1. Clickers in the Classroom David Vakil April 18, 2009 On Course National Conference Professor Vakil teaches astronomy & physics at El Camino College. Contact info: dvakil@elcamino.edudvakil@elcamino.edu – 310-660-3593 x3134 For more clicker information or a copy of this presentation, please visit: http://www.elcamino.edu/faculty/dvakil/clickers.htm

2. Presentation outline What are clickers? What are clickers? How can they be used? How can they be used? Why should you use clickers? Why should you use clickers? What are the benefits? What are the benefits? Please ASK QUESTIONS during this presentation. Please ASK QUESTIONS during this presentation. 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 clickers? Clickers get quick results to multiple choice questions. Clickers get quick results to multiple choice questions. They send signals using Radio frequency (RF) light They send signals using Radio frequency (RF) light Radio light doesn’t require line-of-sight, unlike household remote controls Radio light doesn’t require line-of-sight, unlike household remote controls Receiver is small and portable. Receiver is small and portable. NOTE: Cheaper Infrared (IR) clickers exist. They are inferior to RF for many reasons, and not much cheaper anymore. See next slide in notes for more info.

7. Radio vs. Infrared IssueRadioInfrared Detector/sensor location Any computer within few hundred feet Line-of-sight (point at it) Portable Very (USB) Limited (receiver must be high up) Different channels if 2+ nearby classes use same model Yes Irrelevant – line of sight detection Cost (more info coming) Slightly More Slightly Less If cost is an issue, I still recommend radio over IR. Get more money or fewer clickers! Companies aren’t making many more IR models.

8. TurningPoint clickers Platform uses: Platform uses: Integrates EASILY with PowerPoint. Integrates EASILY with PowerPoint. Available as stand-alone software. Available as stand-alone software. Model available with no computer needed! Model available with no computer needed! Macintosh model available Macintosh model available TurningPoint’s RF clicker: TurningPoint’s RF clicker: Comes in Braille also Comes in Braille also Uses 2 coin cell 2032 (3.0V) batteries Uses 2 coin cell 2032 (3.0V) batteries Simple to use for student Simple to use for student TurningPoint’s XR clicker: TurningPoint’s XR clicker: Has screen for direct feedback to student; allows for clicker-tests and word answers! Has screen for direct feedback to student; allows for clicker-tests and word answers! Uses 2 AAA batteries. Uses 2 AAA batteries. More features, slightly more complicated for student More features, slightly more complicated for student RF model XR model

9. Clicker Manufacturers & Reviews ECC standardized with TurningPoint. Standardizing lowers costs. Other affordable companies include, in no particular order: E-instruction Interwrite Qwizdom iClicker = very simple(st?) clicker model, but few features H-ITT Brands I’ve only read a little about: SMART Technology’s Senteo Promethean Activote Others exist. Some are web-based. This slide was written in 2008. See these two articles for more info about above systems: 1. 1.Written in Nov. 2007 by Susan Bush & Susan McLester http://www.techlearning.com/showArticle.php?articleID=196604803 http://www.techlearning.com/showArticle.php?articleID=196604803 2. 2. CBE - Life Sciences Education, Vol. 6, 1–20, Spring 2007

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) Decimals (not all models/manufacturers) Decimals (not all models/manufacturers) Some math symbols/expressions (also not all models) Some math symbols/expressions (also not all models) How long it took each clicker (student) to answer How long it took each clicker (student) to answer When question is re-polled, both answers are saved When question is re-polled, both answers are saved Turning Point results are easily exported to Excel Turning Point results are easily exported to Excel

11. Some examples of how clickers can be used in classes

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

13. 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 ______________.

14. POST-TEST: A light year is a measure of 1. Time 2. Distance As seen here, you can visually compare to questions, or, in this case, pre- and post-lecture answers. Purple = previous. Blue = current.

15. 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 40-50% correct, coach them a little first. If 40-50% 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 1 minute or less per question asked Takes only 1 minute or less per question asked I typically give 60 seconds per conceptual question. I typically give 60 seconds per conceptual question. Here’s an example… Here’s an example…

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

17. What can you do with clickers? Pre- and post- instruction questions. (Did they learn?) Pre- and post- instruction questions. (Did they learn?) Taking attendance (automatically calculated if any question is asked) Taking attendance (automatically calculated 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? Gathering feedback about class or getting opinions Gathering feedback about class or getting opinions like/dislike activity like/dislike activity useful/useless useful/useless Quick assessment of recently covered material Quick assessment of recently covered material Ask about facts or conceptual understanding. Ask about facts or conceptual understanding. No question is too easy to ask students. You’ll be amazed. No question is too easy to ask students. You’ll be amazed. Build their confidence or shake yours! Build their confidence or shake yours! Ice-breakers Ice-breakers Discussion starters Discussion starters

18. Are you: 1234567891011121314151617181920 2122232425262728293031323334353637383940 41424344454647484950 1. Male 2. Female

