Engaging students with clickers with "best practices"

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Post on 30-Apr-2015

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Classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. They provide an opportunity to gather real-time feedback on student understanding. If you are new to clickers or need fresh ideas for using clickers in the classroom, please join us as we explore best clicker practices and provide tips and suggestions for using clickers in your class and for writing great questions.

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<ul><li> 1. The Gentle Art of Questioning BestPracticesinClickerUse 1 Dr.StephanieV.Chasteen ScienceEducationInitiative Univ.ofColoradoatBoulder http://colorado.edu/sei &amp; DustinJensen i&gt;clickerEmail: stephanie.chasteen@colorado.edu </li> <li> 2. Have you used response systems (clickers) in your teaching? Take a clicker &amp; turn it on If the green light flashes, your vote has been countedA. Not at all, and I havent seen them used Not at all, but Ive observed their use somewhat Ive used them a little Ive used them some I could be (should be?) giving this workshop2 </li> <li> 3. Why question?Credit: Rosie Piller whiteboard 3 </li> <li> 4. Clickers are a tool for questioning But not a magic bullet!R em em b er : Dont confuse the pedagogy with the technology! The perfect question doesnt solve all problems! 4 </li> <li> 5. Collect Demographic Data5 </li> <li> 6. Why Clickers? y t me t fi tyl ore esnng s st m ? Do chi u ts j ology t ea h, i chn O te ent t ud o se s tion e Ill l terac p e ns in r exdents the stu uch Anomy m fo r oo l to ve teria I hamat er cov6 </li> <li> 7. Are students paying attention to your lecture? What is the typical attention span of a student while listening to a lecture? A B C D 15 30 45 60 minutes minutes minutes minutes7 </li> <li> 8. Are you surprised?Various studies show that after 10-20 minutes,students minds begin to wander and retention ofinformation falls off dramatically.Taking notes and asking questionsoccupies only 49% of the studentstime during lecture;the remainder is spent thinkingabout people, time, body, andfantasy.8 </li> <li> 9. The need for clickers Reset the students clocks Receive immediate feedback Promotes participation and active learning9 </li> <li> 10. Benefits of Clickers Get students participating Peer instruction Identify student knowledge Clicker points 2 way communication tool10 </li> <li> 11. Use clickers to emphasize important points Students may not pay attention to what you feel is important; they pay attention to what they think is important. VS.11 </li> <li> 12. Should I give students clicker points? Dont make your class a stressful environment!The learning process is enhanced when studentsare not overly anxious to participate, so low-stakesgrading is advised. Example: .7 for participating .3 for correct answer12 </li> <li> 13. Know if your students are getting it! If they arent, then the instructor can present the information in an alternative way. Dont wait until you see poor grades on the exam. University of New Mexico13 </li> <li> 14. Why use clickers to ask questions? Similar goals to non-clicker questions Anonymous (to peers) Every student has a voice the loud ones and the shy ones Forced wait time What does this tool help You can withhold the answer us to do? until everyone has had time to think (choose when to show the histogram)14 </li> <li> 15. Best Practices15 </li> <li> 16. What do students like least about clickers?A. High stake questionsB. Only used on occasionC. Used for attendance onlyD. Seeing the same question types over and overE. All of the above A. Used for attendance only16 </li> <li> 17. If you must take attendanceTake attendance without your students knowing...17 </li> <li> 18. What do students like most about using clickers?A. Provides anonymityB. Promotes participation and active learningC. A way to earn extra pointsD. Everyone has a voice (at least a clicker voice)E. All of the above B. Promotes participation and active learning18 </li> <li> 19. University of New Mexico Research shows thatfewer than half of 18-25 year olds learn effectively by passively listening to a lecture.19 </li> <li> 20. How do students learn?Most people learn by - actively engaging critical concepts, applying those concepts, and confronting their misconceptions about the subjectmatter. These actions are effectively done in lecture settings by breaking up lecture time with clicker questions.20 </li> <li> 21. Peer Instruction21 </li> <li> 22. Why use clickers to target the class? An outline of Peer Instruction.22 </li> <li> 23. A quick outline of peer instruction23 </li> <li> 24. Anatomy of Peer Instruction Ask Question Lecture (Maybe vote) Class Discussion Peer Discussion Vote24 *Seealso:PeerInstruction,AUsersManual.E.Mazur. </li> <li> 25. Peer Instruction Given that a large treegrows from a tiny seed,where does most of the mass of the solidtissues in the tree come from?A. Water B. Dirt and Soil C. Air D. Its already in the seed25 </li> <li> 26. Peer Instruction Helps Students Learn Research shows that: Students like peer instruction Students can better answer a similar question after talking to their peers Peer discussion + instructor explanation works better than either one alone Peer instruction outperforms traditional lectures on a common test See http://STEMclickers.colorado.edu for various references26 </li> <li> 27. Burning questions? Ask Question Lecture (Maybe vote) Class Discussion Peer Discussion Vote28 *Seealso:PeerInstruction,AUsersManual.E.Mazur. </li> <li> 28. I think the toughest thing about using clickers and peer instruction in class is / will be: Writing good questions Getting students to really think about the questions The same students always respond in whole class discussion It takes too long / I have a lot of content to cover Something else </li> <li> 29. Focusing in on question-writing Ask Question Lecture (Maybe vote) Class Discussion Peer Discussion Vote30 *Seealso:PeerInstruction,AUsersManual.E.Mazur. </li> <li> 30. Some possible question goals BEFORESetting up instruction DURING DevelopingE.g.: knowledgeMotivate ApplicationAssess prior knowledge Elicit misconception (handout!) AFTER Relate to big picture Assessing Demonstrate success learning Credit: Rosie Piller and Ian Beatty. </li> <li> 31. Example question: Physics 20 Whatisthegoalofthisquestion?Which superpower would you Whenmightyouuseit?rather have? The ability toD.Change the mass of thingsE.Change the charge of thingsF.Change the magnetization of thingsG.Change the boiling point of things Question: Ian Beatty, UNC Greensboro Image: Thibault fr on32 Wikimedia </li> <li> 32. Example question: LiteratureIf Homer wrote the Iliad today, Stanley Fish and Harold Bloom would argue, respectively, whether the work should be categorized as:C.Existential vs. Romantic Whatisthegoalofthisquestion?D.Postmodern vs Classical Whenmightyouuseit?E.Modern vs RomanticF.Postcolonial vs ModernG.Preliterate vs Postliterate The Technology Enhanced Learning and Research center at Ohio StateOrigin unknown33 </li> <li> 33. Example question: EthicsIf you were a judge, how would you assess the responsibility of the U.S. Government, for what happened in the world between 1933 and 1945?C.Not responsibleD.Minimally responsibleE.ResponsibleF.Very responsible Whatisthegoalofthisquestion?What isthelevelofthisquestion? Origin unknown34 </li> <li> 34. Use questions at a variety of cognitive depth Do the questions you use intellectually challenge your students or simply assess their factual knowledge? Higher order ---------------- Lower order handout35 </li> <li> 35. Example question: EnglishThe child apprized her fathers authority and behaved herself in church. Apprized meansC.AppreciatedD.CompromisedE.DefiedF. Noted36 </li> <li> 36. Example question: MathYour sister in law calls to say that shes having twins. Which of the following is the most likely? (Assum...</li></ul>

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