View Part 1: http://bit.ly/WIW56k

This Part 2 in a 2 Part Presentation

Part 2

Achieve true engagement in your lecture hall

Part 2 - Contents1. Using clickers

a) Classroom Environment benefitsb) Learning benefitsc) Assessment benefitsd) Learning Goalse) How people learn

2. Pedagogical literature and learning theoriesa) Peer Instruction

3. Classroom Strategies with clickersa) Writing Clicker Questionsb) Bloom’s Taxonomyc) Clicker question goalsd) Teaching Choicese) Common Pitfalls

4. How to get started5. Purchase Models6. Product Offering7. References and Resources

Using clickers

VideoClickers: Students and Teachers Speakhttp://bit.ly/RBacxV

ClassroomEnvironment

benefits

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 classAmy Shapiro

Attendance: Students go to class more

30%

http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg

‘LEARNING BY REMOTE CONTROL’: EXPLORING THE USE OF AN AUDIENCE RESPONSE SYSTEM AS A VEHICLE FOR CONTENT DELIVERYJeremy B. Williams - Brisbane Graduate School of Business - Queensland University of Technology, AUSTRALIA (2003)

Anonymity: Students more likely to participate

70%

http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg

Hall et al. (2005) Student Response System in High Enrollment CoursesUniversity of Missouri - Rolla

Engagement: Students more engaged in class

87%

http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg

Attention: Students more focused in class

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://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg

Adapted from Kay et al (2009)

Participation: Students participate with peers to

solve problems

http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg

Learningbenefits

DiscussionStudents actively discuss misconceptions and build knowledge

http://prayas2k12.com/main/events.php?id=71. 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.

InteractionStudents interact more with peers

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.

Contingent teaching

Instruction can be modified based on

feedback

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.

Learning PerformanceIncreases as a result of using clickers

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.

http://www.wisegeek.com/what-are-some-criticisms-of-no-child-left-behind.htm

27% Test score improvement

When integrating clickers

Student Response Systems: Interactivity in a Classroom EnvironmentHarold M. Horowitz, Ph.D., Program Director Educational TechnologyIBM Corporate Education Center, Thornwood, New York 10594

Learning Qualityimproves

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.

Assessment

benefits

FeedbackStudents and teachers enjoy regular feedback

on understanding

http://onlinelearninginsights.wordpress.com/2012/04/03/good-bad-and-ugly-student-comments-on-group-work-in-e-learning/

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://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.

Formative Assessmentimproves student understanding and quality of teaching

Learning

goals

It’s NOT the

It’s the HOW and WHY!

What are Learning Goals?* 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

Learning Goals* Nourish – intellectual curiosity

* Encourage – independent learning

* Aid development – for more complex thinking

* Increase knowledge – content retention and understanding

Should…

Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst

How people

learn

How People Learn

Motivation

Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative

How People Learn

Active mental process

Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative

How People Learn

Build on what we know

Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative

Students must do their own

learning;

we cannot do the

learning for them.

Remember!

http://www.thecultureconcept.com/circle/national-year-reading-2012-creating-the-future-of-learning never to young to learnStephanie Chasteen (PhD)

Pedagogical literature

And learning theories

# Learning Theory Researcher(s) Suggested Application Features

1Immediate Feedback

Epstein Immediate Feedback Assessment Technique promotes learning and corrects inaccurate first responses

Chart with Correct Answer Indicator/ Participant Monitor / Individual Reports

2 Engagement Prensky Digital Natives, Digital Immigrants Fastest Responder / Priority Ranking or Ranking Wizard

3 Spacing Effect Greene Spacing effects in memory: Evidence for a two-process account Continue Prior Session / Essay Slide

4 Peer Instruction Mazur Peer Instruction: Ten Years of Experience and Results

Repoll / Comparative Linking/ Comparative Linking Reports

5 Agile Teaching Bruff Teaching with classroom response systems: Creating active learning environments

On the Fly Slides / Conditional Branching /Moment to Moment

6 Motivation Keller Use of the ARCS Motivation Model in Courseware Design

Countdown Timer/Response Grids /Leader Boards/Gaming Slides / Point Values

7Assessment FOR Learning Stiggins Putting testing in perspective: It’s for learning Point Values / TurningPoint AnyWhere–Live Charts

