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Sarah Grison, Ph.D. Tech Help: 1-866-229-3239 Who Are You? Sarah will be right with you! 1.At right, please click on “Polling” to.

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Presentation on theme: "Sarah Grison, Ph.D. Tech Help: 1-866-229-3239 Who Are You? Sarah will be right with you! 1.At right, please click on “Polling” to."— Presentation transcript:

1 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Who Are You? Sarah will be right with you! 1.At right, please click on “Polling” to answer question. 2.Click on “Chat” to introduce yourself and describe what courses you teach. 3. If you don’t see these, click on “View” at top left and select “Polling” and “Chat”. 4. Problem? “Raise” hand, use chat, or call Tech Help! Tech Help: 1-866-229-3239

2 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Who am I? Ph.D., Cognitive Neuroscience Cognitive science of teaching and learning Converging methods to improve educational experiences Laboratory research in attention, memory, language Classroom exps on engagement, reading, retention, testing effects Empirical studies on pedagogical development, teaching skills, micro- and macro-assessment

3 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 What Are Our Goals? Increasing participation and engagement in our classes to improve student learning

4 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Key Point! “Like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented by a growing body of educational literature.” Barber & Njus, 2007, pp. 1 (For a review see Caldwell, 2007)

5 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 How Can Clickers Provoke Deeper Thought on Sensitive Issues in Your Classroom? Sarah Grison University of Illinois, Urbana-Champaign sgrison@illinois.edu DocGrison at Twitter Tech Help: 1-866-229-3239

6 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Thank You To Our Sponsors http://www.iclicker.com/dnn/ Tech Help: 1-866-229-3239 http://www.psychologicalscience.org/ http://theactiveclass.com/

7 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Questions About Clickers and Sensitive Topics 1.Why is participation important? 2.How can we create a student-friendly class? 3.How can we increase engagement? 4.How can we provoke deeper thought?

8 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Virtual Clicker What percentage of your students participate in class by answering questions and discussing topics? A. 0-20% B. 21-40% C. 41-60% D. 61-80% E. 81-100%

9 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Quick Chat In the chat area, briefly answer the question(s): Can you describe a circumstance when you weren’t able to get students to participate? Why do you think that might have been? Only about 25% of students participate in class discussion (12% regularly)! (Weaver & Qi, 2005)

10 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 1. Why Is Participation Important? Engagement is tied to learning, but not all students participate (Benjamin, 1991)  Student characteristics (sex, culture, personality)  Class size  Classroom atmosphere  Incentives  Nature of the questions

11 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 1. Why Is Participation Important? Clickers improve participation versus other methods 1.All to answer honestly because its anonymous (Stowell & Nelson, 2007) 3.Can make instructors seem warm, friendly, caring (Jackson & Trees, 2003; Knight & Wood, 2005) 3.Promote deeper thought via “foot in the door” strategies and responsive teaching (Lyman, 1981; Beatty, 2004) 4. Increase learning for certain groups Women (Reay, Li, & Bao, 2008) At risk students (Freeman et al., 2007) Low readers (Grison et al, in prep)

12 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 1. Why Is Participation Important? Reay, Li, & Bao, 2008 Tested in 3 quarters in large physics classes One section used clickers, one did not Clicker section did better on common exams (22- 26%) and had greater gains on post test Women showed greater gains when using clickers

13 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 1. Why Is Participation Important? Freeman et al., 2007 Two Bio 180 classes: 1 w/ clickers, 1 w/ cards Both got better exam scores vs prior term (14 points on average) Across both, fewer students got less than C- (4.7%) Trend for high risk students using clickers to perform better vs cards

14 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 3. How Can Clickers Increase Learning? Grison, Luke, Shigeto & Watson, in prep 30 sections of Intro Psych were in class experiment Low/High nums clicker MCQs (4/8) for 2 chapters Either for material presented in class or not (i.e., text) Clickers improved post test performance at 2 weeks and 3 months

15 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Questions About Clickers and Sensitive Topics 1.Why is participation important? 2.How can we create a student-friendly class? 3.How can we increase engagement? 4.How can we provoke deeper thought?

16 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Quick Write Please have a sheet of scrap paper handy. As we discuss how to address sensitive issues using clickers, please write down ideas that you can use in your class. Please be prepared to share an idea in a few minutes!

17 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 2. How Can Create a Student-Friendly Class?  Incentivize attendance and participation (75% response for 10% of grade) (Jackson & Trees, 2003)  Use low stakes questions and don’t penalize for wrong answers to increase student enjoyment (Stowell & Nelson, 2007; Simpson & Oliver, 2006)  Explain your expectations of participation  Start with less personal questions  Provide supportive feedback

18 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Psych 100: Monday, 10/11/2010 Announcements Exam grades are up Final NOT cumulative! Estimated midterm grade coming…. Last day to drop without a W is Friday 10/15 Homework!!  Read for Wed: (106) 133-151 What color is this large box?  Grey.  Red  Green.

19 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Who Are You? Sarah will be right with you! 1.At right, please click on “Polling” to answer question. 2.Click on “Chat” to introduce yourself and describe what courses you teach. 3. If you don’t see these, click on “View” at top left and select “Polling” and “Chat”. 4. Problem? “Raise” hand, use chat, or call Tech Help! Tech Help: 1-866-229-3239

20 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 How is the pacing of this webinar? A. Way too fast B. A bit too fast C. Just right D. A bit too slow E. Way too slow Your Feedback Please!

