1. How Clickers Transform the Classroom David Vakil Innovations 2011 Conference; Tuesday, March 1, 2011 I taught astronomy & physics at El Camino College for 10 years, using TurningPoint equipment since January 2006. Contact info: dvakil@elcamino.edudvakil@elcamino.edu – (310) 900-1600 x2130 For more clicker information or a copy of this presentation, please visit: http://www.elcamino.edu/faculty/dvakil/clickers.htm (there’s also a link to the clicker page on my home page)

2. Presentation outline How can clickers be used? How can clickers be used? Discuss your concerns and questions about clicker usage Discuss your concerns and questions about clicker usage Types of clicker questions Types of clicker questions Write your own questions Write your own questions Working together to improve your questions Working together to improve your questions Big Picture: Clickers enable you to do student-centered learning. Let’s start with a “student”-centered activity, rather than with me lecturing. This is what clickers are about.

3. Respond as though you are students in YOUR class. By show of hands… Who believes: “Not enough students answer questions that I ask during class.”

4. Blank Slide

5. Not enough students answer questions that I ask during class. 1. True 2. False See how much the vote participation increases with clickers?

6. What are your concerns, questions Work in a group Work in a group Write 3-5 questions you have about clickers Write 3-5 questions you have about clickers Biggest concerns Biggest concerns Unanswered questions Unanswered questions We will discuss your questions and concerns. We will discuss your questions and concerns.

7. Other uses for clickers Taking attendance (automatic if any question is asked) Taking attendance (automatic if any question is asked) Classroom demographics Classroom demographics Who are your students? Who are your students? How does performance relate to various characteristics? How does performance relate to various characteristics? Assessing student work during class Assessing student work during class See Chronicle article See Chronicle article Ice-breakers Ice-breakers Discussion starters Discussion starters Tests Tests Ranking Choices (i.e. students put a list in order) Ranking Choices (i.e. students put a list in order)

8. Cheating How might students cheat? How might students cheat? What should we do about it? What should we do about it? These ideas are discussed in Doug Duncan’s book: Clickers in the Classroom These ideas are discussed in Doug Duncan’s book: Clickers in the Classroom Treat clicker usage like any other assignment Treat clicker usage like any other assignment Specifically mention code of conduct, expectations, penalties Specifically mention code of conduct, expectations, penalties

9. Grading, Quizzes, and Tests Grading Grading Do NOT use clickers only as a means to “grade” students. They dislike that and strongly prefer formative assessment. Do NOT use clickers only as a means to “grade” students. They dislike that and strongly prefer formative assessment. Research by Wiloughby and Gustafson (Mont. State U) shows if grading responses, low-stakes (i.e. points for voting) produces more learning and richer discussion than high-stakes (i.e. points/extra points for correct answer) Research by Wiloughby and Gustafson (Mont. State U) shows if grading responses, low-stakes (i.e. points for voting) produces more learning and richer discussion than high-stakes (i.e. points/extra points for correct answer) Quizzes and Tests Quizzes and Tests NXT clickers can handle tests & quizzes NXT clickers can handle tests & quizzes Requires some student training of the clickers, so I won’t demonstrate that now. Requires some student training of the clickers, so I won’t demonstrate that now.

10. Information gathered by clicker Which clickers responded to the question Which clickers responded to the question What answer each clicker gave to each question What answer each clicker gave to each question If multiple answers given, order is saved, useful for: If multiple answers given, order is saved, useful for: multi-digit numbers multi-digit numbers Ranking a list (prioritizing) Ranking a list (prioritizing) Turning Point results are easily exported to Excel Turning Point results are easily exported to Excel How long it took each clicker (student) to answer How long it took each clicker (student) to answer When question is re-polled, all answers are saved When question is re-polled, all answers are saved Decimals (only on NXT model) Decimals (only on NXT model) Some math symbols/expressions (only NXT) Some math symbols/expressions (only NXT)

11. Qualitative reasons to use clickers Interactive Interactive Student-centered, minds-on Student-centered, minds-on Just-in-time teaching Just-in-time teaching Immediate feedback – to you AND your students Immediate feedback – to you AND your students Research (John Barnett): what students value most. Research (John Barnett): what students value most. Create responsible & informed learners! Create responsible & informed learners! FUN (competitive?) FUN (competitive?) Gets everyone actively (not passively) involved Gets everyone actively (not passively) involved (Semi?) anonymous, which helps shy students! (Semi?) anonymous, which helps shy students! Early and frequent assessment. Diagnose and fix bad lectures/activities Early and frequent assessment. Diagnose and fix bad lectures/activities Catch poor students quickly, start troubleshooting early Catch poor students quickly, start troubleshooting early

