Using the Personal Response System Clickers

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Using the Personal Response System (Clickers)

• Chicago Symposium
• March 6, 2009

Martina Bode, Charles Deering McCormick
Distinguished Senior Lecturer Denise Drane,
Associate Director, Searle Center for Teaching
Excellence Mary Schuller, Manager, Surgical
Education, Northwestern Memorial Hospital
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Agenda

• 150 What are clickers?(Mary)
• 200 Why use clickers? (Denise)
• 210 How to use clickers(Martina)
• 240 Research Wrap-up

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Student Response Systems were first used by which
industry?

• Movie
• Military
• Automobile
• Healthcare

Judson Sawada (2002) Journal of Computers in
Math and Science Teaching 21(2) 167-181
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What is your level of familiarity with clickers?

• I use a clicker system regularly.
• Ive used it once or twice.
• Ive never used clickers but know what they are.
• I dont know what they are.

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Why Use Clickers?
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Enhancing Learning with Clickers

• Promote active learning
• Provide timely feedback
• Stimulate Peer discussion

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Traditional Lectures

• Transmission focused
• Low level processing
• Minimal feedback
• Learning is delayed

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Active Learning
Processing Responding Practicing Testing
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What are the benefits of active learning?

• Learning gains nearly triple.
• (Crouch and Mazur, 2001), Crouch et al (2006)

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Feedback

• For the instructor
• For the students
• In real time

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Peer Feedback

• Conceptual understanding enhanced by explaining
  ideas and listening to other students ideas and
  reasoning.
• (Chi, 1996 Hake, 1998)
• Conceptual understanding enhanced because peers
  are on the same level.
• (Hestenes, 1992)

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BLOOMS REVISED TAXONOMY

• Creating Generating new ideas, products, or ways
  of viewing things Designing, constructing,
  planning, producing, inventing
• Evaluating Justifying a decision or course of
  action Checking, hypothesising, critiquing,
  experimenting, judging 
• Analysing Breaking information into parts to
  explore understandings. Comparing,
  organising, deconstructing, interrogating,
  finding 
• Applying Using information in another familiar
  situation
• Implementing, carrying out, using, executing 
• Understanding Explaining ideas or
  concepts Interpreting, summarising,
  paraphrasing, classifying, explaining
• Remembering Recalling information Recognising,
  listing, describing, retrieving, naming, finding

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Please select a Team.

• Team 1
• Team 2
• Team 3
• Team 4
• Team 5

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• All questions were not created equal
• Developing Good Clicker Questions
• Basic Concept Check
• Good Discussion Starters
• Stimulating Teaching of New Concepts
• Fundamental Concept Check

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Basic Concept CheckEvaluate 5-72

• -4
• -9
• -11
• 19
• None of the above

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The art of guessing what might go wrong

• In 5-72, students might do the following
• -4(5-7)2
• -95-14 correct answer
• -115-14 arithmetic mistake
• 19514
• None of the above

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Good Discussion StartersTrue or False?

• False
• True
• I dont know

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Stimulating Teaching Of New ConceptsFact If
the sun shines then David will go swimming.This
implies that David will not go swimming if the
sun does not shine.True or False?

• True
• False
• I dont know

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Stimulating Teaching Of New ConceptsFact If
the sun shines then David will go swimming.This
implies that if David did not go swimming then
the sun did not shine.True or False?

• True
• False
• I dont know

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Stimulating Teaching Of New ConceptsFact If
the sun shines then David will go swimming.This
implies that the sun will shine when David goes
swimming. True or False?

• True
• False
• I dont know

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Fundamental Concept CheckTrue or False? If A
implies B, then not B implies not A.

• False
• True
• I dont know

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Team Scores
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Conceptual Understanding
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Interaction and Discussion
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Enjoyment
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Learning