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- 1. Teaching with Classroom Response Systems<br />Derek BruffVanderbilt University<br />
- 2. About Me<br />
- 3.
- 4. About You<br />
- 5. What is your experience with clickers?<br />What is a clicker?<br />I’ve heard about clickers but haven’t seen them used.<br />I’ve seen a demo, but not used them.<br />I’ve been a student in a class that used clickers.<br />I’ve used clickers a small amount in my teaching.<br />I’ve used clickers extensively in my teaching.<br />
- 6. Which best describes your attitude towards teaching with clickers?<br />I’m interested in using them regularly.<br />I’m interested in experimenting with them a little.<br />I’ll need to hear more about them before deciding to try them.<br />I don’t think I’ll be using clickers anytime soon.<br />
- 7. In which courses might you be most interested in using clickers?<br />College Algebra / Precalculus<br />Single-Variable Calculus<br />Multi-Variable Calculus<br />Linear Algebra<br />Statistics<br />Math for Pre-Service Teachers<br />Other<br />
- 8. Demonstration<br />
- 9. Considering that a tiny acorn can grow into a mighty oak tree, which of the following contributes the majority of the mass of the tree?<br />Soil<br />Air<br />Water<br />Sunlight<br />
- 10. A Few Clicker Vendors<br />Turning Technologies<br />i>clicker<br />Qwizdom<br />InterWrite PRS<br />eInstruction<br />
- 11. Next Generation Clickers<br />Cell Phones as ClickersExample – Poll Everywhere(www.polleverywhere.com) <br />
- 12. Next Generation Clickers<br />Smart Phones as Clickers<br />Example – ACU’s iPhone Initiative (www.acu.edu/connected)<br />
- 13. Questions?<br />
- 14. Multiple-choice questions can assess more than just factual recall.<br />Shift #1<br />
- 15. Precalculus<br />Which of the following graphs could be that ofy = abx if b > 1?<br />Source: ConcepTests to Accompany Calculus, 4th ed., by Hughes-Hallet et al.<br />
- 16. Calculus<br />You were once exactlythree feet tall.<br />True<br />False<br />Source: GoodQuestions Project, Cornell University<br />
- 17. Calculus<br />A boat is drawn close to a dock by pulling in a rope as shown. How is the rate at which the rope is pulled in related to the rate at which the boat approaches the dock?<br />They are equal.<br />One is a constant multiple of the other.<br />It depends on how close the boat is to the dock.<br />Source: GoodQuestions Project, Cornell University<br />
- 18. Linear Algebra<br />Is it possible for the standard matrix of a linear transformation not to have an eigenvalue?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />Source: Derek Bruff, Vanderbilt University<br />
- 19. Linear Algebra<br />Is it possible for the standard matrix of a linear transformation not to have an eigenvalue?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />
- 20. Linear Algebra<br />Is it possible for the standard matrix of a linear transformation not to have an eigenvalue?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />
- 21. Statistics<br />Following an example in which a 95% confidence interval for the mean of the population of birth weights of babies born in the US in a particular year was found to be (6.85, 7.61):Is it correct to say that 95% of all birth weights will be between 6.85 and 7.61 pounds?<br />Yes – High Confidence<br />Yes – Low Confidence<br />No – Low Confidence<br />No – High Confidence<br />Source: Derek Bruff, Vanderbilt University<br />
- 22. Procedural Questions<br />Write the formula for the following sequence (starting with n = 1): 1, -3, 9, -27, 81, …<br />Source: Angela Sharp, University of Minnesota-Duluth<br />
- 23. Procedural Questions<br />Source: Adam Lucas, St. Mary’s College of California<br />
- 24. Questions?<br />
- 25. Clicker Questions can be used not only to assess students, but to engage them. <br />Shift #2<br />
- 26. Generating Discussion<br />
- 27. Peer Instruction<br />
- 28. Creating “Times for Telling”<br />
- 29. Creating “Times for Telling”<br />Through accounting procedures, it is known that about 10% of the employees in a store are stealing. The managers would like to fire the thieves, but their only tool in distinguishing them from the honest employees is a lie detector test that is only 90% accurate. That is, if an employee is a thief, he or she will fail the test with probability 0.9, and if an employee is not a thief, he or she will pass the test with probability 0.9. If an employee fails the test, what is the probability that he or she is a thief?<br />90%<br />75%<br />66 2/3%<br />50%<br />
- 30. Creating “Times for Telling”<br />Through accounting procedures, it is known that about 10% of the employees in a store are stealing. The managers would like to fire the thieves, but their only tool in distinguishing them from the honest employees is a lie detector test that is only 90% accurate. That is, if an employee is a thief, he or she will fail the test with probability 0.9, and if an employee is not a thief, he or she will pass the test with probability 0.9. If an employee fails the test, what is the probability that he or she is a thief?<br />90%<br />75%<br />66 2/3%<br />50%<br />
- 31. Assisting Peer Assessment<br />
- 32. Turning Quizzes into Learning Experiences<br />
- 33. Structuring Class Time<br />
- 34. Making Class More Fun<br />
- 35. Which of these approaches to engaging students would you like to try?<br />
- 36. Questions?<br />
- 37. Practicing Agile Teaching need not feel too chaotic.<br />Shift #3<br />
- 38. Uncovering Student Learning<br />
- 39. Agile Teaching<br />
- 40. Responding to Results?<br />Consider whether or not to display initial voting results to students.<br />If students are mostly correct, hear from a couple of students to confirm.<br />If students are split, have them reengage with the question and then revote.<br />If students are mostly wrong, they will likely need some assistance before they can reengage with the question.<br />
- 41. Shift #4<br />The technology, while not necessary to good pedagogy, can enhance teaching practices.<br />
- 42. Why Clickers?<br />Stowell & Nelson (2007) – Eastern Illinois Univ., clickers vs. response cards vs. hand-raising<br />
- 43. Derek Bruff<br />derek.bruff@vanderbilt.edu<br />Blog: www.derekbruff.com<br />Flickr Photo Credits<br /><ul><li>“Oak Tree” by MunstiSue
- 44. “Mentos + Diet Coke” by the Cobras
- 45. “Score Cards” by Poundcommapound
- 46. “Survey” by Cocoen
- 47. “Structure” by Eric M Martin
- 48. “In the Lead” by Sifter
- 49. “Macbook X-Ray” by Pipeapple
- 50. “nose slide” by B.A.D.</li>

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