12. Quantitative reasons to use clickers Attendance increases noticeably Attendance increases noticeably Research at 4-year schools shows attendance at 85%. Research at 4-year schools shows attendance at 85%. Similar research shows students read the text more, are more interested in the course, have a more positive attitude towards the course. Clickers help students enjoy school! Similar research shows students read the text more, are more interested in the course, have a more positive attitude towards the course. Clickers help students enjoy school! When I don’t use clickers during class, I get complaints! Students like clickers and learn from using them. When I don’t use clickers during class, I get complaints! Students like clickers and learn from using them. FOR MY CLASSES: my school’s research team found: FOR MY CLASSES: my school’s research team found: Success (# earning C or better) increased 12%. Success (# earning C or better) increased 12%. Retention (# finished) increased 2% (astro) & 25% (physics). Retention (# finished) increased 2% (astro) & 25% (physics). GPA didn’t change much because W’s  C’s. GPA didn’t change much because W’s  C’s. Success gains this large are VERY difficult to achieve. Success gains this large are VERY difficult to achieve. Gains partly from technology, mostly from new way of teaching Gains partly from technology, mostly from new way of teaching

13. Some examples of how clickers can be used to immediately assess learning

14. PRE-TEST: A light year is a measure of 1. Time 2. Distance Timed question! 15

15. Checking current understanding during class A miniature astronomy lecture The universe is 13.7 billion years old. The universe is 13.7 billion years old. A light year is ____________________________, approximately 6 trillion ______________. A light year is ____________________________, approximately 6 trillion ______________.

16. POST-TEST: A light year is a measure of 1. Time 2. Distance

18. Think-Pair-Share Ask the question Ask the question If results are between 50-75% correct, consult with your neighbor and vote again. If results are between 50-75% correct, consult with your neighbor and vote again. If 40% correct, coach them a little first. If 40% correct, coach them a little first. If less than 40% correct, they need more help first. If less than 40% correct, they need more help first. Usually results improve noticeably, often 80+%. Usually results improve noticeably, often 80+%. Students understand and remember concept better Students understand and remember concept better Takes only 3 minutes or less Takes only 3 minutes or less Here’s an example… Here’s an example…

19. It is possible for astronomers to detect an object 15 billion light years away from Earth. 1. True 2. False

20. Other question types Question types: Question types: One right answer (like mine, so far) One right answer (like mine, so far) Questions with no correct answer (anonymous?) Questions with no correct answer (anonymous?) Have you ever used illegal drugs? Have you ever used illegal drugs? Which political party do you identify with most? Which political party do you identify with most? Questions with more than one right answer. Questions with more than one right answer. Putting a list in order (rank, prioritize) Putting a list in order (rank, prioritize) From Chronicle article: Evaluate your classmate’s work using these criteria … From Chronicle article: Evaluate your classmate’s work using these criteria … Demonstration/video: Predict what happens next Demonstration/video: Predict what happens next

21. Write your own clicker questions Work in a small group, write 3-5 questions. Work in a small group, write 3-5 questions. Suggested question style: Suggested question style: Write an important question about a lesson you are teaching or taught very recently. Write an important question about a lesson you are teaching or taught very recently. Write a SHORT one or two line correct answer Write a SHORT one or two line correct answer Write 3-4 common INCORRECT answers, approximately the same length as the correct answer. Write 3-4 common INCORRECT answers, approximately the same length as the correct answer. Bring your question and answers to me. Don’t tell me which is correct. Bring your question and answers to me. Don’t tell me which is correct. We will insert new slides into this PowerPoint… We will insert new slides into this PowerPoint…

22. CONCLUSION There are a LOT of things you can do with clickers in your class There are a LOT of things you can do with clickers in your class Method of student-centered metacognitive learning (students love immediate feedback!) Method of student-centered metacognitive learning (students love immediate feedback!) They dramatically increase learning with good questions. They dramatically increase learning with good questions. Particularly well-suited for lecture classes Particularly well-suited for lecture classes STRONGLY RECOMMEND READING: STRONGLY RECOMMEND READING: Derek Bruff’s book Teaching with Classroom Response Systems, Creating Active Learning Environments. Derek Bruff’s book Teaching with Classroom Response Systems, Creating Active Learning Environments.