Ice breaker/ funny question? From: Trex, Ethan. “Strange Early Jobs of 23 Famous People.” Cnn.com. 29 May 2009. Web. 01 March 2011. <http://articles.cnn.com/2009-05-29/living/mf.how.celebs.got.start_1_odd-job-mental-hospital-young-people-find-work?_s=PM:LIVING>
First, explain definition of clickers. Explain that names will be discussed later. Then discuss results, maybe find out a little detail about people’s experiences. Then talk about how this is an Orientation question—get audience prepped for the lesson/discussion
Pre-assessment question. Getting a sense of how much the students know before the class begins. We use with all the ‘goals’ of the class. Taken from class description in syllabus.
Another type of pre-assessment. Could work in 50 minute or long term instruction—let the students voice their preferences. Sometimes you have to prioritize.
Example of a misconception question. Most students choose the misconception, and this creates an environment where students are interested in hearing the explanation for the real answer (Bruff 2009, 27). Example of an assessment question after we’ve covered the material. Checking to see if the class has understood the material. Talk about correct answer indicator—reinforces the correct answer. Also, if you let’s you keep track of the students answers, if you set it up.
Straight up assessment of whether or not they’ve retained knowledge Best used after the class in which you talk about the subject. Discover points of confusion. Can talk about response grid, how it lets you know who has replied and who hasn’t…if the students are taking a really long time I’ll start a countdown once ¾ have voted
Discussion prompting -make ambiguous questions -allow students to talk with each other before answering the question (Bruff, 2009) -“find a student nearby who answered differently from you” (Bruff, 2009)
Active Learning. When a question prompts a task.
Critical Thinking (when there are several equally possible answers to a question):
Peer-learning: websites vs. databases. Split up into groups, find a website or a journal article on your subject, extraterrestrials.
Vote on whether they would be more likely to use the journal article or the website for school. Website being answer 1, and journal being answer 2. Peer learning.
Competition. Good for 50 minute sessions. Active learning plus takes some responsibility off the librarians’ shoulders. If the professor is there, this is often a good point for them to chime in too, to say whether or not the article they find would actually be acceptable for the assignment/paper. Mean helps you figure out which team wins prize.
Create free account at polleverywhere.com. Can vote online or by texting. Saves sessions and polls; Sometimes a little buggy; people can see how other people are voting—may affect their vote Other brands: Smart Response, Q wisdom Example of one of the pre-assessment questions. Can use if students don’t have computers.
Small group discussion—let people discuss before they vote? Clicker Names/Assigned clickers—can take attendance
Haven’t done scientific assessment yet, just have student feedback & anecdotal evidence. Universally positive. People want us to use them more often. Usually use every day in term long class and in every 50 minute session FUN
Class Dynamics/ class environment
CLASS ENVIRONMENT- anonymous participation.
RETAINING KNOWLEDGE, learning ,the review aspect
Allows instructor to teach using the bottom part of the pyramid—greater retention rates. Students teach others when they demonstrate how they got correct answer. Practice doing to answer practice questions. Discuss answers. Demonstrations of how to get correct answers.
try to make sure everyone gets it; have people explain their answers whenever the class vote is split
Wake up! Using Audience Response Systems to Engage Students in Library Instruction
Wake up! Using audience response systems toengage students in information literacy instruction Ilka Datig Claire Ruswick Mary Baldwin College Image credit: Nanagyei on Flickr, http://www.flickr.com/photos/nanagyei/
Before Black Sabbath, Ozzy Osbourne worked…1. On a farm, shoveling cow manure 25%2. In a slaughterhouse 25%3. As a gravedigger 25%4. Running a pinball machine business 25%
Which of the following is true about your library and clickers:1. We own clickers and use them regularly 25%2. We own clickers, but we don’t use them 25%3. We’re thinking about purchasing some 25%4. Never heard of clickers before 25%
I have never been confused about citing my sources correctly 1. True0% 2. False0% 3. Not sure yet0%
It is most important to me to learn…1. How to find good information 20%2. How to be faster and more efficient in finding information 20%3. How to use sources ethically and not plagiarize 20%4. How to differentiate between sources I can trust from those I can’t 20%5. All of the above 20%
You have an article citation and want to see ifGrafton Library has the full-text. Where do you go? 1. Library catalog 33% 2. Google 33% 3. Print & Online Journal List 33%
A journal specific to a profession which is published for practitioners in an applied field is known as a ___ publication. 1. Scholarly 0% 2. Trade 0% 3. Popular 0%
I am most likely to believe information if it comes from… 1. The T.V. 17% 2. Newspapers 17% 3. The Internet 17% 4. My friends/family 17% 5. All of the above 17% 6. None of the above0 of 30 17%
Should social networking sites be banned? 1. Good 50% 2. Bad 50%
How many books does Grafton own with the subject heading: Shakespeare, William, 1564-1616 ? 1. 91 25% 2. 47 25% 3. 154 25% 4. 108 25%
Grafton owns full text of the Journal of RealEstate Literature from 1998 to the present in which database? 1. Factiva 33% 2. Mergent 33% 3. Business Source Complete 33%
You’re doing research on women artists in westAfrica. Which search query would work the best? 1. Women artists AND west africa 33% 2. Women artists OR west africa 33% 3. Women AND art* AND west africa 33%
Score Team One: Death Penalty1. One (lowest) 20% 20% 20% 20% 20%2. Two3. Three4. Four5. Five (highest) Mean =1 2 3 4 5
Developing the Questions• Use existing course materials – Syllabi – Quizzes – Assignments• Look for ideas online or in library literature• One-shot vs long-term instruction
Building Student Interest• Clicker Names – Know your students• Incentives – No prize too small!• Competitions
Do they work? Fun! • “Yes, the clickers were much more fun than raising your hand.” • “Very helpful and absolutely interesting. I love that they were named after characters from pop culture literature!”
Do they work? Class Environment • “It allowed our class to talk and explain our decision making.” • “I liked them. They kept me from daydreaming.” • “The clickers were very helpful because they allowed me to pay attention in class”
Do they work? Anonymous Participation • “The clickers were very useful because it meant that all students were able to state their opinion without judgment.” • “Nobody was put on the spot with giving an open answer.” • “They were fun and helpful because I interacted with the class and the teachers even though no one knew what I individually answered”
Do they work? Retaining Knowledge • “They’re cool. Its like a mini-exam prep everyday. “ • I really enjoyed them! I thought they were a fun way to learn. Many times you take a test and never review your answers, or forget what you put. The clickers caused you to review immediately and learn from mistakes.
Do they work?http://stephenslighthouse.com/2010/02/26/the-learning-pyramid/
Do’s & Don’ts for the Engaging Clicker Classroom DO DON’T• Encourage peer learning • Over-explain whenever possible • Under-explain• Avoid dead air • Be afraid of competitive – Countdowns instincts – Hints – Jokes!
Further Reading:Bruff, Derek. (2009). Teaching with Classroom Response Systems. San Francisco, CA: Jossey-Bass.Audience Response Systems:• TurningPoint/ TurningPoint Anywhere• polleverywhere.com• Smart Response• Q Wizdom
Any questions? • Ilka Datig, email@example.com• Claire Ruswick, firstname.lastname@example.org
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