Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
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This is Part 2 of a 2 Part presentation. Part 1 - Presents the reality we face teaching in the 21st Century (view at http://bit.ly/WIW56k.) Part 2 - The Multiple uses of clickers Note: some fonts and image alignment has changed during the upload! Abstract: Successfully preparing the students of today for the world of tomorrow requires a new approach to teaching. This presentation includes a visit to the origins of the classroom, teaching in the industrial revolution and then presents the reality we face teaching in the 21st Century. Clickers are an effective teaching tool that help facilitate pedagogical best practices, allowing lecturers to deliver instruction and assessment simultaneously, enhance learning while students actively participate in your lessons without fear of humiliation. The workshop will cover some of the pedagogical literature and learning theories that clicker technology supports, offer a practical demonstration of peer instruction and demonstration some practical tips on how to effectively use and benefit from clickers in your lectures.
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Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
- 1. This Part 2 in a 2 Part Presentation
- 2. Achieve true engagement in your lecture hall
- 3. 1. Using clickers a) Classroom Environment benefits b) Learning benefits c) Assessment benefits d) Learning Goals e) How people learn 2. Pedagogical literature and learning theories a) Peer Instruction 3. Classroom Strategies with clickers a) Writing Clicker Questions b) Bloom’s Taxonomy c) Clicker question goals d) Teaching Choices e) Common Pitfalls 4. How to get started 5. Purchase Models 6. Product Offering 7. References and Resources
- 5. Video Clickers: Students and Teachers Speak http://bit.ly/RBacxV
- 7. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg 30% Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, January 2009, pp. 13 - 26. An empirical study of personal response technology for improving attendance and learning in a large class Amy Shapiro
- 8. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg 70% ‘LEARNING BY REMOTE CONTROL’: EXPLORING THE USE OF AN AUDIENCE RESPONSE SYSTEM AS A VEHICLE FOR CONTENT DELIVERY Jeremy B. Williams - Brisbane Graduate School of Business - Queensland University of Technology, AUSTRALIA (2003)
- 9. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg 87% Hall et al. (2005) Student Response System in High Enrollment Courses University of Missouri - Rolla
- 10. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
- 11. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg Adapted from Kay et al (2009)
- 13. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27. http://prayas2k12.com/main/events.php?id=7
- 14. http://africa360degrees.co.za/ 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
- 15. http://asiasociety.org/files/teacher_0.jpg 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
- 16. http://www.5hue.com/ 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
- 17. http://www.wisegeek.com/what-are-some-criticisms-of-no-child-left-behind.htm 27% Student Response Systems: Interactivity in a Classroom Environment Harold M. Horowitz, Ph.D., Program Director Educational Technology IBM Corporate Education Center, Thornwood, New York 10594
- 18. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
- 20. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27. http://onlinelearninginsights.wordpress.com/2012/04/03/good-bad-and-ugly-student-comments-on-group-work-in-e-learning/
- 21. http://www.edutopia.org/healthier-testing-made-easy 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
- 24. * Reflect – the key abilities, attitudes, and items of mastery * Help – “know what they need to know” * Measurable – not vague Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
- 25. Should… * Nourish – intellectual curiosity * Encourage – independent learning * Aid development – for more complex thinking * Increase knowledge – content retention and understanding Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
- 27. Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative
- 28. Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative
- 29. Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative
- 30. Remember! Students must do their own learning; we cannot do the http://www.thecultureconcept.com/circle/national-year-reading-2012-creating-the-future-of- Stephanie Chasteen (PhD) learning never to young to learn
