Sarah Grison, Ph.D. [email protected]Tech Help: 1-866-229-3239 Tell Us About You! Sarah and Grace will be with you soon. For now, please: 1.Click on Polling bar at right and select answer about clickers. 2.Click on Chat bar at right and briefly answer: “What do you want to learn from the webinar?” 3.Notice number for tech support if needed! Tech Help: 1-866-229-3239
Tell Us About You!. Sarah and Grace will be with you soon. For now, please: Click on Polling bar at right and select answer about clickers. Click on Chat bar at right and briefly answer: “What do you want to learn from the webinar?” Notice number for tech support if needed!. - PowerPoint PPT Presentation
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Preszler et al., 2007 6 biology classes (101 - 377) Low (0-2), med (3-4), high (5-6) MCQs/lecture/ day Clickers associated with increased interest (81%) Clickers associated with increased likelihood of
1. Encourage timely attendance with “forgiving” grading (e.g., 75% response for 10% of grade)
2. Ask questions about them (e.g., their major)3. Ask students to apply concepts to “real life”4. Ask their opinions (e.g., frontal lobe & law)5. Allow democratic voting (e.g., color of slides)6. Ask for student feedback and use it (micro-
Increase student alertness (Burnstein & Lederman, 2001)Encourage anonymous, honest assessment of attitudes (Stowell & Nelson, 2007)Increase involvement of all students regardless of culture, sex, etc. (Reay, Li, & Bao, 2008)Require students to use and manipulate concepts (Freeman et al., 2007)Provide foot-in-the-door for discussion, one-minute writing, think-pair-share (Lyman, 1981)Help students process information more deeply (i.e., understanding, reasoning) (Beatty, 2004; Beatty et al., 2006)
Reay, Li, & Bao, 2008 Tested in 3 quarters in large physics classes One section used clickers, one did not Clicker section did better on common exams (22-
26%) and had greater gains on post test Women showed greater gains when using clickers
1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Play the “devil’s advocate”
1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Play the “devil’s advocate”5. Demonstrate concepts so they experience them
1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Ask students “what should happen” in a scenario5. Play the “devil’s advocate”6. Demonstrate concepts so they experience them7. Do in class experiments and graphically display
Grison, Luke, Shigeto & Watson, in prep 30 sections of Intro Psych were in-class experiment f Low/High nums clicker MCQs (4/8) for 2 chapters Either for material presented in class or not (i.e., text) Clickers improved post test performance at 2 weeks
1. Be sure your goals match what pedagogical gain can
be provided by SRS.2. Choose SRS carefully based on needs, constraints.3. Train yourself to use the SRS well before class starts. 4. Make appropriate changes to your course and
lectures to incorporate SRS.5. Explain SRS to students, why you are using them,
how they will be graded, and other expectations.6. Be prepared to troubleshoot a lot at first and
reassure students their data are being collected. 7. Learn about and use best practice in SRS pedagogy.8. And last but not least….Back up data, back up data,
1. Fail to explain why you are using SRS.2. Fail to discuss what learning means or the depth of participation and learning you expect in your class.3. Only use SRS for attendance.4. Never ask students to talk with each other. 5. Only use factual recall questions.6. Don’t make use of the student response information.7. Think of SRS as only a testing device, rather than a device to inform learning.
Douglas Duncan, 2008http://casa.colorado.edu/~dduncan/clickers/Tips.htm
Barber, M., & Njus, D. (2007). Clicker Evolution: Seeking Intelligent Design. CBE-Life Sciences Education, 6(1), 1-8.
Beatty, I. D. (2004). “Transforming Student Learning with Classroom Communication Systems.” Educause Center for Applied Research (ECAR) Research Bulletin ERB0403, Feb 3.
Beatty, I. Gerace, W., Leonard, W., & Dufresne, R. (2006). Designing effective questions for classroom response system teaching. American Journal of Physics, 74, 31-39.
Burnstein, R., & Lederman, L. (2001). Using wireless keypads in lecture classes. The Physics Teacher, 39, 8-11.
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. Life Sciences Education, 6, 9-20.
Crossgrove, K., & Curran, K. L. (2008). Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material. CBE-Life Sciences Education, 7, 146-154.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experiences and results. American Journal of Physics, 69, 970-977.
Duncan, D. (2008). http://casa.colorado.edu/~dduncan/clickers/Tips.htmDraper, S. W., & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system.
Journal of Computer Assisted Learning, 20, 81-94.Freeman, S., O’Conner, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., and
Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci. Educ. 6, 132–139.
Grison, S, Luke, S. G., Shigeto, A., & Watson, P. Benefits of the testing effect extend to the classroom: Answering clicker questions improves students’ long-term retention. Manuscript in preparation
Jackson, M. H., and Trees, A. R. (2003). Clicker implementation and assessment. comm.colorado.edu/mjackson/clickerreport.htm (accessed 16 July 2006).
Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21, 167-181.
Knight, J. K., and Wood, W. B. (2005). Teaching more by lecturing less. Cell Biol. Educ. 4, 298–310.Mazur, E. (1997). Peer instruction: A user's manual.Upper Saddle River, NJ: Prentice Hall.Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of personal response systems
(“clickers”) in large, introductory psychology classes. Teaching of Psychology, 35, 45-50. Preszler, R. W., Dawe, A., Shuster, C. B., and Shuster, M. (2007). Assessment of the effects of student
response systems on student learning and attitudes over a broad range of biology courses. CBE Life Sci. Educ. 6, 29–41.
Reay, N., Li, P., & Bao, L. (2008). Testing a new voting machine question methodology. American Journal of Physics, 76, 171-178.
Simpson, V., and Oliver, M. (2006). Using electronic voting systems in lectures. www.ucl.ac.uk/learningtechnology/examples/Electronic VotingSystems.pdf (accessed 12 July 2006).
Slain, D., Abate, M., Hodges, B. M., Stamatakis, M. K., & Wolak, S. (2004). An interactive response system to promote active learning in the doctor of pharmacy curriculum. American Journal of Pharmaceutical Education, 68(5), 1-9.
Stowell, J. R., &Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34, 253-258.