Marc Gilbertson
Lamoille Union Middle School
mgilbertson@luhs18.org
http://lumsextreme.pbworks.com/w/page
/32270181/Clicke...
I. Marriage proposal?
II. Grades on a test?
III. Rock, Paper, Scissors?
IV. Pregnancy test?
V. Making Laws?
VI. Intimate M...
 Essential Questions- What should teachers know
about clickers? Are they worth it?
I. Basics
II. Trying Clickers
III. Goa...
 What are Clickers and why should you
care?
Clicker
30%
Non-Clicker
70%
Clicker Usage according to eInstruction
 Developed for large lecture halls to
engage students and offer instant
assessment.
 Now used in classrooms from
element...
 Demands for Assessment-
 Accountability Movement and N.C.L.B.
 Formative Assessment
 Data Collection
 NECAP
 AIMSWEB
 Popular Media
N.P.R. – “All Tech Considered” In Search of
Answers, Teachers Turn to Clickers
The New York Times- Student...
1. Assessment and Data Collection
2. Technology
3. Price
4. Seen in Use
1. Turn On
2. Log On—Anonymously
3. PIN? Hit “Send”
4. “Login Accepted”
5. On, Your Marks, Get Set……
1. Classroom Response Systems ......
A.) can include clickers or other ways to gauge
student understanding.
B.) were first...
2. Which of the following is the
correct technical terms for "Clickers"?
A.) Classroom Response Systems
B.) Student Respon...
3. How often do you use "Clickers"?
A.) Daily
B.) Once a week
C.) Once a month
D.) A few times ever
E.) Never
4. Clickers should be used in any
good 21st century classroom?
A.) Yes
B.) No
C.) Don't know or No opinion
A. Maintain Student Attention- The Game
Show
B. Improve Engagement- More Active
C. Encourage Participation
and Discussion- Peer
Instruction
D. Assess Comprehension
and Adjust Instruction
E. Collect and analyze data
F. Improve Student Performance and
Understanding
Questions?
5. Can Clickers accomplish all they
claim to?
A.) Sure- they sound great
B.) Probably
C.) Not sure, maybe
D.) Doubt It
E.)...
A. Advantages
 1. Anonymity of response
 2. Display results
 graphically
A. Advantages Continued…
3. Students are more engaged-
they are “cool”
4. Allows students to evaluate
their responses with...
 B. Disadvantages
 1. Technological Glitches and other
teacher issues
 2. Distracting to some
students
 3. Cost-
6. If you were in charge of your
school's technology budget--would
you invest in clickers?
A.) Yes
B.) No
C.) I would cons...
7. What if grant money covered 50%
of the cost?
A.) Yes, sign me up
B.) No, thanks
C.) I'll think about it
D.) Could I spe...
8. Is the finger grooming thing
A.) Very Cool
B.) Very Creepy
C.) I actully have one and use it regularly
D.) I hope Whitn...
A. Level 1/Shuffle-
Instructor/Student Paced
Instruction- Quizzes, class work,
instant response and data
collection.
B. Le...
 C. Level 3/iPad- Peer Instruction-
 1. Short Presentations
(Video Clip)
 2. Conceptual or Opinion
Question
 3. Studen...
 A. Two kinds of studies-
 1. quantitative- improved test
results or scores
2. qualitative- student surveys
on effective...
 The big question---
Do clickers really work?
5. Does the literature show that
clickers are effective teaching
tools?
A.) Almost all the studies show clickers are
effec...
Respond Again
6. Does the literature show that
clickers are effective teaching
tools?
A.) Almost all the studies show clickers are
effec...
Review of Literature (Rochelle, 2004)
 A. 26 Studies-none truly scientific
 1. 16 Greater Student Achievement
 2. 11 In...
C. One Four-Year Analysis at Georgia Southern
showed;
“test scores to increase by over ½ letter
grade over a four year per...
7. Which of the following subjects
uses clickers the least according
Penuel et al.?
A.) English
B.) Mathematics
C.) Social...
Respond Again
8. Which of the following subjects
uses clickers the least according
Penuel et al.?
A.) English
B.) Mathematics
C.) Social...
Subject Middle School High School
English 59 (33.9%) 37 (18.4%)
Mathmatics 63 (36.2%) 47 (23.4%)
Social Studies 3 (1.7%) 3...
1. Tablets
2. Smart boards
3. Net Books- One to One Technology
3. Online Text books and other resources
A. Document Camera
B. Digital Textbook
Digital History
 A. Develop teacher technologists or
collaborative apprenticeships
 B. Give time and freedom to restructure
lessons and ...
 Classroom Response Systems are not going to
solve the problems facing schools today. Still,
they may help teachers more ...
 There are still many questions which remain to be
answered----
 1. Is this technology evolving so that soon
students wi...
 3. Why have many colleges and universities
moved to use CRS’s to engage students in
discussion and peer instruction whil...
 1. Comments/Discussion-----
 2. Anything you are curious about?
 3. Would you like to see….
 How data is displayed an...
Djsc clickers in the 21st century classroom
Djsc clickers in the 21st century classroom
Djsc clickers in the 21st century classroom
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Djsc clickers in the 21st century classroom

