1. Engaging Students: Piloting “Clickers” in AUC Classrooms Azza Awwad, Maha Bali, Riham Moawad Center for Learning and Teaching

2. Objectives To explore the potential of “clickers” in the context of active learning in the classroom To discuss the advantages of the technology To explore various pedagogical applications of “clickers” at AUC

3. Tell us more about yourself… ACTIVITY #1 You will need to use your “clickers”

4. My School is… 1.BEC (Business, Economics and Communication) 2.HUSS (Humanities and Social Sciences) 3.SSE (Sciences and Engineering)

5. How often do you do debates/competitions in class? 1.Often 2.Sometimes 3.Rarely 4.Never

7. How often do you do peer review/evaluation in class? 1.Often 2.Sometimes 3.Rarely 4.Never

9. Agenda Activity 1: Demographic Polling Active vs. Passive Learning Why Use “Clickers”? Pedagogical Applications Activity 2: Think-Pair-Share Best Practices Activity 3: Do-it-yourself! Activity 4: Workshop Evaluation

10. The Case for Active Learning Limitations of the traditional lecture:  most students cannot listen for a sustained period of time  reinforces passive learning Examples of active learning strategies include: in-class case studies, peer review, debates, competitions, etc…

11. Passive Learning Occurs when teaching emphasizes knowledge transfer

12. Active Learning occurs when teaching provides students with opportunities to learn independently and from one another Active Learning

13. Students are involved in more than just listening and taking notes Students are engaged in activities -often with one another. *E.C. Bonwell and J. A. Eison Less emphasis is placed on transmitting information and more on developing students' higher order thinking skills Greater emphasis is placed on students' exploration of attitudes and values *E.C. Bonwell and J. A. Eison General Characteristics*

14. Increasing Student Engagement, Motivation and Participation Why Use “Clickers”? Analysis of Responses Using a Variety of Reporting Options Immediate Feedback e.g. Looking at a particular student’s responses over time; e.g. Comparing responses by student background

15. University of Missouri – Rolla Students’ Quotes They helped you pay attention in class because you knew you had a question coming. Through the use of the clickers you interact more Our row found the clickers helpful to learn what the professor wanted us to get out of the reading. You can see the areas you need to go back and look at when you get questions wrong

16. Different Applications for Clickers Formative Assessment of Teaching and Learning Stimulating Group Discussions/Peer Instruction Competitions and Debates

17. Formative Assessment of Teaching Approach Example at AUC: Instructor tried a “simulation game” and wanted to assess its impact on student learning

18. Pre-test/Activity/Post-test Pre Post Pre Post Introductory course – different background knowledge Introducing a new activity Judge value of activity in improving student understanding 

19. Formative Assessment of Student Understanding Activity 2: think-pair-share Competition Two instructors in History

20. Please select a Team (table number) 1.Team 1 2.Team 2 3.Team 3 4.Team 4 5.Team 5

21. Which of the following acronyms, if painted vertically from top to bottom on a glass door, would read the same from either side of the door 1.TIME 2.NONA 3.DOOD 4.MITA 5.WEEM 15

22. Which of the following acronyms, if painted vertically from top to bottom on a glass door, would read the same from either side of the door 1.TIME 2.NONA 3.DOOD 4.MITA 5.WEEM

23. Team Scores 166.67Team 1 100Team 2 100Team 4 100Team 5 50Team 3

24. In which subject is the balance of male/female students closest to that for music? MaleFemale 2632 312 2441 10461 1667 Music610 1.Biology 2.Geography 3.German 4.Math 5.Sociology

25. In which subject is the balance of male/female students closest to that for music? MaleFemale 2632 312 2441 10461 1667 Music610 1.Biology 2.Geography 3.German 4.Math 5.Sociology

26. Team Scores 450Team 1 400Team 2 300Team 5 266.67Team 4 100Team 3

27. Examples at AUC: Formative Assessment Of Student Understanding And Stimulating Discussions ConcepTests – Construction Engineering, Mechanical Engineering; Review – Economics, Scientific Thinking

28. Peer Instruction/Think-Pair-Share Key is in designing good questions

29. Best Practices Refer to Handout

30. Do-it-yourself!

31. Quick Evaluation of this Workshop

32. A student for the Dept. of Construction Engineering AUC Student Quote “It feels like you’re in an American University!!!”

33. I can see how clickers could make my students more engaged 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

34. I am most interested in using clickers in my classes for… 1.Assessment of student understanding 2.Assessment of my teaching approach 3.In-class games 4.Stimulating discussion 5.None of the above

35. I would not use clickers mainly because… 1.I fear the technology might be complex 2.I don’t know how this could work in my classes 3.I need to think more about it 4.Actually, I would like to use clickers right away

36. Contact Us The Center for Learning and Teaching Tel: (202) 797-6658/9 Email: clt@aucgypt.edu Website: www.aucegypt.edu/academic/clt Thank You!