Using clickers toimprove studentunderstandingA mini grant projectKaren Helgers and Hope Windle
A BIG thank you to Hope Windle For encouraging me to do this For doing a good deal of the application For helping with the research on how to use clickers For providing assistance every step of the way
The ProblemPhysical Geography:The students – Education majors – Science-phobic – Will need to teach some science – Few science class requirements
The Problem, continuedThe Class– Little participation and engagement– How to measure understanding BEFORE exam? (this does NOT happen!)
What’s the primary way you’d measure student understanding while lecturing?0% 1. Waiting for questions0% 2. Searching for puzzled looks0% 3. Pop Quiz0% 4. “Show of hands” poll0% 5. Other0% 6. All of the above
In college, if a teacher took a poll, did you raise your hand?0% 1. Always0% 2. Only if I was very sure of the answer0% 3. Sometimes0% 4. Rarely0% 5. Never
If you didn’t answer “always,” why not?1. I was asleep2. I was busy talking to my friends and resented the interruption3. I was unsure of the answer and would be embarrassed if I 0% 0% 0% was wrong 1 2 3
My Plan• Get 100% participation• Use to measure student understanding• Revise teaching accordingly
Research• What do other professors do? – Individual answers – Group interaction – Students helping students• Used by other Science classes• Testing helps learning
What types of questions work best? My Findings:• Questions to figure things out• Review questions• Breaking a concept down into smaller steps
Air that decreases in temperature will 1. Increase in volume 0% 2. Decrease in volume 0%
My Findings• Students LOVE clickers!• 100% participation• Students willing to share their reasoning with class, WRONG or RIGHT – Wrong reasoning and misconceptions revealed and corrected• ASTOUNDING findings of understanding!!
Future Possibilities• More questions in the PowerPoints• Incorporate this into group work and other activities• Use for quizzes• Track individual progress (not anonymous)
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