Anonymous Polling /Review Only/Comparative Linking

8Positive Reinforcement

Reid Practicing effective instruction: The Exemplary Center for Reading Instruction approach

Correct Answer Indicator /Fastest Responders/Leader Boards /Point Values

9Game Based Learning Dede Immersive Interfaces for Engagement and Learning

Team Slides Fastest Responder Wager Leader Boards Speed Scoring TPAW with Digital Games Team Scoring Reports

10 Active Learning Bonwell and Eison Active learning: Creating excitement in the classroom

“Need Help” answer choice /On the Fly Questions/Custom / Text Message/Feedback

11 Learning Styles Keefe Learning Style Theory and Practice Demographic Comparison Data Slicing /Convert to Picture Slide Chart Colors–Correct/Incorrect /Answer Now/ Video/Audio files with question slides

12Socratic Questioning Hake Socratic pedagogy in the introductory physics lab Custom Standards List / Conditional Branching

Continue Prior Session

Peer Instruction

http://www.law.georgetown.edu/campus-life/student-life/peer-advisor/index.cfm

You can forget facts but you cannot forget

understanding

– Eric Mazur

VideoFrom Questions to Concepts: Interactive Teaching in Physicshttp://bit.ly/RBaLrw

Stephanie Chasteen (PhD)Science Teaching Fellow at Science Education Initiative, University of Colorado at BoulderIndependent Business Owner, sciencegeekgirl enterprises

“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.”

On the Topic – Question Driven Instruction

Instructor Poses Question (< 1min)

Peer instruction

Students AnswerIndependently

(1-3 min)

Most correctBriefly discuss

(< 1min)

Most incorrectBack track(5 min+)

Equal splitDiscuss in pairsRevote (1-5 min)

Instructor leadClass wide discussion

Revote (2-15 min)

Classroom

Strategies

with clickers

VideoClickers in your classroomhttp://bit.ly/THj2s1

Structure class time

Derek Bruff

http://scottfoto.blogspot.com/2009/03/west-baden-springs-st-meinrad-abbey.html

Make class fun

http://imggames.com/?p=18

Derek Bruff

http://1.1.1.3/bmi/images.yourdictionary.com/images/definitions/lg/uncover.jpg

Uncover student learning

Derek Bruff

Occasions forFormative Assessment

Derek Bruff

Writing ClickerQuestions

Bloom’s Taxonomy

1. Factual Knowledge: remember and recall factual information

2. Comprehension: demonstrate understanding of ideas, concepts

3. Application: apply comprehension to unfamiliar situations

4. Analysis: break down concepts into parts

5. Synthesis: transform combine ideas to create something new

6. Evaluation: think critically about and defend a position

Bloom’s Taxonomy

• Define, List, State, Label, Name, Describe

• Describe Explain Summarize Interpret Illustrate

• Apply, Demonstrate, Use, Solve, Predict, Construct, Modify

• Compare, Contrast, Categorize, Distinguish, Identify, Infer

• Develop, Create, Propose, Formulate, Design, Invent

• Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate

WritingClicker Questions

Consider the following when

writing Clicker Questions

Learning goals

Consider the following when

writing Clicker Questions

Multiplegoals

Consider the following when

writing Clicker Questions

Student learning

Consider the following when

writing Clicker Questions

Student engagement

Consider the following when

writing Clicker Questions

Responsedistribution

Consider the following when

writing Clicker Questions

Answer choices

Consider the following when

writing Clicker Questions

Questionvariety

Consider the following when

writing Clicker Questions

Reviewoptions

Consider the following when

writing Clicker Questions

Shareexperience

Clic

ker R

esou

rce

Gui

deAn

Inst

ruct

ors

Gui

de to

the

Effec

tive

Use

of P

erso

nal R

espo

nse

Syst

ems

(Clic

kers

) in

Teac

hing

Clicker question goals

(credit to Ian Beatty, U. Mass-Amherst)

Setting up

instruction

(credit to Ian Beatty, U. Mass-Amherst)

AssessPrior Knowledge

(credit to Ian Beatty, U. Mass-Amherst)

provokeThinking

(credit to Ian Beatty, U. Mass-Amherst)

induceCognitiveconflict

(credit to Ian Beatty, U. Mass-Amherst)