19. Uses, continued Data gathering – very useful for accountability reports Data gathering – very useful for accountability reports Cooperative learning: Think-pair-share Cooperative learning: Think-pair-share Quizzes Quizzes End of class summary End of class summary Beginning of class review Beginning of class review Determine if students did reading/homework Determine if students did reading/homework Full-length tests Full-length tests Ranking choices Ranking choices On-the-fly questions to suit whatever comes to mind during class. On-the-fly questions to suit whatever comes to mind during class. Some of my best & worst questions were done on the fly. Some of my best & worst questions were done on the fly. When students ask a question, DON’T ANSWER THEM! Click! When students ask a question, DON’T ANSWER THEM! Click! Fastest responses Fastest responses Team questions/answers Team questions/answers

20. What skills are needed to use clickers? Knowledge of presentation software (e.g. PowerPoint) helpful, but not required. Knowledge of presentation software (e.g. PowerPoint) helpful, but not required. Anybody with basic knowledge of computers Anybody with basic knowledge of computers TurningPoint and iClicker systems easy for novices TurningPoint and iClicker systems easy for novices TurningPoint is also powerful and versatile for advanced users TurningPoint is also powerful and versatile for advanced users Ease of using clickers is VERY software-dependent. Shop around and try the product before buying! Ease of using clickers is VERY software-dependent. Shop around and try the product before buying! The salespeople’s demonstration make it look VERY easy. The salespeople’s demonstration make it look VERY easy. TRY IT YOURSELF! TRY IT YOURSELF!

21. Why you should use clickers…

22. 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 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

23. 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

24. Clicker capabilities The following slides show some other things you can do with clickers. The following slides show some other things you can do with clickers.

25. MULTI-ANSWER: Which of the following are NOT types of electromagnetic radiation? Select all that apply. 1. Gamma rays 2. X-rays 3. Infrared 4. Ultraviolet 5. Ultrasound 6. Sound waves 7. Microwaves 8. Radio waves 12345678910111213141516171819202122232425262728293031323334353637383940 4142434445464748495051525354555657585960 6162636465666768697071727374757677787980

26. Improve in-class demonstrations Explain the demo set-up Explain the demo set-up Have students predict the outcome Have students predict the outcome Do the demonstration Do the demonstration Specifically ask students “Was your prediction correct?” Specifically ask students “Was your prediction correct?” Shows students who lack confidence they aren’t alone Shows students who lack confidence they aren’t alone Recognize intuition can be wrong Recognize intuition can be wrong

27. I will drop a pen and a crumpled piece of paper. Which will hit the ground first? 1. The pen will hit the ground first. 2. They will hit the ground at the same time. 3. The paper will hit the ground first. I will now perform the demonstration12345678910111213141516171819202122232425262728293031323334353637383940 4142434445464748495051525354555657585960 6162636465666768697071727374757677787980

28. Quizzes & Tests XR clickers can handle tests & quizzes XR 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.

29. Hardware issues Two methods of purchasing: school or student. Two methods of purchasing: school or student. If school buys clickers If school buys clickers YOU track, store, and transport clickers. YOU track, store, and transport clickers. I STRONGLY recommend this route; I’ve tried both ways. I STRONGLY recommend this route; I’ve tried both ways. If students buy the clicker If students buy the clicker if they lose or break it, their problem. if they lose or break it, their problem. Spares/class policy for when students forget clicker Spares/class policy for when students forget clicker Can be paperwork hassle for you; keeping track takes work. Can be paperwork hassle for you; keeping track takes work. Not everybody buys them, not simultaneously purchased Not everybody buys them, not simultaneously purchased Students may not be able to sell back to the bookstore Students may not be able to sell back to the bookstore Batteries die Batteries die Clickers fail/break – who repairs post-warranty? Clickers fail/break – who repairs post-warranty?

30. Technology Issues EARLY ON: Set up schoolwide standards EARLY ON: Set up schoolwide standards Allows for training of faculty & students Allows for training of faculty & students Easier on the support staff; only one system to learn Easier on the support staff; only one system to learn Lower costs Lower costs Else faculty adopt whatever their publisher promotes. Else faculty adopt whatever their publisher promotes. Variation Variation Students or school could purchase multiple clickers. Students or school could purchase multiple clickers. Problem: the technology evolves VERY quickly. Equipment will become obsolete quickly. Problem: the technology evolves VERY quickly. Equipment will become obsolete quickly. How handle tech support post-warranty? How handle tech support post-warranty? How will upgrades be implemented? How will upgrades be implemented?

31. Getting started Clickers – cost $20-50 each, depending on model Clickers – cost $20-50 each, depending on model These cost $30 each if campus standardizes (more if don’t) These cost $30 each if campus standardizes (more if don’t) Receiver – needed to get the signals from the clickers. Cost varies. Receiver – needed to get the signals from the clickers. Cost varies. Software to interpret the signals. (Often free) Software to interpret the signals. (Often free) Train yourself for the software Train yourself for the software Self-exploration Self-exploration Company may offer on-site training and/or demonstration Company may offer on-site training and/or demonstration Web-based demonstrations Web-based demonstrations Read the manual Read the manual Start small in your classes Start small in your classes

32. 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 learning Method of student-centered learning They dramatically increase learning They dramatically increase learning Particularly well-suited for lecture classes Particularly well-suited for lecture classes Questions? Comments? Questions? Comments? 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.

33. A sneak peak of the “Advanced” session: How will YOU use clickers? Ask the unanswered questions Ask the unanswered questions Write clicker questions related to your class(es) Write clicker questions related to your class(es) We’ll try your questions and give feedback We’ll try your questions and give feedback