Dr Margaret O’Donoghue Assistant Professor, Clinical Microbiology and Infection Control, School of Nursing, PolyU

Using Clickers and similar technology as pedagogical tools Peer Instruction Using Clickers and similar technology as pedagogical tools

Research based, student-centred For active learning Developed in 1990’s by Eric Mazur, Harvard University Flipped learning approach Teaching by questioning rather than teaching by transfer of information

Clinical Microbiology Aim: to show that peer instruction can be used for fact-based subject content as well as for broader philosophical questions But the question must be designed in a way that it provokes thought!

Year I of a pre-registration graduate programme in nursing. Approx 38 students Students from a range of different backgrounds –many with no prior science/biology knowledge

Students are asked to prepare beforehand either individually or as a group Read lecture notes Or watch a presentation

In my example did not do this –not a totally flipped classroom but can still use Clickers in a meaningful way

Format of the Peer Instruction process Ask a question Allow time to think about the question (individually) Commit to an answer

Format of the Peer Instruction process POLL

If the question is good –they should be some conflicting answers (e. g If the question is good –they should be some conflicting answers (e.g. 50/50 split)

Discuss with peers Poll again Wrap up with explanation

ConcepTests (Clicker questions) Key to successful PI initiative Must be designed to test students understanding of a particular concept and stimulate discussion Must not simply be a test of knowledge (choose correct answer from A,B,C,D) Has to be thought provoking without being too difficult or just “tricky” Should force the students out of their comfort zone

Important to ask a question that goes beyond memorization

How do you know if you have a good question? If between 30-70% answer 1-2 questions then probably a good question If <30% answer the question correctly ---> Too difficult-revise and try again If >70% answer the question correctly on the first attempt  too easy. No benefit to discussion here.

Primary septicaemia may be caused by: a. Diphtheroids b Primary septicaemia may be caused by: a. Diphtheroids b. Bacillus species c. Salmonella typhi D. Staphylococcus epidermidis e. Candida albicans

https://www.youtube.com/watch?v=yBQUC3hVa kw

Did not use as a polling tool to take attendance- used as an “engagement tool” Did not assess Focus on the learning process rather than “getting it right”

Advantages Engaging the students in active learning Two way flow of information: Teacher to student Student to teacher –therefore instant feedback Encourages creative/critical thinking and risk taking by the students Encourages self efficacy- builds confidence

Studies have shown triple the learning gain Actively involves the students in the learning process It’s easier to sit passively!

Worked well in a small class of ~ 38 but can also be very effective in a large classes/mass lectures -really was able to reach the class and engage them “Peer” key term here –they understand the difficulties of a beginning learner

In summary Lectures focus on information transfer Clickers /Peer Instruction offers a simple method of moving from passive to active learning moving away from “the sage on the stage” but without reducing the value of a teacher’s role Allows the teacher to focus on the hard parts with the students Doesn’t have to be complicated

References Eric Mazur. PEER INSTRUCTION: A User's Manual. Prentice Hall Series in Educational Innovation, Upper Saddle River, NJ 07458 ©1997 How to write and evaluate effective questions: Best Practices in Peer Instruction. http://blog.peerinstruction.net/2012/05/05/ho w-to-write-and-evaluate-effective-questions- best-practices-in-peer-instruction/