The document discusses the use of clickers, or personal response devices, in classroom settings to increase student engagement through polling questions, group discussions, and real-time feedback. It provides examples of how clickers were implemented in various modules to take attendance, assess comprehension, and evaluate student perceptions. Student feedback indicated that clickers improved understanding, participation, and preparation when used appropriately in lectures and labs.
To click or not to click? Managing Classroom Response System in a large classCIT, NUS
By Victor Tan. Department of Mathematics, NUS.
http://www.youtube.com/watch?v=vLjUralh7ZA&p=83FA1CD871F4A4E5
There are many clear advantages of using Classroom Response System (CRS) in class. When it is used effectively, CRS will promote active learning, and students will be more engaged during the lecture. However, it takes huge courage for a lecturer or module coordinator to take the first step to implement CRS in their classroom teaching. Other than having to manage the system while delivering the lecture at the same time, there are many logistical issues involved, such as the issuing and collecting the clickers. In this talk, I will share with the audience my experience of using and managing CRS in a math module of more than 400 students.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
CHI (Computer Human Interaction) 2019 enhancing online problems through instr...Joseph Jay Williams
Paper at CHI 2019, PDF at tiny.cc/icepdf.
Digital educational resources could enable the use of randomized
experiments to answer pedagogical questions that
instructors care about, taking academic research out of the
laboratory and into the classroom. We take an instructorcentered
approach to designing tools for experimentation that
lower the barriers for instructors to conduct experiments. We
explore this approach through DynamicProblem, a proof-ofconcept
system for experimentation on components of digital
problems, which provides interfaces for authoring of experiments
on explanations, hints, feedback messages, and learning
tips. To rapidly turn data from experiments into practical improvements,
the system uses an interpretable machine learning
algorithm to analyze students’ ratings of which conditions are
helpful, and present conditions to future students in proportion
to the evidence they are higher rated. We evaluated the system
by collaboratively deploying experiments in the courses
of three mathematics instructors. They reported benefits in
reflecting on their pedagogy, and having a new method for
improving online problems for future students.
To click or not to click? Managing Classroom Response System in a large classCIT, NUS
By Victor Tan. Department of Mathematics, NUS.
http://www.youtube.com/watch?v=vLjUralh7ZA&p=83FA1CD871F4A4E5
There are many clear advantages of using Classroom Response System (CRS) in class. When it is used effectively, CRS will promote active learning, and students will be more engaged during the lecture. However, it takes huge courage for a lecturer or module coordinator to take the first step to implement CRS in their classroom teaching. Other than having to manage the system while delivering the lecture at the same time, there are many logistical issues involved, such as the issuing and collecting the clickers. In this talk, I will share with the audience my experience of using and managing CRS in a math module of more than 400 students.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
CHI (Computer Human Interaction) 2019 enhancing online problems through instr...Joseph Jay Williams
Paper at CHI 2019, PDF at tiny.cc/icepdf.
Digital educational resources could enable the use of randomized
experiments to answer pedagogical questions that
instructors care about, taking academic research out of the
laboratory and into the classroom. We take an instructorcentered
approach to designing tools for experimentation that
lower the barriers for instructors to conduct experiments. We
explore this approach through DynamicProblem, a proof-ofconcept
system for experimentation on components of digital
problems, which provides interfaces for authoring of experiments
on explanations, hints, feedback messages, and learning
tips. To rapidly turn data from experiments into practical improvements,
the system uses an interpretable machine learning
algorithm to analyze students’ ratings of which conditions are
helpful, and present conditions to future students in proportion
to the evidence they are higher rated. We evaluated the system
by collaboratively deploying experiments in the courses
of three mathematics instructors. They reported benefits in
reflecting on their pedagogy, and having a new method for
improving online problems for future students.
