Or you may get stuck with that
One has 5 buttons while the other has 18. But the intentional is all the same. These are classroom clickers and they are made and used to keep your students interactive with the materials. Let me tell you about them and why you'll want them.
Research has found that when clickers are used effectively and correct, students become more engaged in the topic as well as in the discussion with their peers about the questions that are posted (Yourstone, Kraye, & Albaum, 2008)
Ideas for using classroom clicking in an ESL/EFL classroom: Grammar and listening lessons seem to be the easiest content in which to use clickers. Of course,with some creativity, reading and speaking lessons can be "clickerized".
"Significant learning gains can occur when teachers' questions are used to deepen students' higher-order thinking and when feedback is provided to students on how they can improve (Dillon & Wittrock, 1984; Gall, 1984; Redfield and Rousseau, 1981; Samson, Strykowski, Weinstein, & Walberg, 1987). Additionally, higher achievement levels are reported when students are involved in checking their own understanding of concepts and assessment data are used to inform and adjust classroom instruction (Black & William, 1998; Fuchs & Fuchs, 1986)."
- Taken from "What Research Says About the CPSPulse Student Response System"
So, how do we best use this technology within our classrooms? I have researched tips from other teaching professionals, further experienced than I!
The following has been taken from Dr. Douglas Duncan, University of Colorado, 2008. It includes recommendations from members of the Carl Wieman Science Education Initiative at http://theactiveclass.com/files/2012/02/Tips_for_success.pdf
Data gathered during the past few years makes it clear which uses of clickers lead to success, and which lead to failure. Success means that both the faculty member and students report being satisfied with the
results of using clickers.
Clickers have many possible uses: Find out if students have done assigned reading before class;
measure what students know before you start to teach them and after you think you’ve taught
them; measure attitudes and opinions, with more honest answers if the topic is personal or
embarrassing; get students to confront common misconceptions; facilitate discussion and peer
teaching; increase student’s retention of what you teach; transform the way you do
demonstrations; increase class attendance; improve student attitudes. None of these are
magically achieved by the clicker itself. They are achieved – or not achieved – entirely by
what you do in implementation.
TECHNICAL POINTS:
• Try and get your school to adopt one clicker brand. Students hate being forced to buy
more than one clicker!
• RF (radio) clickers are easier and cheaper than infrared ones.
• Simpler clickers (e.g. iClicker) have fewer implementation problems.
• Test your registration system before students do. Deliberately make some mistakes and
see what happens. Check early in the semester that all responses are getting credited.
Practices that lead to Successful Clicker Use
1. Have clear, specific goals for your class, and plan how clicker use could contribute to your
goals. Do not attempt all the possible uses described above at one time!
2. You MUST MUST MUST explain to students why you are using clickers. If you don’t, they
often assume your goal is to track them like Big Brother, and force them to come to class.
Students highly resent this.
3. Practice before using with students. Remember how irritated you get when A/V equipment
fails to work. Don’t subject students to this.
4. Make clicker use a regular, serious part of your course. If you treat clicker use as unimportant
or auxiliary then your students will too.
5. Use a combination of simple and more complex questions. Many users make their questions
too simple. The best questions focus on concepts you feel are particularly important and
involve challenging ideas with multiple plausible answers that reveal student confusion and
generate spirited discussion. Show some prospective questions to a colleague and ask if
they meet this criteria.
6. If one of your goals is more student participation, give partial credit, such as 1 point for any
answer and 2 for the correct one, for some clicker questions. With some questions it is
appropriate to give full credit to all students, such as when multiple answers are valid or when
you are gathering student opinions.
7. If your goal is to increase student learning, have students discuss and debate challenging
conceptual questions with each other. This technique, peer instruction, is a proven method of
increasing learning. Have students answer individually first; then discuss with those sitting
next to them; then answer again.
8. Stress that genuine learning is not easy and that conceptual questions and conversations with
peers can help students find out what they don’t really understand and need to think about
further, as well as help you pace the class. Students tend to focus on correct answers, not
learning. Explain that it is the discussion itself that produces learning and if they “click in”
without participating they will probably get a lower grade on exams than the students who are
more active in discussion. My students came up with the phrase, “No brain, no gain.”
9. Use the time that students are discussing clicker questions to circulate and listen to their
reasoning. This is very valuable and often surprising. After students vote be sure to discuss
wrong answers and why they are wrong, not just why a right answer is correct.
10. Compile a sufficient number of good clicker questions and exchange them with other faculty.
The best questions for peer discussion are ones that around 30-70% of students can answer
correctly before discussion with peers. This maximizes good discussion and learning. There
is value in discussion even if a question is difficult and few know the answer initially.
11. If you are a first-time clicker user, start with just one or two questions per class. Increase your
use as you become more comfortable.
12. Explain what you will do when a student’s clicker doesn’t work, or if a student forgets to bring
it to class. You can deal with that problem as well as personal problems that cause students
to miss class by dropping 5-10 of the lowest clicker scores for each student.
13. Talk directly about cheating. Emphasize that using a clicker for someone else is like taking an
exam for someone else and is cause for discipline. Explain what the discipline would be.
14. Watching one class or even part of a class taught by an experienced clicker user is a good
way to rapidly improve your clicker use.
Practices that lead to Failure
1. Fail to explain why you are using clickers.
2. Use them primarily for attendance.
3. Don’t have students talk with each other.
4. Use only factual recall questions.
5. Don’t make use of the student response information.
6. Fail to discuss what learning means or the depth of participation and learning you expect in
your class.
7. Think of clickers as a testing device, rather than a device to inform learning.
If you believe that the teacher, not the students, should be the focus of the classroom experience,
it is unlikely that clickers will work well for you.
Be prepared . . . Effective clicker use with peer discussions results in a livelier and more
interesting class, for you as well as the students! Expect good results immediately but better
results as you become more experienced with clickers. This is the usual experience nationwide.
Black, P. and William, D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappa & William, 1998.
Dillon, J. and Wittrock, M. (1984). Research on questioning and discussion. Educational Leadership, 42(3), 50-56.
Gall, M. (1984). Synthesis of research on teachers' questioning. Educational Leadership, 40-47.
Redfield, D. and Rousseau, E., (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51(2), 237-245.
Samson, G., Strykowski, B., Weinstein, T., and Walberg, H. (1987). The effects of teacher questioning levels on student achievement: a quantitative synthesis. Journal of Educational Research, 80(5), 290-295.
Yourstone, S., Kraye, H., Albaum, G. (2008). Classroom questioning with immediate electronic response: Do clickers Improve Learning? Decision Sciences Journal of Innovative Education, 6(1) 75-88.
Images taken from http://theactiveclass.com/2012/02/05/upcoming-webinar-use-of-clickers-in-k12-classrooms/ and http://huskynet.stcloudstate.edu/instructional/clickers/
No comments:
Post a Comment