Slideshow Transcript

1. Slide 1: as a Tool to Increase Student Engagement and Motivation Jennifer Diers Iowa State University February 9th, 2008
2. Slide 2: What is a “clicker”?  Personal Response System (PRS)  Audience Response System (ARS)  Classroom Performance System (PRS)  Small, handheld gadget that allows audiences and students to participate in presentations or lectures by submitting responses to interactive questions & viewing the responses as a graph www.turningtechnologies.com
3. Slide 3: Let’s try them… Press Go Press 14 Press Go Watch for the green light!
4. Slide 4: My primary emotional state right now is: 1. Energized 2. Tired 3. Somewhere between energized & tired 0% 0% 0% d d re ze .. n. Ti gi ee er w En t be re he ew m So
5. Slide 5: What time listed below is the closest to the time you went to sleep last night? 1. 9:00 p.m. 2. 10:00 p.m. 3. 11:00 p.m. 4. 12:00 a.m. 5. Way later than that! 0% 0% 0% 0% 0% t! . . . . m m m m a th p. a. p. p. n 00 0 0 0 :0 a :0 :0 th 9: 12 10 11 r te la ay W
6. Slide 6: I feel pretty competent with using clickers in my teaching. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree 0% 0% 0% 0% ee e ee e re re gr gr Ag ag A a s is ly Di D ng ly ro ng St ro St
7. Slide 7: I decided to attend this session because: 1. I wanted to find out what clickers are & how they are used 2. I know what clickers are but wanted to learn more about using them in teaching 3. I am not really interested in clickers, but had nothing 0% 0% 0% 0% 0% better to do tonight e! er t.. ... ... I am in the wrong place! ac th s 4. tw rs pl re O ke te ou ng in lic ro d Other lly tc f in w 5. ea ha e to th tr w d no in te w no an m m Ia Ik Iw Ia
8. Slide 8: Features of the Turning Point clickers  Low cost to students  Seamless integration with PowerPoint & WebCT  Ease of use for instructor and student  Adaptability/sustainability across courses  Textbook/publisher collaboration  Website support  Reports
9. Slide 9: What could be the advantages of using clickers in teaching? Would the advantages/uses change if you were teaching a large class (>100 students) or a small class (<30 students)?
10. Slide 10: What are the advantages of using clickers in the classroom?  Reduces anonymity in the classroom  Assists with grading & reporting  Provides immediate feedback to the instructor allowing for: – Modification/revision of teaching – Generation of classroom discussion – Formative assessment – Evaluation for teaching/research purposes
11. Slide 11: What s t u d e n t s say… – attendance & motivation – more fun and engaging – a voice & viewing of others opinions – gauge their learning – wish more of their instructors would use clickers
12. Slide 12: What f a c u lt y  say… Makes teaching more fun.  It has changed the way I prepare to teach and teach.  It involves a time commitment and learning curve  I want to learn more about how others are using them (specific examples)
13. Slide 13: How can we use clickers in teaching? Attendance Turning Attendance Report   Other reports Session Name: New Session 4-6-2007 12-20 PM.tpz – Graphical Created: 1/26/2008 9:50 AM – By student – By question Location Device # Last Name First Name Attended USB[ISU999] 1 Alexander Alexandria  USB[ISU999] 2 Houston Kelsey  USB[ISU999] 3 Montanna Hannah  USB[ISU999] 4 Baldwin Jeffrey USB[ISU999] 5 Saul Solomon  USB[ISU999] 6 Nathaniels Natalie 
14. Slide 14: Content questions Pre-post testing
15. Slide 15: After Kim gives birth to her son, the nurse places the naked infant directly against Kim’s chest. This placing of the infant directly on the mother’s skin is known as: 1. Apgar technique 2. Rooming in 3. Brazelton technique 0% 0% 0% 0% 4. Kangaroo Care in e ue e u ar g iq iq C in hn hn oo m c c oo te r te ga R ar n an lt o pg K ze A ra B
16. Slide 16: Brian has brown hair and brown eyes and is six feet, five inches tall. These traits are expressions known as _____________. 1. phenotypes 2. genotypes 3. Mitosis 4. Meiosis 0% 0% 0% 0% s is s es si pe os p it o y ty ei ot M no M en ge ph
17. Slide 17: Audience Opinions
18. Slide 18: The anger style that best describes me is: 39% 1. Pursuer 2. Distancer 31% 3. Overfunctioner 23% 4. Underfunctioner 5. Blamer 4% 3% r r r er r ne ne ue ce am io io rs an ct ct Pu Bl ist n un fu D rf er ve nd O U
19. Slide 19: Do you think you will have your infant’s cord blood saved? 42% 1. Yes 41% 2. No 3. Abstain 17% s in o Ye N ta bs A
20. Slide 20: To set up/follow up a video or demonstration
21. Slide 21: Did you bring a friend to class today to view the birthing video? 97% 1. Yes 2. No 3% s o Ye N
22. Slide 22: Which do you feel was Donny’s lie? 1. Answer One 42% 40% 2. Answer Two 3. Answer Three 18% ne o e re Tw O Th er er er w w ns ns w ns A A A
23. Slide 23: Controversial Topics Generating Discussion
24. Slide 24: Homosexual couples should have the right to be legally married. 65% 1. Yes 2. No 3. Abstain 24% 11% s in o Ye N ta bs A
25. Slide 25: Have you ever been physically abused by a romantic partner? 82% 1. Yes 2. No 3. Abstain 16% 2% s in o Ye N ta bs A
26. Slide 26: Review of teaching
27. Slide 27: The presentation today was beneficial to my understanding of how to use clickers in teaching. 1. True 2. False 3. Abstain 0% 0% 0% ue in e ls ta Tr Fa bs A
28. Slide 28: Case Studies Team Learning Peer Debate/Critical Thinking Etc.
29. Slide 29: How might you use clickers to foster student engagement and motivation within your specific discipline?
30. Slide 30: What potential issues might need to be considered before and during the implementation of clickers? What might you need to include in your syllabus with regard to clickers?
31. Slide 31: I have enjoyed my time at the Lilly Conference. 1. Yes 2. No 3. Abstain 0% 0% 0% s in o Ye N ta bs A
32. Slide 32: Questions or comments? Jennifer Diers, M.Ed.; Ph.D. candidate Iowa State University 3015 Morrill Hall Ames, IA 50011 jdiers@iastate.edu THANK YOU!
33. Slide 33: References Duncan, D. (2005). Clickers in the classroom. San Francisco CA: Pearson Education Judson, E. & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21 (2), 167-181. Kaleta, R. & Joosten, T. (2007). Student response systems: A University of Wisconsin study of clickers. EDUCAUSE Center for Applied Research, Research Bulletin, 10, 2-12.
34. Slide 34: References (continued) Rogers, R., “Using personal response systems to engage students and enhance learning,” in Making statistics more effective in schools and business conference, Georgetown University, http://www.umaass.edu/cft/prs, (2003). Trees, A. & Jackson, M., (2007). “The learning environment in clicker classrooms: Student processes of learning and involvement in large courses using student response systems”. Learning & Media Technology. 32 (1) pp. 21-40. Weiman, C., & Perkins, K. (2005). Transforming physics education. Physics Today. 58(11), 36.