21 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Student Feedback on Clickers “The best aspect of the course is how the instructor uses clickers to interact with students. She actually tries to get to know her students.”

22 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Questions About Clickers and Sensitive Topics 1.Why is participation important? 2.How can we create a student-friendly class? 3.How can we increase engagement? 4.How can we provoke deeper thought?

23 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 3. How Can We Increase Engagement?  Ask their opinions on controversial topics  Ask questions about how sensitive topics affect their lives  Warm them up everyday at start of class and increase interest (Preszler, Dawe, Schuster & Schuster, 2007)  Check comprehension of sensitive topics for self- evaluation (Morling, McAuliffe, Cohen, & DiLorenzo, 2008)  Ask students to use and apply concepts to real world situations (Freeman et al., 2007)

24 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 In 1970, “Genie” was found at the age of 13. She had been locked in her room her entire life, often strapped to a potty chair, and beaten if she vocalized. What do you think is the likelihood that at 13 she could learn to speak normally? A. 0-20% B. 21-40% C. 41-60% D. 61-80% E. 81-100% What’s Your Opinion?

25 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Brain Injury in Your Life? Have you, someone in your family, or a friend experienced a brain injury or a neurodegenerative disease? A. Yes, I have. B. Yes, a member of my family has. C. Yes, a friend has. D. No. E. Unsure.

26 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Can You Apply the Concept? In this excerpt of the movie “October Sky”, write down evidence about what parenting style the father is displaying. The father most likely has a(n) ______ parenting style. A) Authoritative B) Permissive C) Authoritarian D) Uninvolved High WarmthLow Warmth High ControlAuthoritativeAuthoritarian Low ControlPermissiveUninvolved

27 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Student Feedback on Clickers “The instructor does a great job keeping our attention and I love the interactive nature of the class.”

28 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Questions About Clickers and Sensitive Topics 1.Why is participation important? 2.How can we create a student-friendly class? 3.How can we increase engagement? 4.How can we provoke deeper thought?

29 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 4. How Can We Provoke Deeper Thought  Foot in the door for other strategies (One minute write, think pair share (Lyman, 1981), discussion) 2.Encourage peer interaction and peer instruction (Mazur, 1997; Crouch & Mazur, 2001) 3.Flexible response to confusion with contingent teaching (Draper & Brown, 2004; Beatty et al., 2006) 4.Promote understanding, reasoning (Beatty, 2004)  Especially valuable for analysis questions (Slain, Abate, Hodges, Stamatakis, & Wolak, 2004)

30 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 In 1990 Terri Schiavo had a stroke and her brain was deprived of oxygen for several minutes. Watch the video of Terri Schiavo and give your opinion. Should Terri have been taken off life support?video of Terri Schiavo A. Yes B. No Now, turn to your neighbor and explain your answer. What’s Your Opinion?

31 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Can you apply the concept? The residents of a burning apartment complex had to decide whether or not to throw their 9- month old infant out the window into the arms of a police officer waiting 4 floors below. The uncle said “I looked into his eyes and saw that he would catch her. Then I let her go”. His decision was made based on A. utility. B. expected value. C. the gambler’s fallacy. D. decision making flaws. Why is A correct? Example of B?

32 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 How is Stress Affecting You? How much stress have you felt in your life in the past month? A. No stress B. A little stress C. Some stress D. A lot of stress E. A great deal of stress Was there any difference between men and women? If so, how might you explain this difference?

33 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 What are your stressors? A.Catastrophic events: Sudden, unexpected, life-threatening events B.Life changes: Events create demands, require a lot of adjustment C.Chronic stressors: Continue a long time D.Acute: Highly disruptive, short-lived events E.Daily hassles: Irritations, not big alone, but effects add up

34 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Megan drank too much alcohol with her friends Saturday night. She got very drunk and was ill the next day What does cognitive dissonance theory predict will happen? A) Megan will do it again B) Megan will not do it again What should happen? Discuss with your neighbor under what conditions A and B could be correct.

35 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Student Feedback “The clicker questions are extremely effective and help us to understand the material better.”

36 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Summary Clickers are a tool: Neither necessary nor sufficient for improving learning Research suggests clickers can help us engage students and improve learning But! Only if we use pedagogical techniques that research has shown supports our goals

37 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Key Point! “Ultimately…the pedagogical practices of the instructor, not the incorporation of technology, [are] key to student comprehension.” Judson & Sawada, 2002, pp. 167

38 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 If clickers were available to you next year, what is the likelihood you would use them? A. Almost definitely (81-100%) B. Very likely (61-80%) C. Maybe (41-60%) D. Very unlikely (21-40%) E. Almost definitely not (0-20%) What Do You Think?

39 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Quick Write Do you have any ideas that you feel that you can use in your class that you want to share?

40 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 How successful was this webinar in help you learn what you wanted to know? A. Extremely successful B. Rather successful C. Neither successful nor unsuccessful D. Rather unsuccessful E. Extremely unsuccessful Your Feedback Please!

41 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 A Big “Thank You” To… Graduate Students and Teaching Faculty for Introductory Psychology at University of Illinois, Urbana-Champaign Especially our graduate TA/RA hybrids: Aya Shigeto Eva Chen Steven Luke Patrick Watson

42 Sarah Grison, Ph.D. sgrison@illinois.edu Tech Help: 1-866-229-3239 Questions? Questions about clickers? Stick around for a bit! You can talk with us via mic or in the chat. Or contact me at sgrison@uiuc.edu Or follow DocGrison at TwitterDocGrison at Twitter


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