- 32. # Learning Theory Researcher(s) Suggested Application Features 1 Immediate Epstein Immediate Feedback Assessment Technique Chart with Correct Answer Indicator/ Participant Feedback promotes learning and corrects inaccurate first responses Monitor / Individual Reports 2 Engagement Prensky Digital Natives, Digital Immigrants Fastest Responder / Priority Ranking or Ranking Wizard Greene Spacing effects in memory: Evidence for a two- 3 Spacing Effect Continue Prior Session / Essay Slide process account Mazur Peer Instruction: Ten Years of Experience and Repoll / Comparative Linking/ Comparative Linking 4 Peer Instruction Reports Results Bruff Teaching with classroom response systems: Creating On the Fly Slides / Conditional Branching /Moment to 5 Agile Teaching active learning environments Moment Keller Use of the ARCS Motivation Model in Courseware Countdown Timer/Response Grids /Leader 6 Motivation Boards/Gaming Slides / Point Values Design Assessment FOR Point Values / TurningPoint AnyWhere–Live Charts 7 Stiggins Putting testing in perspective: It’s for learning Learning Anonymous Polling /Review Only/Comparative Linking 8 Positive Reid Practicing effective instruction: The Exemplary Center Correct Answer Indicator /Fastest Responders/Leader Reinforcement for Reading Instruction approach Boards /Point Values Game Based Team Slides Fastest Responder Wager Leader Boards 9 Dede Immersive Interfaces for Engagement and Learning Speed Scoring TPAW with Digital Games Team Scoring Learning Reports Bonwell and Eison Active learning: Creating excitement in “Need Help” answer choice /On the Fly 10 Active Learning Questions/Custom / Text Message/Feedback the classroom Demographic Comparison Data Slicing /Convert to 11 Learning Styles Keefe Learning Style Theory and Practice Picture Slide Chart Colors–Correct/Incorrect /Answer Now/ Video/Audio files with question slides 12 Socratic Hake Socratic pedagogy in the introductory physics lab Custom Standards List / Conditional Branching Questioning Continue Prior Session
- 34. You can forget facts but you cannot forget understanding – Eric Mazur
- 35. Video From Questions to Concepts: Interactive Teaching in Physics http://bit.ly/RBaLrw
- 36. “Teachers found that they could teach the material more efficiently using question-driven instruction. They found that they had a deeper understanding of students' difficulties, allowing them to tune their instruction more efficiently. Plus, in later units, students' grasp of the underlying material helps them progress through the units more quickly.” Stephanie Chasteen (PhD) Science Teaching Fellow at Science Education Initiative, University of Colorado at Boulder Independent Business Owner, sciencegeekgirl enterprises
- 37. Instructor Poses Question (< 1min) Students Answer Independently (1-3 min) Most correct Most incorrect Equal split Briefly discuss Back track Discuss in pairs (< 1min) (5 min+) Revote (1-5 min) Instructor lead Class wide discussion Revote (2-15 min)
- 39. Video Clickers in your classroom http://bit.ly/THj2s1
- 43. Derek Bruff
- 46. 1. Factual Knowledge: remember and recall factual information • Define, List, State, Label, Name, Describe 2. Comprehension: demonstrate understanding of ideas, concepts • Describe Explain Summarize Interpret Illustrate 3. Application: apply comprehension to unfamiliar situations • Apply, Demonstrate, Use, Solve, Predict, Construct, Modify 4. Analysis: break down concepts into parts • Compare, Contrast, Categorize, Distinguish, Identify, Infer 5. Synthesis: transform combine ideas to create something new • Develop, Create, Propose, Formulate, Design, Invent 6. Evaluation: think critically about and defend a position • Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate
- 57. Clicker Resource Guide An Instructors Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching
- 58. (credit to Ian Beatty, U. Mass-Amherst)
- 59. (credit to Ian Beatty, U. Mass-Amherst)
- 60. (credit to Ian Beatty, U. Mass-Amherst)
- 61. (credit to Ian Beatty, U. Mass-Amherst)
- 62. (credit to Ian Beatty, U. Mass-Amherst)
- 63. (credit to Ian Beatty, U. Mass-Amherst)
- 64. (credit to Ian Beatty, U. Mass-Amherst)
- 65. (credit to Ian Beatty, U. Mass-Amherst)
- 66. (credit to Ian Beatty, U. Mass-Amherst)
- 67. (credit to Ian Beatty, U. Mass-Amherst)
- 68. (credit to Ian Beatty, U. Mass-Amherst)
- 69. (credit to Ian Beatty, U. Mass-Amherst)
- 70. (credit to Ian Beatty, U. Mass-Amherst)
- 71. (credit to Ian Beatty, U. Mass-Amherst)
- 72. (credit to Ian Beatty, U. Mass-Amherst)
- 73. (credit to Ian Beatty, U. Mass-Amherst)
- 74. (credit to Ian Beatty, U. Mass-Amherst)
- 75. (credit to Ian Beatty, U. Mass-Amherst)
- 76. (credit to Ian Beatty, U. Mass-Amherst)
- 83. Video Clickers in the Classroom: The Research. Do clickers help students learn? http://bit.ly/TIZ8dZ
- 89. Common
- 94. I want to get • Jump right in – STARTED! • Consider borrowing a set of clickers to try out in a few class sessions • Don’t grade clicker questions in the beginning, this way if you have technical difficulties students grades are not at risk and students will not be concerned. • Start with simple questions, then move up the Blooms Taxonomy towards more conceptual questions, then look to introduce Peer Instruction.
