1. Classroom Response System How to promote student engagement? AMA Day, Saturday 5 th April Rachel Passmore, University of Auckland

2. Starter Quiz Teachers often use a few quick questions at the start of a class to recap the previous class and to provide feedback on student progress PROBLEMS: Only some of the students do the quiz, the rest are trying to look insignificant and are hoping that you won’t ask them what the answer is. So starter quizzes can be a good idea but do they give you the feedback you want? Rachel Passmore, University of Auckland

3. Classroom Response Systems (CRS) Classroom response systems can promote co-operative learning with “students becoming active participants in the learning process”. ( Beatty, 2006) CRS are an integral part of “Question Driven Instruction” Well-designed questions can promote peer and class discussion. Rachel Passmore, University of Auckland

4. Question Design Questions should have THREE goals 1. a CONTENT goal ( current topic) 2. a PROCESS goal ( current skill) 3. a METACOGNITIVE goal ( big picture) Well designed questions are merely a tool. How a teacher uses them to interact with students in the classroom is more important. Rachel Passmore, University of Auckland

5. Do you have a smart phone? Do your students have smart phones? Rachel Passmore, University of Auckland

6. Socrative.com – It’s FREE! Rachel Passmore, University of Auckland

7. Student Log in ( m.socrative.com) Rachel Passmore, University of Auckland

8. Teacher Log in: Students enter your room number 280125 Rachel Passmore, University of Auckland

9. Quizzes Multiple Choice questions True/False questions Open-ended questions Quizzes can be saved and shared Easy to set up Indicate the correct answer Quiz is automatically marked Socrative works on a variety of devices Rachel Passmore, University of Auckland

10. Reports Results can be exported or emailed to you as an EXCEL file Can display results LIVE as students complete the quiz if you wish Multiple choice questions can be immediately displayed in a chart. Rachel Passmore, University of Auckland