When Worlds Collide: Blended Learning for 2016Meagen Farrell
Increase outcomes for adult learners by mixing in-person instruction with student use of technology. Originally developed with Adam Springwater for COABE 2016.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
When Worlds Collide: Blended Learning for 2016Meagen Farrell
Increase outcomes for adult learners by mixing in-person instruction with student use of technology. Originally developed with Adam Springwater for COABE 2016.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
5. Clickers in the Classroom. Where is the proof that they work in teaching? Enthusiastic response of students towards Clickers (Cadwell & Moore, 2007) Improvements in student learning based on Clicker use (Beatty et al., 2006) Enhanced student interaction (Weerts, 2009) and engagement (Mayer, 2009) Increased active-learning, participation, and level of advance preparation (Cook & Hazelwood, 2002). = ......(Eqn 1)
8. Clickers in the Classroom. How were they used in this study? Module: TFCH1003, Foundation Organic Chemistry (1st Yr) Large lecture room (Students: >130): One clicker per group of four, pose a question. Group discussion, decision, vote. Followed by lecturer-facilitated discussion about the question.
9. Clickers in the Classroom. How were they used in this study? Large Laboratory Sessions. Students: <40. One clicker per student. Pre-lab: MCQ (safety, understanding theory, predicating lab outcomes) Post-lab: Data collection to permit individual / group result comparison.
10. Clickers in the Classroom. How were they used in this study? Module: TFCH1009, Chemical Applications (Environmental Health 1st Yr) One clicker per student. Used as aligned classroom activity for teaching and revision in preparation for online MCQ end of module exam.
11. Clickers in the Classroom. How were they used in this study? Module: TFIP2001 (Pharmacy work placement) One clicker per student. Used to evaluate student perception of aspects of work placement blog. Could be useful as a trigger for a focus group evaluation.
13. Clickers in the Classroom. How was Clicker usage evaluated? (%) n=100 I enjoyed the use of Clickers in labs and lectures. Clicker work was better than a normal lecture. My understanding of the content improved when there was a Clickers element included. The feedback /discussion was useful, even if I got the question wrong. My discussion skills improved over the course of the semester by using Group Clicker work A) B) C) D) E)
14. Clickers in the Classroom. How was Clicker usage evaluated? (%) n=100 I felt working in groups during Clicker work was best When in Clicker groups we stayed on task and discussed the question I felt more confident working in groups as the semester went on. I was more focussed/concentrated more when the Clickers were being used. I feel there should always be a class discussion on each Clicker question. A) B) C) D) E)
15. Clickers in the Classroom. How was Clicker usage evaluated? (%) n=100 I would like to see more Clicker work in this module. I would like to see more Clicker work in other modules. Would you buy your own Clicker if they were regularly used in all lectures? A) B) C)
16. Clickers in the Classroom. How was Clicker usage evaluated? Evaluation by MCQ quiz on Webcourses immediately following MCQ module exam. N=33 Overwhelming support for use of Clickers for engagement & motivation, feedback, gauging ability compared to peers, and preparing for MCQ quiz assessments.
17. Clickers in the Classroom. How was Clicker usage evaluated? Student Opinions: ....Clickers made me think in class; I knew there would be a question on the topic and I didn’t want to let my group down by not being able to help in the Clicker discussion.... ....Clickers were the best thing about a lecture or lab! I felt like my response was important to the class.... ....I learnt from my neighbours, we helped each other....
18. Clickers in the Classroom. ‘Clickers’ mentioned in 12 out of 33 comments for module ‘Best Features’ How was Clicker usage evaluated? Student Opinions: The Clickers system made the subject a lot more interactive and easier to learn....... ‘The feedback from the lecturer after each question in a ‘Clicker’ session helped me to learn and understand’
19. Clickers in the Classroom. Actions speak louder than words! Write down why you want to implement Clickers in your teaching. Write down how you will implement Clickers in your teaching. Turn to the person beside you and discuss your ideas.
20. Clickers in the Classroom. Actions speak louder than words! Working in pairs, design one clicker question. Is the question fair? Are there good “distractor” wrong answers? How many wrong answers do you have? Will the students answer alone? How will you know if the students “understand”? Feedback?
21. Clickers in the Classroom. “If I could offer you only one tip for the future, sunscreen would be it” --- BazLuhrmann “The long-term benefits of sunscreen have been proven by scientists, whereas the rest of my advice has no basis more reliable than my own meandering experience!!”
29. Clickers in the Classroom. Clickers are not the “Silver Bullet” for large Class engagement and participation. Part of an integrated approach! How to give “Clicker Credit”? Logistical and economic issues? = ......(Eqn 3)