- 95. Purchase Models • ‘Teaching with Technology’ department purchases and loans clickers to lecturers • Departments budget and purchase
- 96. Purchase Models • Some Universities ‘rent’ their clickers to students • Deposit paid ( 50% refundable) • Funds to purchase more
- 97. Purchase Models • Bookstore model • (not yet available in South Africa) • Clickers are provided with a textbook • Clicker content included for lecture
- 100. Clicker Devices ResponseCard® NXT ResponseCard® RF LCD ResponseCard® RF ResponseWare Offers advanced Durable radio frequency ResponseCard RF Allows students to capabilities such as device offers students an clickers are respond via web cell phone style text engaging and easy-to-use lightweight and browsers on any web entry for short solution. LCD screen compact in size. enabled device including answer and essay provides visual The durable clicker Android™, iPhone®, Black questions as well as confirmation of selected has been rigorously Berry®, and laptops or self-paced test mode responses, channel tested in classroom tablets to immediately for individual setting and battery life. environments. transfer their selection to assessment. polling applications.
- 102. Anywhere Polling Software Poll with ANY Application − Mac® or PC
- 103. PowerPoint® Polling Software Poll Within PowerPoint®
- 104. Polling Hardware Poll without a Computer or Projector ResponseCard AnyWhere Display student results anywhere, anytime.
- 105. Presenter Tools Remain Agile while Polling PresenterWare Provides instructors remote control of polling software through mobile devices. PresenterCard Radio frequency hardware device that interacts with polling software.
- 106. LMS & Registration 1. Learning Management Systems 2. Seamlessly pull rosters and import/export into today's most popular LMS. • Easy to maintain • Secure
- 107. Distance Learning 1. RemotePoll 2. Simultaneously poll students in multiple classrooms through the Internet to gather and display results from all locations for complete analysis. 3. ResponseWare 4. Allow students to respond via web browsers on any web enabled device to immediately transfer their selection to polling applications.
