Engaging Students in Large Classes Effective Strategies for Using I-Clickers and Why They - PowerPoint PPT Presentation

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Engaging Students in Large Classes Effective Strategies for Using I-Clickers and Why They

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ENGAGING STUDENTS IN LARGE CLASSES EFFECTIVE STRATEGIES FOR USING I-CLICKERS AND WHY THEY D WORK ACROSS THE CURRICULUM Marietta Schwartz, Brian White, and Ninian Stein – PowerPoint PPT presentation

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Title: Engaging Students in Large Classes Effective Strategies for Using I-Clickers and Why They


1
Engaging Students in Large ClassesEffective
Strategies for Using I-Clickers and Why Theyd
Work across the Curriculum
  • Marietta Schwartz, Brian White, and Ninian Stein
  • 2009 Educational Technology Conference, UMass
    Boston

2
The iClicker
  • Available in the bookstore costs about 35

3
Why use clickers?
  • Benefits
  • Input from all students
  • Improve student engagement
  • Quickly assess where students are
  • Immediate feedback on student misperceptions
  • Open up discussion
  • Drawbacks
  • Has to be well integrated into the lesson
  • Otherwise its just a distraction

4
Benefits of clicker use
  • I am category
  • I am here
  • I am prepared
  • I am interested
  • I do category
  • I learn
  • I understand
  • I apply

K. Woelk, J. Chem. Educ. 2008, 85, 1400-1405.
5
How Clickers Engage Students
  1. Student ActivityActive information processing
    promotes learning.
  2. CommunicationCreate an environment in the
    classroom where differences in answers and
    opinions as a group can be observed and discussed
    immediately upon tabulation while keeping each
    students specific response anonymous.
  3. Learning Desire and CommitmentProvide students
    with frequent indicators of both individual and
    class learning progress.
  4. Customized InstructionProvide the means for both
    pre-planned questioning and on the fly
    questioning.
  5. Data CollectionCapture data on student responses
    divided into demographic categories to facilitate
    course revisions, to provide input to students on
    demographic positions, and to provide information
    for research into critical topic areas.

6
Tips on Using Clickers
  • Use questions sparingly.
  • Keep the wording of questions simple.
  • Leave enough time for responses.
  • Consider ways to integrate questions with
    classroom discussion.
  • Use your answer options to increase
    understanding.
  • Test higher-level understanding rather than mere
    factual recall.
  • Additional suggestions for clicker questions
    include
  • Ask a question at the beginning of class about an
    important topic presented in the previous class.
  • Assess background knowledge before beginning a
    topic.
  • Ask students how well they feel they understand a
    topic you just presented.
  • Consider using questions at the beginning of the
    course to build a sense of community.

7
Sample Clicker Question 1(to start a discussion)
  • Which statement best describes you?
  • I have never heard of clickers until now.
  • I know that clickers exist but no more than that.
  • I know how clickers can be used but I have not
    used them.
  • I have used them in my classes.
  • None of the above.

8
Sample Clicker Question 2(before class)
  • Which statement(s) is/are true?
  • All plants have seeds.
  • Only animals have eggs and sperm.
  • Only fungi have spores.
  • All of the above.
  • None of the above.

9
Sample Clicker Question 3(end of class)
  • What is 1/3 1/2 ?
  • 5/6
  • 2/3
  • 2/5
  • 1/6
  • I dont know.

10
Types of questions
  • I am here demographic type questions
  • I am prepared question about the material
    from an assignment
  • I am interested questions on common
    misconceptions or controversial issues
  • I learn on-the-spot assessment of material
    just discussed
  • I understand ask a question, have students
    discuss among themselves, re-poll
  • I apply questions relying on conceptual
    understanding
  • I will engaging students outside of class in
    activities that will prepare them for the next
    class

11
Useful References
  • http//www.educause.edu/ELI/7ThingsYouShouldKnowAb
    outClick/156805
  • http//jchemed.chem.wisc.edu/Journal/Issues/2008/O
    ct/jceSubscriber/JCE2008p1400.pdf
  • http//www.educause.edu/Resources/Browse/Classroom
    ResponseSystems/28524
  • Science 323 122-124 (2009)
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