1. Effective Implementation of Classroom Response Systems Dr. Jeff Stowell Department of Psychology Eastern Illinois University

2. Session 1 Overview  Basic uses  Implementation issues  Writing effective questions  Using clickers with peer instruction

3. What is your primary program affiliation? 1. Clinical Psychology 2. Occupational Therapy 3. Physical Therapy 4. Biomedical Sciences 5. Physician Assistant 6. Other

4. What level of experience do you have using clickers? 1. None 2. Beginner 3. Intermediate 4. Expert

5. Resistance to Technology?  “Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write!” (Teacher’s Conference, 1703).

6. Resistance to Technology?  “Students today depend upon paper too much. They don’t know how to write on slate without chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?” (Principal’s Association, 1815)

7. Resistance to Technology?  “Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.” (National Association of Teachers, 1907)

8. Resistance to Technology?  "What matters is that students learn--and a skilled teacher with a blackboard is still going to do a far better job than a bozo with some clickers and PowerPoint slides.“  (tee_bee, comment on Chronicle Blog)

9. Why use Classroom Response Systems?

10. Which of the following are challenges of teaching today’s students? (vote for up to 5) 1. Easily distracted 2. Not engaged in class 3. Lack of respect 4. Low attendance 5. Don’t read textbook 6. Texting in class

11. How often can you tell if your students are “getting it”? 1. Always 2. Most of the time 3. Sometimes 4. Occasionally 5. Never

12. Why Clickers? Stowell & Nelson (2007)

14. Noticeable Benefits of CRS Benefits of CRS Immediate Feedback Accurate Feedback Easy to implement Engages Students

15. Concept Check

16. Which of the following manipulations would increase feeding behavior? 1. Increase ghrelin 2. Decrease leptin 3. Stimulate LH 4. Damage VMH 5. High insulin 6. Inhibit PVN 7. Decrease CCK

17. Opinion Polls

19. Would you pull the switch? 1. Yes 2. No

20. Proper oral hygiene is important to prevent disease. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

21. Did you floss yesterday? 1. Yes 2. No

22. Implementation Issues

24. Teaching Choices Use of class time How many questions per day? How much time per question? When to reveal correct answer? Student reactions to clickers Who will purchase clickers? Technical problems? Grading Include clickers in course grades? Effective grading schemes?

25. Writing Effective Questions

26. Bloom’s Revised Taxonomy

27. Conceptual Questions  Imagine holding two identical bricks under water. Brick A is just beneath the surface of the water, while Brick B is at a greater depth. The force needed to hold Brick B in place is… 1. Larger than 2. The same as 3. Smaller than  the force required to hold Brick A in place. Eric Mazur, Physics, Harvard University

28. Conceptual Questions Which solution best represents HF disassociation in solution? (What does the equilibrium picture look like?) HF(aq) H + (aq) + F - (aq) K = 6.8  10 -4 ABC Barbara Reisner, Chemistry, James Madison University

29. Application Questions  Consider the view of the northeastern horizon shown at a certain date and time. Which of the following best describes the positions of these constellations 24 hours later? 1. Slightly lower in the sky, closer to the NE horizon. 2. Exactly the same place 3. Slightly higher in the sky, farther up from the NE horizon 4. Somewhere just above the SW horizon 5. Not visible at all above the horizon Patrick Len, Astronomy, Cuesta College

30. Application Questions Adam Lucas, Mathematics, St. Mary’s College of California

31. Critical Thinking Questions RR, a patient diagnosed with Type 1 diabetes, comes in for follow-up. He brings his SMBG log book and you see that most of his pre-breakfast numbers have been high, around 200. After questioning RR, he says he has been waking in the middle of the night with a lot of sweating. The most likely reason for his high AM sugars is: 1. Dawn phenomenon 2. Poor dinner choices 3. Not enough insulin in the evening 4. Somogyi effect 5. Incorrect use of BG meter Stuart Beatty, Pharmacology, Ohio State University

32. Nurse anesthetists have a higher median salary than OB/GYNs 1. True, for sure 2. True, maybe 3. False, maybe 4. False, for sure

33. Peer Instruction

34. Smith et al., 2009

35. Which of the following contributes the most to the mass of a tree? 1. Air 2. Water 3. Soil

36. Your sister-in-law calls to say that she's having twins. Which of the following is more likely? (Assume that she’s not having identical twins.) 1. Twin boys 2. Twin girls 3. One boy and one girl 4. All are equally likely

37. Instructor Poses Question (<1 Min) Students Answer Independently (1-3 Min) Instructor Views Results (<1 Min) If Most Answer Correctly, Briefly Discuss Question (1-3 Min) If Most Answer Incorrectly, Backtrack (5+ Min) If Students Are Split, Have Students Discuss in Pairs and Revote (1-5 Min) Instructor Leads Classwide Discussion (2-15 Min) Peer Instruction

38. Session 1 Overview  Basic uses  Implementation issues  Writing effective questions  Using clickers with peer instruction