Personal Response System in the Classroom iClicker

1
Personal Response System in the Classroom
igtClicker
Mary Felton-KolstadFeb. 25, 2009
2
What is a Student Response System?

• Handheld clicker system
• Hardware
• Computer
• Projection system for student viewing
• USB radio receiver
• Software
• i-Clicker software integrates with Microsoft
  PowerPoint

3
What does it look like?
4
What is a Student Response System?

• Student clickers can be used anonymously
• If clickers used for grading, they need to be
  registered with the instructor
• done in lab/class
• done thru WebCT

5
Sample Class Registrationcreated in MS Excel
6
Why use clickers?Who should use clickers?
7
In what size school do you teach? (Student
population)

• lt25
• 25-35
• 35-50
• 50-75
• gt100

8
Group Input

• Discuss in your groups some of the issues facing
  instructors in large classes
• List your top three on the sheet of paper
  provided.

9
Why Use a Student Response System?

• Engage students in active learning
• Improve instructor understanding of students'
  comprehension of curriculum.
• Provide students with immediate feedback about
  the accuracy of their understanding of the
  curriculum.
• Use analysis of student responses as the basis
  for class discussion

Research
10
Who Should Use a Student Response System?

• Very useful in large lecture sections
• typically difficult to get student-teacher
  interaction
• igtclicker Technologies claims up to 1000 students
  can use at one time
• Can be used with any class size
• Not meant as a complete replacement for
  student-student and student-teacher verbal
  interaction

11
Uses

• Interject questions during lecture
• determine what students dont yet understand and
  take time to reteach
• Peer Instruction model
• Discussion model
• Review questions
• Team/Group work
• Timing
• Elicit opinions

12
Types of Slides(Partial List)

• Basic multiple choice
• Yes/No and True/False
• Likert scale
• Ranking
• Word or Pictures
• Moment to Moment
• Question Design Matters!

13
How to Create Interactive Slides

• Demo

14
Lets Try It
15
Which of the following toys was used by the U.S.
military in WWII?

• View Master
• Silly Putty
• Play-doh
• Etch-A-Sketch

16
Why did Isaac Newton put ridges on coins
when he was Master of the British Mint?

• To help blind people identify the type of coin
• To help remove the coins from the molds
• To prevent people from cutting off the edges
• To keep the coins from rolling on a ships table

17
Who is NOT on Mt. Rushmore?

• Jefferson
• FDR
• T. Roosevelt
• Washington

18
Analyzing Student Responses

• igtclicker software allows for a variety of
  reporting options
• graded/ungraded
• by student
• by question
• attendance
• group results

19
Attendance Slide
20
Using graphics
21
Which of the following objects has the least
kinetic energy? Calculate its KE.

• A
• B
• C
• D

A)
C)
m 414,000 kg v 304 m/s
m 1100 kg v 16 m/s
D)
B)
m 730 kg v 22 m/s
m 8100 kg v 5 m/s
22
Problems
23
A race car can be slowed with a deceleration of
-11 m/s2. If its initial velocity is 55 m/s,
what distance will it take to bring it to a stop?

• A. 150 m
• B. 140 m
• C. 110 m
• D. None of the above.
• E. Did not finish the problem.

24
Intravenous injectionsPressure varies with
depth/height

• A) To work properly the pressure of the fluid
  containing medication must be at 109 kPa at the
  injection point. If the fluid density is 1020
  kg/m3, find the height at which the IV bag of
  fluid must be suspended above the patient.
  Assume the pressure in the bag is at 1 atm (101
  kPa).
• B) If a less dense fluid is used instead, must
  the height of IV bag be increased, decreased, or
  remain the same?

25
Opinions
26
I am ready for the test on Friday

• Strongly Agree
• Agree
• Neutral
• Disagree
• Strongly Disagree

27
What topics would you like covered in contact
hour this week?

• Pressure
• Pressure at depth
• Archimedes Principle
• Bernoullis Principle
• Pascals Principle

28
Active Directory is reliant upon which of the
following network services?

• DHCP
• DNS
• FTP
• LDAP
• QOS

29
Issues to Consider with the SRS

• Grading with the clickers
• Technical Issues
• Software setup
• Startup sequence
• Selecting class list
• Time
• Preparation
• In class
• Cost
• Initial cost for student
• Bookstore buy-back
• Batteries
• No OFF switch on clicker
• Tools for replacement
• Need for Smart Classroom

30
Questioning Techniques

• Mazurs Peer Instruction
• Initially individual responses
• Followed by small group discussion
• Finished with second individual response
• Dufresnes Model
• Discussion in small groups first
• Followed by individual or group votes

Mazur,E. (1997). Peer Instruction A Users
Manual, Prentice-Hall, Upper Saddle River,
NJDufresne, R.J., Wenk, L., Mestre, J.P.,
Gerace, W.J., and Leonard, W. J. (1996).
Classtalk A classroom communication system
for active learning. Journal of Computing in
Higher Education 73-47.
31
Question Design

• Consider the design of the question and the
  sequence of the questions

OK Question What was the primary impetus for the
United States entering WWII? A. Attack on Pearl
Harbor B. Support of England C. Stopping
Hitler D. Acquisition of new territory
Better Question In order of importance select the
primary reasons for the United States entering
WWII? A. Attack on Pearl Harbor B. Support of
England C. Stopping Hitler D. Acquisition of
new territory
32
Conceptual Questions
33
In conjunction with demonstrations

• Questions on the Fly!!

34
Research Indications

• Questioning Sequence
• recommendation is to cover a topic in a series of
  2-4 different-looking questions.
• same concept but with different surface
  features' so that each question looks different
• if you deliver only one question followed by
  discussion, it's not clear if the message has
  gotten across

Case Study by Dr. Bill Raey, Ohio State
University. Source http//turningtechnologies.c
om .
35
Research Indications

• Question Quality
• Questions should have explicit pedagogic goal
• Direct students attention
• Stimulate specific cognitive processes
• Communicate information to the instructor and
  students
• Facilitate the articulation and confrontation of
  ideas

Beatty, I., Gerace, W., Leonard, W. Dufresne, R.
(2006). Designing effective questions for
classroom response system teaching. American
Journal of Physics, 74(1), pp. 31-39.
36
Group Activity

• Each group come up with one OK question and one
  Better question to be used with the clicker.
• If time permits, come up with a follow-up
  question assuming the majority of students missed
  your first question.

37
Research Indications

• Peer Instruction
• Grading impacts nature and quality of peer
  discussions
• When students receive credit for attempting an
  answer (not just the correct answer), a more even
  exchange of ideas occurs
• If no credit for wrong answer, discussion
  dominated by student with greater knowledge

James, M. (2006). The effect of grading
incentive on student discourse in Peer
Instruction. American Journal of Physics, 74(8),
pp. 689-691.
38
Research Indications

• Learning Outcomes
• The technology is not really the star in the
  show not surprisingly, it is the pedagogy that
  takes center stage.
• (Learning Outcomes Related to the Use of Personal
  Response Systems in Large Science Courses, Jolee
  West http//www.academiccommons.org/commons/review
  /west-polling-technology)
• Students actually gained a greater understanding
  of the material through discussion.
  http//chronicle.com/wiredcampus/index.php?id3540
  utm_sourcewcutm_mediumen

39
Your Experiences?
40
THANK YOU for clicking!

• Until we click again----