Active Clickers Active Learning with Purpose of workshop: share some strategies for using clickers in pedagogically-sound way SC Kung, educational technologist, T & L with technology workshop Start with: what they are and what research says Shiao-Chuan Kung, Ed.D. Educational Technologist, ICIT (212)772-4531 skung@hunter.cuny.edu

Infrared or radio frequency devices Combination of hardware (receiver and clicker) & software (similar to PPT+) AKA… audience response systems wireless keypad response systems classroom communication systems electronic response systems classroom response systems

Outside class

Allow: Instructor to present question or problem to the class Students to enter answers (anonymously) with clickers Instant aggregation & presentation of results

What do you know the LEAST about? Pedagogical problems that clickers can address. What research says about clickers as educational tools. Effective strategies/activities using clickers. Challenges of using clickers. Clicker question Purpose: preview lesson, trigger metacognitive processes, focus Ss’ attention on certain ideas or topics

Pedagogical problems that clickers can address… My approach to educational technology is: What difficulty do you have in your teaching? Can technology help you solve this problem?

Inability to assess prior knowledge (What do they know?)

inability to assess comprehension during class (Are they understanding inability to assess comprehension during class (Are they understanding? What are they understanding?)

inability to get responses to sensitive questions or get answers from shy students

lack of active participation in large classes

Confucious: If you know, recognize that you know, If you don't know, then realize that you don't know: That is knowledge. Help Ss gain metacognitive awareness: what do I know? What do I not know? What do I still need to know?

Clickers can be used for… Pre-Assessments Mid-Topic Assessments Post-Assessments “just-in-time” teaching teachable moments Pre-Assessments: At the beginning of a semester or before a new topic What do students already know? What are students' misconceptions? Mid-Topic Assessments: In the middle of lectures or before another concept Do they understand this principle? Can they connect this principle/idea to the previous one? Can they apply this concept? How is their thinking changing? Post-Assessments: At the end of a semester, topic, or class session What is their overall conceptual framework? Can they synthesize the concepts to solve problems? How has their understanding changed? http://telr.osu.edu/clickers/teaching/guidelines.htm

Research suggests… greater engagement increased understanding of complex subject matter increased interest and enjoyment heightened discussion and interactivity increased awareness of own understanding increased teacher insight into student difficulties Fies & Marshall, 2006

Student achievement is due to… technology NOT technology Article in Educause Quarterly 2007—clickers vs discussion, no statistical difference in achievement Student achievement is due to…

Student achievement is due to… Active learning techniques NOT technology Article in Educause Quarterly 2007—clickers vs discussion, no statistical difference in achievement Student achievement is due to…

Challenges creating good questions

Effective questions… Knowledge Comprehension Application Analysis Synthesis Evaluation Clicker question Multiple-choice questions can assess a range of understanding, from basic recall to higher-order thinking. Questions based on Bloom’s taxonomy: Which are you most interested in? Knowledge - Remembering facts, terms, concepts, definitions, principles Comprehension - Explaining/interpreting the meaning of material Application - Using a concept or principle to solve a problem Analysis - Breaking material down into its component parts to see interrelationships/hierarchy of ideas Synthesis - Producing something new or original from component parts Evaluation - Making a judgment based on a pre-established set of criteria http://telr.osu.edu/clickers/teaching/guidelines.htm http://telr.osu.edu/clickers/teaching/guidelines.htm

Challenges more time-consuming—less content can be covered

Challenges good timing and pacing of class

Challenges classroom management—distribution & return of clickers, elevated noise level

Participation = Challenges give credit for participation? clickers for taking attendance? clickers for quizzes or exams?

Challenges clickers for taking attendance?

Challenges clickers for quizzes or exams?