- 108. References 1. Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, January 2009, pp. 13 - 26. An empirical study of personal response technology for improving attendance and learning in a large class Amy Shapiro 2. ‘LEARNING BY REMOTE CONTROL’: EXPLORING THE USE OF AN AUDIENCE RESPONSE SYSTEM AS A VEHICLE FOR CONTENT DELIVERY Jeremy B. Williams - Brisbane Graduate School of Business - Queensland University of Technology, AUSTRALIA (2003) 3. Hall et al. (2005) Student Response System in High Enrollment Courses Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27. University of Missouri - Rolla 4. Student Response Systems: Interactivity in a Classroom Environment Harold M. Horowitz, Ph.D., Program Director Educational Technology IBM Corporate Education Center, Thornwood, New York 10594 5. Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative 6. Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
- 109. Great books on clickers 1. Peer Instruction (Eric Mazur) 2. Teaching with Classroom Response Systems (Derek Bruff) 3. Clickers in the Classroom (Douglas Duncan) 4. Clickers in Chemistry (Margaret Asirvatham)
- 110. Web references / resources 1. Research papers: • https://sites.google.com/site/clickerresearch/ (****) • https://sites.google.com/site/clickerresearch2/ (**) • http://www.turningtechnologies.com/studentresponsesystems/researchcasestudies/ TurningPoint specific (****) 2. Clicker bibliography: • http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/ 3. University clicker pages • http://www.cwsei.ubc.ca/resources/clickers.htm (*****) • http://www4.uwm.edu/ltc/srs/faculty/articles_research.cfm (*****) • http://clickers.asu.edu/ (*****) • http://STEMclickers.colorado.edu (*****) 4. Individual pages/blogs • http://ianbeatty.com/crs/resources (*****) • http://sciencegeekgirl.com (*****) • http://derekbruff.org/?page_id=2 (*****) • http://mazur.harvard.edu/ (*****)
- 111. Thanks for listening! David Wilson Office: 086 110 6365 Web: www.participate.co.za Blog: www.clickers.co.za Facebook –www.facebook.com/ParticipateSA Twitter - @participateSA Twitter personal – @davew_sa
Editor's Notes
- Due to the interactive nature of using clickers and active involvement in the lesson
- Quality of learning: Qualitative difference when learning with ARS (e.g., better explanations, thinking about important concepts, resolving misconceptions)
- SHOULD describe how a student should be different at the end of a courseReflect the key abilities, attitudes, and items of mastery that a student should (strive to) attainShould be measurable ( not vague, watch terminology)Help students “know what they need to know” in a course.THEY SHOULD*nourishment of intellectual curiosity, * encouragement of independent learners,*development of people able to engage in the more complex thinking processes* knowledge of content* NB Instructor behaviour is aligned with this in the teaching techniques
- THEY SHOULD*nourishment of intellectual curiosity, * encouragement of independent learners,*development of people able to engage in the more complex thinking processes* knowledge of content* NB Instructor behaviour is aligned with this in the teaching techniques
- Motivation depends on students’ background, and can be changed.How to motivate?
- Students need to actively construct an understanding.Construction requires feedback. How to promote active learning?How to provide feedback?
- How to find out and connect to what they already know?
- Think pair share!
- Many instructors see value in structuring a class session into a sequence of activities as a way to help students maintain their attention helps students pay attentionhelp focus their attention in productive ways on particular tasks. gather information from students in order to determine the direction of a class sessiongiving all students a voice in determining that direction.
- fun help students maintain attention and engagement with course activities. Fun helps instructors establish a useful rapport with their students. Some students find competition motivating.
- Anonymity uncovers student perspectives that might not be clear through other meansStudents are able to determine what they understand, what they do not understand, and how they are learning.Instructors learn a lot about what their students understand more frequently through clicker questions that can be acted on before major assessments are assigned. collect information from all students in a classroom quickly, easily, and simultaneously.
- conduct background knowledge probes at the beginning of class sessions Points grades for attendance
- These levels expect deeper conceptual understandingQuestion creation exceriseUse the Bloom’s Taxonomy worksheet to rate the Bloom’s level of your questionSwap your question with a neighbor. Do you agree on the Bloom’s level of your question?Can you think of a way to “Bloomify up” the level of your question?
- Type “ConcepTests” into google This brings up listings of question collections in numerous fields.
- What student learning goals do I have for the question? Consider…1. Mechanics (is it well written? Clear?)2. Depth (Is it trivial, or deep? What level ofBloom’s Taxonomy?)3. Goals (What is this question trying toaccomplish,pedagogically)
- Content Goal: Does the question test an essential aspect of the material? Is it aligned with your learning goal?Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject?What are the cognitive processes involved? Are they comparing and contrasting phenomena, ranking, classifying, or performing a mathematical manipulation?Metacognitive Goal: Are students examining their own thinking?
- What do I want my students to learn by asking this question?
- How might this question be used to engage students with course content in small-group or classwide discussions or by creating a time for telling? Use questions that will prompt discussion.
- What distribution of response do I expect to see from my students?What might I do if the actual distribution turns out very differently?