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  • Marc Gilbertson
    Lamoille Union Middle School
    Hyde Park, Vermont
    mgilbertson@luhs18.org
    802-851-1264
  • Show of hands
  • What are Clickers and why should you care?
    To address the need for assessment several companies have started to produce devices that allow teachers to measure progress much more frequently.

    “Clickers” are small, hand-held devices that use radio signals or infrared light to communicate student responses to a receiver. The data collected can then be collected, displayed, and analyzed.

    30% of classrooms using, more outside of New England.
    1. # might be low….given reaction of rep.



  • Raising Hands- Traditional way

    Colored Cards or
    flip charts or
    cups on desks
    “Corners”

  • Clickers-

    10 -12 companies making them.

    And even cell phones—technology is changing and schools need to adapt
  • Clickers have actually been around since the 1960's but recently they have shown up in more classrooms around the country.

    Clickers were first adopted by Physics and Chemistry lecturers at the college level. These instructors found it difficult to assess whether students understood the complex material being taught. These concepts were essential as they form the foundation for further study in these fields.

  • Accountability Movement- a brief history
    Accountability movement now.
    1. standardization
    2. state tests and AYP
    B. Formative Assessment-
    1. Effective feedback and adjusting curriculum (Ferriter, 2009)
    C. Data collection culture which drives decisions
    1. NECAP and AIMSWEB
    D. Data Driven decision making---
    E. Standards for Vermont Educators
    1. Principle 7- the educator uses multiple assessment strats
    2. Principle 9- the ed.integrates current technologies
    3. Principle 15- Educator assesses student progress in relation to standards and modifies curricula.
    4. Principle 16- useful records
  • See Reference Page for Complete Citation
  • Pressure for Data Collection and Assessment
    Pressure to be a tech. savvy school prepare out students for the 21st century.
    $1200-3000 for a classroom set. $ .30 per kid per day….milk…cheap as well
    Principal saw them in use
  • How to Use Clickers
  • Sample Question 1

    Check for Understanding/engagement---
  • Sample Question 2

    Introduce new information-engagement
  • Quick Survey’s, assess Audience
  • Discussion issue prompt
  • Game Show---Banner across the top and Gray Matters
    Other’s include mars landing game

  • One study compared clicker use to other “active” classroom methods. Students are actually doing something—
    Not what many would consider active—but asking every student to respond connects teacher to students during direct discussion.

  • Quiet kids in the back of the class—Not willing to participate in discussion until they see everyone respond. Once they are engaged, forced to make a decision, they will offer an opinion.
  • Ultimate goal is to improve learning

    But how is this measured- often by using end of the year tests.
  • Teacher Perspective
    Girl in back of class- respond but not engaged
    Competition and teamwork. But also show kids why you might need to go over a piece of information or a concept again.
  • Engagement/Cool Factor- Excited to get them out
    Metacognition

    “One of the more compelling aspects of using CRS is that students can compare their own responses to the responses of other students in the class, which can encourage a level of metacognition that might not otherwise occur”. (Deal, 2007, p.2)
  • Technological glitches and other teacher issues
    Dead Clickers
    Developing questions
    Learning software
    Rewriting lectures

    2. Distraction
    Smelling and listening to the hum

    Cost
    1. $1200 for a set of 30
  • The simplest and most common form- often a selling point to K-12 teachers
    Like I’m doing today for the most part. Talking with some questions for reengagement


    Non-Linear Presentations are used. Lesson is slowed to adjust to lack of comprehension.
    Bring in Data and Video to answer questions----
    Really changes methodology- you need to be ready to go where the students need you to go.
  • Note: CRS is often sold and promoted for basic/level 1 uses. However, in the most classrooms, the level 2 and 3 practices are much more effective and generate more classroom discussion. Collecting data is not this tool’s only function. It can be used to promote more active learning. (Deal, 2007)

    Note: CRS might be a good way to collect data on pedagogy (Steer, McConnell, Gray, Kortz, and Liang, 2009)


  • Wisconsin- Universities are looking at it.
  • More recent studies seem to focus on effective use of clickers rather than attempting to address clickers as a whole.

