I Think We're Clicking
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Presentation for the TLN conference at St. Catherine University on using audience response system in the classroom.
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3) Adding new statistical analysis features like T-tests and correlation templates to provide more meaningful analysis of assessment data.
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This document discusses ways that teachers can use technology to detect plagiarism in student assignments. It notes that surveys show high rates of cheating and plagiarism among students. It then provides tips for teachers to deter plagiarism, such as educating students about proper citation and structuring assignments in multiple parts. The document recommends that teachers check assignments against in-class work, references cited, and topic appropriateness to detect plagiarism. It also suggests using online tools like Google to search suspicious phrases or subscription services that can match submissions to existing content online.
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Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such
courses introduce. The elements of communication and writing often play a much larger role in these courses than in
earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics,
which can make further study of mathematics stressfully forbidding.
Technology can help students make this transition. In particular, classroom response systems, or "clickers", open
up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and
good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's
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4. Use multiple search tools to take advantage of their strengths and produce more comprehensive results.
5. Combine search strategies with helpful terminology to narrow results.
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Classmarker
Students take online quizzes on the website www.classmarker.com using individual passwords. The website automatically grades the quizzes, compiles results and student data, and stores this information. The teacher receives grading like quiz and question statistics, student times and averages, and can modify tests or send notes to students. The online grading also saves teachers time and gives students instant feedback, but may have issues with internet access or free text responses.
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Making proofs click: Classroom response systems in transition-to-proof courses
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Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such
courses introduce. The elements of communication and writing often play a much larger role in these courses than in
earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics,
which can make further study of mathematics stressfully forbidding.
Technology can help students make this transition. In particular, classroom response systems, or "clickers", open
up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and
good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's
Communicating in Mathematics class, including peer instruction, and peer review of writing samples.
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An economic analysis of student's perceptions of a web-based response system utilized as a classroom tool. Includes effects on student outcomes from the tool as well as student survey data.
Active Engagement Using Classroom Response Systems - CSU Pueblo - Jeff Loats
This document discusses the use of classroom response systems, also known as clickers, to promote active engagement in university courses. It provides an overview of techniques like peer instruction and thought questions that can be used with clickers. The evidence suggests that clickers help students learn and perform better on assessments by encouraging participation and concentration. While clickers are effective, the presenter emphasizes that pedagogical techniques are more important than the technology itself, and instructors should start small and focus on conceptual understanding over factual recall.
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Slides from the first portion of a workshop on classroom response systems (clickers) given to faculty at Ferris State University, 23 August 2013. Facilitated by Robert Talbert, PhD., Department of Mathematics, Grand Valley State University.
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This document summarizes a presentation about using classroom response systems, also known as clickers, to improve student conceptual understanding in mathematics courses. The presentation discusses the benefits of clickers for inclusivity, gathering formative assessment data, and increasing student engagement. It provides examples of how clickers can be used for polling, focusing questioning, and motivating group work. A significant portion of the presentation focuses on implementing peer instruction, a pedagogical technique where students teach each other concepts through multiple choice questions designed to address common misconceptions. Attendees worked in groups to design sample peer instruction sessions for calculus topics. The presentation emphasizes that focusing on conceptual learning improves problem-solving skills even if less class time is spent
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The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
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Classroom Response Systems
Classroom response systems (CRS), also known as "clickers", allow teachers to assess student understanding and engagement through interactive questions during lectures. Research on CRS has found that they can increase student participation and performance on some measures compared to traditional lectures, but benefits depend on how teachers implement them. CRS hardware includes student response devices, a receiver, and classroom display. Software provides multiple choice, matching, and other quiz formats. Studies found CRS increased participation and some short-term learning compared to non-CRS classes, but long-term learning and overall preference for CRS classes was mixed. Benefits must be weighed against costs of implementation.
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http://maritez.populr.me/sssc16
To click or not to click? Managing Classroom Response System in a large class
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.
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Iowa State University
Lilly Conference, Greensboro NC, February 9, 2008
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I Think We're Clicking
- 1. I Think We’re ClickingAudience response systems in the classroom Sue Gray, Reference Librarian, Minneapolis Campus
- 2. Are you smarter than a Katie? Ready?
- 3. A scholarly journal is one that… Has research articles in it. Has lots of ads and pictures. Is written at a third grade reading level. Contains articles written by journalists. 0 of 30
- 4. The best place to find journal articles is: CLICnet (library catalog) Google Library Databases Wikipedia
- 5. The main reason for using citations in a paper is: to show that I can follow picky instructions to prove that I used the right number of sources to give credit to the information sources that I use there is no good reason for citing – it’s all evil
- 6. Who are your best sources for information resources? 10 Your friends Your classmates Google Librarians
- 7. How are Clickers being used? Quizzes or pre & post-testing Opinion polls Practice problems Peer instruction/Team decision exercises Assist with grading and reports Record attendance in lecture halls
- 10. Duncan, D. (2005). Clickers in the classroom: How to enhance science teaching using classroom response systems. San Francisco, CA: Pearson Education, Inc.