Thank you for the presentation. I have a few questions: 1. How long did it take you to develop the quiz questions and slides? 2. Did you notice any change in student engagement or performance after implementing the in-class quizzes? 3. What advice would you give to other instructors interested in using this approach? 4. Are there any limitations or challenges you encountered? 5. Do you have any data such as exam scores or end-of-course evaluations that show the impact of this approach? I appreciate you taking the time to share your experience. In-class quizzes seem like a promising way to encourage preparation and provide immediate feedback to students.

1. Promote Student Reading by Administering
Quizzes via i>clicker
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– Chat with “All Attendees” for Discussion Questions

2. Our presenter
JOHN DATTILO
Professor of Recreation, Park, and Tourism
Management at Penn State University.
Education
Ph.D. in Leisure Studies from University of
Illinois.
Research
Effects of interventions on self-determination
of people with disabilities and older adults
relative to their leisure involvement
Publications
John and colleagues have published their
work in refereed journals as well as books at
Venture Publishing http://venturepublish.com/

3. Promote Student Reading by
Administering Quizzes via i<clicker
John Dattilo
Penn State University
jxd8@psu.edu

4. Session Purpose
• Describe conversion of daily 5-question multiple-choice
written quizzes to i<clicker questions in PowerPoint
slides
• Highlight considerations for administration of the quizzes
• Provide details on positive influence on class and
interaction with students.

5. Session Outline
1. Set the stage
– course structure
– class structure
2. Do things differently
– plan
– design
– conduct
3. Take stock
– advantages
– testimonies.

6. 1. Set the stage
• course structure
• class structure.

7. Set the Stage: Course Structure
• Title: Inclusive Leisure Services
• Students: 70-100
• Points: 1000 (4 exams,2
papers, class quizzes, speaker
questions, reviews)
• Class quizzes = 20 (5 points
each) 10% of grade
• Course: required of majors.

8. Set the Stage: Class Structure
• 10-15 min: pre-class music videos
• 5 min: review key points from previous class
• 15 min: 5 question quiz (3 min/question)
• 1-5 min: outline for class, discussion of assignments
• 35 min: Course content:
– Slides with words and picture examples
– Brief videos for examples
• 15 min: Check in with students:
– Divide students into working groups and report back
– Students write brief action papers
– Ask students questions using i<clicker
• 1-5 min: outline for class.

9. QUESTIONS: 1. Set the stage
• course structure
• class structure.

10. 2. Do things differently
A. plan
B. design
C. conduct

11. A. Plan Differently
• Consider knowledge questions for
quiz
• Allow time for quiz and feedback
• Incorporate application questions
later.

12. Example
Topic: Provide Leisure Education

13. Example
Quiz. As the leisure coach works
with participants involved in
community leisure experiences, the
coach does the following, EXCEPT:
a. Assesses participant skills
b. Continues ongoing intensive assistance
c. Determines activity requirements
d. Helps find supportive services
e. Identifies needed accommodations

14. Example
Quiz. As the leisure coach works
with participants involved in
community leisure experiences, the
coach does the following, EXCEPT:
a. Assesses participant skills
b. Continues ongoing intensive assistance
c. Determines activity requirements
d. Helps find supportive services
e. Identifies needed accommodations

15. Example
Application. When working with Javier, the
following is the MOST effective method to have
him develop his self-awareness related to his
leisure preferences:
a. Suggest Javier ask friends what activities they like to
do so he can participate with people he knows.
b. Take Javier to a high school basketball game and
have him identify positions he would like to play.
c. Take Javier to the indoor pool. Tell him how much
you enjoy swimming and you think he will enjoy it.
d. Take Javier on a virtual tour of activities using the
Internet. Have him identify those he wants to try.
e. Tell Javier that independently he needs to generate a
list of 20 leisure activities he would like to pursue.

16. Example
Application. When working with Javier, the
following is the MOST effective method to have
him develop his self-awareness related to his
leisure preferences:
a. Suggest Javier ask friends what activities they like to
do so he can participate with people he knows.
b. Take Javier to a high school basketball game and
have him identify positions he would like to play.
c. Take Javier to the indoor pool. Tell him how much
you enjoy swimming and you think he will enjoy it.
d. Take Javier on a virtual tour of activities using the
Internet. Have him identify those he wants to try.
e. Tell Javier that independently he needs to generate a
list of 20 leisure activities he would like to pursue.