    Earlier studies showed positive effect but many are professors asking students for feedback on their own classes.
  • Note: percentages and numbers are copied from the source, they do not include foreign languages and other subjects. They also are impacted by teachers who teach several subjects.

    Penuel—Lead author is from industry—SRI International other authors from U of California

    Online survey of 498 elementary and secondary educators that used clickers

    Found that teachers who used it and used it in different ways had professional development.
  • Novice, Peer, and Leaders (Glazer, Hannafin, and Song, 2005)
    In-service
    Batteries
    Professional Conferences are good but collaboration in small groups works better. (Glazer, Hannafin, and Song, 2005)
    E. Adopting clickers is an easy way to show how reform can be successful (Koenig, 2010)
  • Novice, Peer, and Leaders (Glazer, Hannafin, and Song, 2005)
    In-service
    Batteries
    Professional Conferences are good but collaboration in small groups works better. (Glazer, Hannafin, and Song, 2005)
    E. Adopting clickers is an easy way to show how reform can be successful (Koenig, 2010)
  • Online classes—are brick and mortar schools a thing of the past?
  • Novice, Peer, and Leaders (Glazer, Hannafin, and Song, 2005)
    In-service
    Batteries
    Professional Conferences are good but collaboration in small groups works better. (Glazer, Hannafin, and Song, 2005)
    E. Adopting clickers is an easy way to show how reform can be successful (Koenig, 2010)
  • Inovation and the future.
  • Djsc clickers in the 21st century classroom

