Use Of Clickers And Peer Instruction To Build Classroom Community

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Presented at the 2010 Creating Futures Through Technology Conference as well as the 2010 Mississippi Educational Computing Association Conference.

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  • usability, accessibility, cross-platform, software independent
  • student engagementensure student learning
  • access different learning styles
  • self-assessment; what other benefits are there?
  • what other benefits are there?
  • Use Of Clickers And Peer Instruction To Build Classroom Community

    1. 1. Use of Clickers and Peer Instruction to Build Classroom Community<br />Gallayanee Yaoyuneyong, Ph.D.<br />Amy Thornton, M.S.<br />The University of Southern Mississippi <br />
    2. 2. Question<br />What level of experience do you have with clickers?<br />I use them in class.<br />I have heard of them but never used them.<br />This is the first time I have heard about them.<br />
    3. 3. Question<br />Are you…..?<br />Faculty <br />Administrator<br />Tech support staff<br />Instructional designer<br />
    4. 4. Audience Response Systems or Clickers<br />
    5. 5. Audience Response Systems or Clickers<br />Handheld devices<br />Television remote controls<br />Transmit students’ responses to multiple-choice questions<br />Using either infrared (IR) or radio frequency (RF) technology<br />PowerPoint presentations<br />
    6. 6. Use of Clickers <br />Assessing students’ prior knowledge <br />Checking students’ misunderstanding of new material<br />Starting/launching class discussion<br />Administering tests and quizzes during lecture<br />Gathering feedback on teaching and learning <br />
    7. 7. Use of Clickers <br />Recording class attendance and participation <br />Compensate for the passive, one-way communication<br />Ending attrition<br />Student’s learning<br />
    8. 8. Benefits to Students <br />Become active participants in class<br />Get instant feedback on their knowledge and/or comprehension<br />Receive instruction adapted to their immediate needs<br />Find out how they measure up to the rest of the class<br />
    9. 9. Benefits to Students <br />Voice their opinion without apprehension or embarrassment<br />Express themselves in spite of shyness<br />Identify areas they need to improve on <br />
    10. 10. Benefits of Faculty <br />Gather data to gauge students' comprehension before moving on<br />Poll students and display class results instantly<br />Enhance large lecture class with increased student participation and interaction<br />Increase students' understanding and retention of topics by keeping them engaged<br />
    11. 11. Benefits for Faculty<br />Allow anonymity on controversial questions<br />Provide feedback to students on their understanding<br />Check if students can apply a concept to a different context<br />Transform one-way teacher lecture into teacher-student interaction<br />
    12. 12. Benefits for Faculty<br />Get a large volume of individual answers immediately<br />Reduce time on administrative tasks such as grading and taking attendance <br />
    13. 13. Challenging for Clickers <br />Cost <br />Cheating<br />Writing effective questions <br />Cannot accommodate written response <br />Not prepare students for non-multiple choice exams<br />Technicalproblems<br />
    14. 14. How to Use Clickers <br />
    15. 15. Class Register <br />
    16. 16. Using Clicker in Class<br />
    17. 17. After class <br />
    18. 18. Quiz <br />
    19. 19. True or False<br />1. Resiliency has nothing to do with wrinkle recovery.<br /> A. True<br /> B. False <br />
    20. 20. Multiple Choice <br />A hydrophilic fiber:<br />Is made up of water molecules<br />Has a high glass transition temperature<br />Likes organic solvents<br />Likes water<br />
    21. 21. Peer Instruction<br />
    22. 22. Peer Instruction<br />Eric Mazur<br />Short multiple-choice conceptual questions, or ConcepTests<br />Discover common misunderstandings about the current topic <br />Individually reflect on the question<br />Discuss or debate the answer among themselves<br />
    23. 23. Concept Questions <br />
    24. 24. Concept Question<br /> Which of the following statements are true of lamb’s wool?<br />Lamb’s wool and virgin wool mean the same thing.<br />Lamb’s wool is wool sheared from sheep of any age for the first time.<br />Lamb’s wool is wool sheared from sheep at age 8 months or younger.<br />A and B<br />A and C<br />
    25. 25. 25<br />Concept Question <br />Which of the following are physical properties of textile fibers:<br />Color, luster, resiliency, and flammability<br />Electrical conductivity, diameter, length, and flexibility<br />Chemical reactivity, strength, specific gravity, and absorbency<br />Luster, cross-sectional shape, crimp, and fineness<br />Elastic recovery, abrasion resistance, and sensitivity to environmental factors <br />
    26. 26. Clickers and Peer Instruction <br />
    27. 27. Quiz <br />
    28. 28. Multiple-Choice<br />Which of the following care procedures could be used on a white 100% cotton blouse? <br />Wash in how water<br />Bleach with dilute chlorine bleach <br />Dry in a dryer at the highest setting <br />A and B<br />A, B, and C<br />
    29. 29. Multiple-Choice<br />Shrinkage and felting of wool fibers are due to<br />The unidirectional movement of small scales on the surface of wool fibers<br />The lack of medulla in the wool fiber<br />The crimped figuration of the wool fiber<br />The sensitivity of wool fiber to heat<br />The sensitivity of wool alkali<br />
    30. 30. Question <br />Did you change your answer after consulting with your peer?<br />Yes<br />No<br />
    31. 31. Question <br />Did you change your answer: <br />From wrong to right <br />From right to wrong <br />Or, did you keep the same answer <br />
    32. 32. Gallayanee.yaoyuneyong@usm.edu<br />Amy.thornton@usm.edu<br />http://instructtech.wordpress.com<br />Questions???<br />

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