17. QUESTIONS: A. Plan Differently
• Consider knowledge questions for
quiz
• Allow time for quiz and feedback
• Incorporate application questions
later.

18. B. Design Slides Differently
• Leave space at top of slide
• Be concise on questions and
selections
• Make double slides with correct
answer identified in red.

19. Example
Topic: Promote Universal Design

20. Example
Quiz . The following term describes
ways to have a person move from their
mobility device to a play structure:
a. Access method
b. Accessible route
c. Elevated play component
d. Equitable structure
e. Transfer system

21. Example
Quiz . The following term describes
ways to have a person move from their
mobility device to a play structure:
a. Access method
b. Accessible route
c. Elevated play component
d. Equitable structure
e. Transfer system

22. QUESTIONS: B. Design Slides
Differently
• Leave space at top of slide
• Be concise on questions and
selections
• Make double slides with correct
answer identified in red.

23. C. Conduct Class Differently
• View quiz as immediate-feedback
– promote student learning
– reduce student confusion
– Identify teachable moments
• Have students answer quiz question
• Show student distribution
• Show answer highlighted in red
• Return to material addressed in quiz.

24. Topic: Facilitate Social Interaction

25. Example
Quiz. The word that describes those who
have been deprived of certain privileges or
rights:
a. disenfranchised
b. over-exaggerated
c. stereotyped
d. stigmatized
e. socially rejected

26. Example
Quiz. The word that describes those who
have been deprived of certain privileges or
rights:
a. disenfranchised
b. over-exaggerated
c. stereotyped
d. stigmatized
e. socially rejected

27. Example
Application: Meyong does not know any
of the children at camp and spends most
of her time alone. The BEST action you
can take is:
a. Give Meyong a chance to talk to the group about herself and
dispel any myths.
b. Have an adult spend time with Meyong and play cooperative
games with her.
c. Have Meyong tell you about her interests and then introduce her
to children with similar interests.
d. In a large group meeting, introduce Meyong to all the children at
camp.
e. Provide Meyong with an extensive list of activities from which to
choose to participate.

28. Example
Application: Meyong does not know any
of the children at camp and spends most
of her time alone. The BEST action you
can take is:
a. Give Meyong a chance to talk to the group about herself and
dispel any myths.
b. Have an adult spend time with Meyong and play cooperative
games with her.
c. Have Meyong tell you about her interests and then introduce her
to children with similar interests.
d. In a large group meeting, introduce Meyong to all the children at
camp.
e. Provide Meyong with an extensive list of activities from which to
choose to participate.

29. QUESTIONS: C. Conduct Class Differently
• View quiz as immediate-feedback
– promote student learning
– reduce student confusion
– Identify teachable moments
• Have students answer quiz question
• Show student distribution
• Show answer highlighted in red
• Return to material addressed in quiz.

30. 3. Take Stock
• advantages
• testimonies

31. Take Stock: Advantages
• encourage students to read material before class
• immediate feedback on students’ understanding of readings
• allows me to interact more with students in relaxed manner
• provides context for me to be more playful and have fun
• encourages students to have more fun
• helps me make the course GREEN
• results in less time to course administrative duties.

32. Take Stock: Student Testimonies
(underlines added for emphasis)
• The quizzes in class were often challenging, but they
helped me to understand the material and definitely
improved my exam scores.
• Even if I was ticked that you made me read before I came
to class because of those quizzes, I am glad cause I
actually read and then learned more!
• I liked the in-class quizzes because it made you come to
class but the material we were quizzed on was fair.
• (I liked) the required quizzes every day of class. It makes
me go to it, and prompts me to learn prior to it. Genius!

33. Take Stock: My Testimony
Overall, this new approach designed to encourage student
reading has helped me to breathe new life into my class,
increase my ability to connect with students, and create a
more playful learning environment all the while reducing my
work load; clearly a win-win situation.

34. QUESTIONS: Session Outline
1. Set the stage
– course structure
– class structure
2. Do things differently
– plan
– design
– conduct
3. Take stock
– advantages
– testimonies.

35. Promote Student Reading by
Administering Quizzes via i<clicker
John Dattilo
Penn State University
jxd8@psu.edu