (in-person and online) and sessions are often recorded using Zoom, so you can watch them later if unable to attend!
    • There is a body of research that examines the efficacy of such Professional Teaching Communities (i.e. Communities of Practice) for both faculty and student outcomes (e.g., Vangrieken, Meredith, Packer, & Kyndt, 2017; Vescio, Ross & Adams, 2008), which suggest benefits for pedagogical advancements.

REFERENCES:

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education24(1), 80-91.

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and teacher education61, 47-59.

 

Immersive Learning Research Network Conference 2019

The fifth annual Immersive Learning Research Network conference was held this month in London, England. This conference brings together an international group of developers, educators, and research professionals from a range of  disciplines who collaborate to develop the scientific, technical, and applied potential of immersive learning. In particular, conference participants share their research in an ongoing effort to continually examine the elements that create effective immersive learning experiences. 

I had heard about the conference from one of the organizers, Jonathan Richter, who had presented a keynote at the Virtual Worlds Best Practices in Education conference in April. I had presented at that in-world conference. Jon had let me know that there was still room for poster presentations at iLRN19, so I had the honor to represent San Jose State University at an international community event.

Bethany at iLRN 2019

My poster synthesized research on the affordances of virtual worlds, and my experiences as both participant and in-world builder for the last year and a half. All of the conference events were great, but I was particularly inspired by Jim Purbrick’s presentation Lessons Learned in Virtual Worlds. As a former developer for Second Life, (and current engineering manager of Oculus VR in the UK), Jim articulated the increasing importance of understanding the social aspect of collaborating in open virtual worlds. Of course, I think the best way to do that is join the educators and librarians who have been holding events and conferences in virtual worlds like Second Life and OpenSim for the last 10 years. So if you have any such interest, do let me know!

If you’re interested in the research, the conference proceedings (linked here) contain 18 final papers selected from 60 submissions. These papers fall into seven different categories; STEM, disciplinary applications, special education, history, pedagogical strategies, immersion and presence. I’ve also linked here to a PDF version of my poster. (From the QR code on my poster you can access additional information and videos about virtual worlds I have posted on Canvas.)

I hope San Jose State will have an even bigger presence at the conference next year, when it will be held in June at Cal Poly San Louis Obispo!