    1. 1. Marc Gilbertson Lamoille Union Middle School mgilbertson@luhs18.org http://lumsextreme.pbworks.com/w/page /32270181/Clickers#
    2. 2. I. Marriage proposal? II. Grades on a test? III. Rock, Paper, Scissors? IV. Pregnancy test? V. Making Laws? VI. Intimate Moments?
    3. 3.  Essential Questions- What should teachers know about clickers? Are they worth it? I. Basics II. Trying Clickers III. Goals- Why Use a Classroom Response System IV. Advantages and Disadvantages V. Implementation- 3 levels- VI. Review of Literature VII. Successful Implementation of Technology VIII. Conclusion and Further Questions
    4. 4.  What are Clickers and why should you care? Clicker 30% Non-Clicker 70% Clicker Usage according to eInstruction
    5. 5.  Developed for large lecture halls to engage students and offer instant assessment.  Now used in classrooms from elementary through graduate school
    6. 6.  Demands for Assessment-  Accountability Movement and N.C.L.B.  Formative Assessment  Data Collection  NECAP  AIMSWEB
    7. 7.  Popular Media N.P.R. – “All Tech Considered” In Search of Answers, Teachers Turn to Clickers The New York Times- Students Click, and a Quiz Becomes a Game- 1/28/08 New York 1 News-Teachers, Students Just a Click Away From Monitoring Progress-2/10/10
    8. 8. 1. Assessment and Data Collection 2. Technology 3. Price 4. Seen in Use
    9. 9. 1. Turn On 2. Log On—Anonymously 3. PIN? Hit “Send” 4. “Login Accepted” 5. On, Your Marks, Get Set……
    10. 10. 1. Classroom Response Systems ...... A.) can include clickers or other ways to gauge student understanding. B.) were first developed in the 1960's. C.) were first used in large lecture halls especially in advanced math and science. D.) All of these
    11. 11. 2. Which of the following is the correct technical terms for "Clickers"? A.) Classroom Response Systems B.) Student Response Systems C.) Audience Response Systems D.) Personal Response Systems
    12. 12. 3. How often do you use "Clickers"? A.) Daily B.) Once a week C.) Once a month D.) A few times ever E.) Never
    13. 13. 4. Clickers should be used in any good 21st century classroom? A.) Yes B.) No C.) Don't know or No opinion
    14. 14. A. Maintain Student Attention- The Game Show
    15. 15. B. Improve Engagement- More Active
    16. 16. C. Encourage Participation and Discussion- Peer Instruction D. Assess Comprehension and Adjust Instruction
    17. 17. E. Collect and analyze data
    18. 18. F. Improve Student Performance and Understanding Questions?
    19. 19. 5. Can Clickers accomplish all they claim to? A.) Sure- they sound great B.) Probably C.) Not sure, maybe D.) Doubt It E.) No way--raising hands is better
    20. 20. A. Advantages  1. Anonymity of response  2. Display results  graphically
    21. 21. A. Advantages Continued… 3. Students are more engaged- they are “cool” 4. Allows students to evaluate their responses with other members of the class- Metacognition
    22. 22.  B. Disadvantages  1. Technological Glitches and other teacher issues  2. Distracting to some students  3. Cost-
    23. 23. 6. If you were in charge of your school's technology budget--would you invest in clickers? A.) Yes B.) No C.) I would consider it.
    24. 24. 7. What if grant money covered 50% of the cost? A.) Yes, sign me up B.) No, thanks C.) I'll think about it D.) Could I spend the money on a new iPad instead?
    25. 25. 8. Is the finger grooming thing A.) Very Cool B.) Very Creepy C.) I actully have one and use it regularly D.) I hope Whitney gets me one for my birthday
    26. 26. A. Level 1/Shuffle- Instructor/Student Paced Instruction- Quizzes, class work, instant response and data collection. B. Level 2/iPhone- Audience Paced Instruction- Used to assess comprehension and adjust lesson- Pretest, Flexible
    27. 27.  C. Level 3/iPad- Peer Instruction-  1. Short Presentations (Video Clip)  2. Conceptual or Opinion Question  3. Students Formulate Answers and Report  4. Discussion with Peers  5. Re submit Responses with Possible Changes  6. Discussion of Results.
    28. 28.  A. Two kinds of studies-  1. quantitative- improved test results or scores 2. qualitative- student surveys on effectiveness
    29. 29.  The big question--- Do clickers really work?
    30. 30. 5. Does the literature show that clickers are effective teaching tools? A.) Almost all the studies show clickers are effective B.) Most studies show clickers are effective C.) It's about 50/50 D.) Most of the studies show clickers are not effective E.) Almost all the studies show clickers are not effective
    31. 31. Respond Again
    32. 32. 6. Does the literature show that clickers are effective teaching tools? A.) Almost all the studies show clickers are effective B.) Most studies show clickers are effective C.) It's about 50/50 D.) Most of the studies show clickers are not effective E.) Almost all the studies show clickers are not effective
    33. 33. Review of Literature (Rochelle, 2004)  A. 26 Studies-none truly scientific  1. 16 Greater Student Achievement  2. 11 Increased Understanding of Subject  3. 6 Better Group Interaction  B. CRS improves performance when compared to straight lecture Results are the same when compared with other active learning techniques. (Martyn, 2010)
    34. 34. C. One Four-Year Analysis at Georgia Southern showed; “test scores to increase by over ½ letter grade over a four year period.” (Anderson and Noland, August 2010) D. Patry (2008) found, “mixed results as to whether effective use of clickers can improve student learning”
    35. 35. 7. Which of the following subjects uses clickers the least according Penuel et al.? A.) English B.) Mathematics C.) Social Studies D.) Science
    36. 36. Respond Again
    37. 37. 8. Which of the following subjects uses clickers the least according Penuel et al.? A.) English B.) Mathematics C.) Social Studies D.) Science
    38. 38. Subject Middle School High School English 59 (33.9%) 37 (18.4%) Mathmatics 63 (36.2%) 47 (23.4%) Social Studies 3 (1.7%) 30 (14.7 %) Science 54 (31.0 %) 52 (25.9%)
    39. 39. 1. Tablets
    40. 40. 2. Smart boards
    41. 41. 3. Net Books- One to One Technology
    42. 42. 3. Online Text books and other resources A. Document Camera B. Digital Textbook Digital History
    43. 43.  A. Develop teacher technologists or collaborative apprenticeships  B. Give time and freedom to restructure lessons and support others  C. Plan for future costs of repair and maintenance.  D. Provide models for teachers through professional development and conferences  E. Clickers as the gateway to other reforms
    44. 44.  Classroom Response Systems are not going to solve the problems facing schools today. Still, they may help teachers more effectively engage students and assess their comprehension. We will see more of this technology in the future and as with all technology, it is essential that schools use their resources to implement these tools in the most effective way.  Ted Talk—Johnny Lee
    45. 45.  There are still many questions which remain to be answered----  1. Is this technology evolving so that soon students will do much more on hand held devices including using them as a classroom response system?  2. Is metacognition increased when students can immediately and anonymously compare their responses to those of their peers?
    46. 46.  3. Why have many colleges and universities moved to use CRS’s to engage students in discussion and peer instruction while much of the K-12 literature refers to using CRS as a way to assess student performance?  4. How does the use of CRS change when used in small classes as opposed to large lecture halls?  5. Are CRS worth the cost?
    47. 47.  1. Comments/Discussion-----  2. Anything you are curious about?  3. Would you like to see….  How data is displayed and kinds of data?  Making a question/test how easy is it?  Other features?  Lamoille Union in the news…
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