Surveyopinion

(credit to Ian Beatty, U. Mass-Amherst)

Developing knowledgeDuring class

(credit to Ian Beatty, U. Mass-Amherst)

misconception

Elicit

(credit to Ian Beatty, U. Mass-Amherst)

Cognitive skill

Exercise

(credit to Ian Beatty, U. Mass-Amherst)

Conceptual structure

Build

(credit to Ian Beatty, U. Mass-Amherst)

feedbackProvide

(credit to Ian Beatty, U. Mass-Amherst)

motivation

Improve

(credit to Ian Beatty, U. Mass-Amherst)

Assessing learning

after class

(credit to Ian Beatty, U. Mass-Amherst)

Exit pollStatus check

(credit to Ian Beatty, U. Mass-Amherst)

Knowledge

Limits

Identify

(credit to Ian Beatty, U. Mass-Amherst)

Success

Demonstrate

(credit to Ian Beatty, U. Mass-Amherst)

review

Topic

(credit to Ian Beatty, U. Mass-Amherst)

Accountability

increase

(credit to Ian Beatty, U. Mass-Amherst)

After class

Assessinglearning

(credit to Ian Beatty, U. Mass-Amherst)

The bestClicker Questions..

A good clicker question and discussion generates far more and deeper questions from students than

encountered in a non-clicker class.

STEMclickers.colorado.edu

Teaching

Choices

Clickers questions

taketime

or Not to grade

to grade

BestPracticesandClassroom

choices

VideoClickers in the Classroom: The Research. Do clickers help students learn?http://bit.ly/TIZ8dZ

Response time

given

When to display theCorrect

answer

Technical and logistical Choices to be

made

Technical and logistical Choices to be

made

Check inWith your class

CommonPitfalls

Insufficientwait time

Too

easy

Don’texplain

Questionsdiscussion

• Jump right in –• 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 moreconceptual questions, then lookto introduce Peer Instruction.

I want to getSTARTED!

Purchase

Models• ‘Teaching with Technology’

department purchases and loans clickers to lecturers

• Departments budget and purchase

Purchase

Models• Some Universities ‘rent’ their

clickers to students• Deposit paid ( 50% refundable)• Funds to purchase more

Purchase

Models• Bookstore model• (not yet available in South Africa)• Clickers are provided with a

textbook• Clicker content included for lecture

ProductOffering

Response Solutions

for students

ResponseCard® NXTOffers advanced capabilities such as cell phone style text entry for short answer and essay questions as well as self-paced test mode for individual assessment.

Clicker Devices

ResponseCard® RF LCDDurable radio frequency device offers students an engaging and easy-to-use solution. LCD screen provides visual confirmation of selected responses, channel setting and battery life.

ResponseCard® RFResponseCard RF clickers are lightweight and compact in size. The durable clicker has been rigorously tested in classroom environments.

ResponseWareAllows students to respond via web browsers on any web enabled device including Android™, iPhone®, BlackBerry®, and laptops or tablets to immediately transfer their selection to polling applications.

Clicker products

for lecturers

Anywhere Polling SoftwarePoll with ANY Application − Mac® or PC

PowerPoint® Polling SoftwarePoll Within PowerPoint®

Polling HardwarePoll without a Computer or Projector

ResponseCard AnyWhereDisplay student results anywhere, anytime.

Presenter ToolsRemain Agile while Polling

PresenterCard Radio frequency hardware device that interacts with polling software.

PresenterWareProvides instructors remote control of polling software through mobile devices.

LMS & Registration1. Learning Management Systems2. Seamlessly pull rosters and import/export into today's

most popular LMS.• Easy to maintain• Secure

Distance Learning1. RemotePoll2. Simultaneously poll students in multiple

classrooms through the Internet to gather and display results from all locations for complete analysis.

3. ResponseWare4. Allow students to respond via web browsers on

any web enabled device to immediately transfer their selection to polling applications.

References1. 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

Great books on clickers1. 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)

Web references / resources1. 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/ (*****)

Thanks for listening!

Office: 086 110 6365Web: www.participate.co.za Blog: www.clickers.co.zaFacebook –www.facebook.com/ParticipateSATwitter - @participateSATwitter personal – @davew_sa

David Wilson