- Look for answer choices for potential clicker questions in student responses to open-ended questions, ones asked on assignments in previous courses, on homework questions, or during class. This can lead to answer choices that better match common student misconceptions and perspectives.Don’t make them too easy.
- Use a variety of types of clicker questions. experimenting with different kinds of questions can help instructors use clickers in ways that engage students and meet course learning goals Experiment with asking on-the-fly clicker questions Often a classwide discussion leads to spontaneous clicker questions; other times rhetorical questions can be turned into productive clicker questions.
- spend a least some time on each of the answer choices – right and wrong ones. Students often appreciate hearing their instructor’s perspective on the answer choices they selected
- Find other instructors who teach with classroom response systems and share experiences.
- Provides feedback to teacher about student knowledge status
- About new ideas, concepts and knowledge
- Prepare for new knowledge and understanding
- Give students a voice (i.e., survey on their opinions/preferences)
- • Are often focused on conceptual understanding• Deal with important ideas in class• Have common student mistakes (consider answers from past exams orquizzes) as the wrong answers.• Result in a lot of discussion and debate among the students.• Require analysis and reasoning (not simple memorization).
- • Are often focused on conceptual understanding• Deal with important ideas in class• Have common student mistakes (consider answers from past exams orquizzes) as the wrong answers.• Result in a lot of discussion and debate among the students.• Require analysis and reasoning (not simple memorization).
- Given that having students respond to and discuss clicker questions takes class time, do instructors using clickers find it difficult to include as much content in their courses as they would without clickers? o Some instructors find it difficult to include as much content in their courses when they begin using clickers but are satisfied with the trade-off. They believe that if students’ misconceptions are not addressed, subsequent course material will not make sense to students, so class time spent resolving those misconceptions through clicker questions is well spent. Other instructors are satisfied with covering less material because they believe that teaching methods that actively engage students with course material are more effective in the long term than less engaging methods that allow for more time-efficient coverage of content.
- Grading clicker questions on accuracy can give students who correctly answer critical thinking questions the false sense that they have mastered those questions, when in fact it is often quite possible to answer such questions correctly without fully understanding all the reasons for and against the answer choices. Grading clicker questions on accuracy increases the pressure students feel to master course material. Some instructors want their students to feel this pressure, since it can motivate them to seriously engage with course material as it is being presented during class. Other dislike creating high-pressure classroom environments and prefer to grade clicker questions on effort, not accuracy.
- How long should students be given to submit their answers to a clicker question? When should an instructor call time and end voting?
- immediately after gives the students rapid feedback on their learning and can add a bit of dramatic flair Askstudents to write down reasons that the answers they did not choose are incorrectsome students disengage when they learn the correct answer sometimes without fully understandingDelay showing to generate small-group or classwide discussion
- First timers should test the system as thoroughly Limit use to start withHave a backup plan in mindmalfunctioning clickers – have sparesConsider on-the-fly questions
- First timers should test the system as thoroughly Limit use to start withHave a backup plan in mindmalfunctioning clickers – have sparesConsider on-the-fly questions
- Question Idea – confusion meter?I’m bored – speed upI’m with youSlow down a littleI’m totally lostQuestion Idea – Are you done?Click in with your progressStill workingAlmost doneFinished
- "Wait-time" is the amount of time after an initial question has been posed before the teacher answers it him or herself; repeats, rephrases, or adds further information to the question; or accepts an answer from a student. More than just a few seconds are a necessary prerequisite for mental information-processing (Rowe, 1974).
- By far the most common failing is to make questions that are too easy. In this situation, students often see the questions as simply a quiz to keep them awake, and they are annoyed that they had to spend money on clickers only for this purpose. easy questions may mislead students as to the difficulty of the questions they would expect to see on the exam
- You should discuss how clickers will improve your communication with them, the well-established value to learning when students actively engaged in thinking about the subject and figuring out answers to questions, and how clickers make this much easier to achieve in a lecture setting.start with a “Why do you think we use clickers” clicker question in class, as shown below. Possible answers are all components of “active learning” and hopefully you will see a spread of answers.