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Tell Us About You!

Tell Us About You!. Sarah and Grace will be with you soon. For now, please: Click on Polling bar at right and select answer about clickers. Click on Chat bar at right and briefly answer: “What do you want to learn from the webinar?” Notice number for tech support if needed!.

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Tell Us About You!

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  1. Tell Us About You! Sarah and Grace will be with you soon. For now, please: • Click on Polling bar at right and select answer about clickers. • Click on Chat bar at right and briefly answer: “What do you want to learn from the webinar?” • Notice number for tech support if needed! Tech Help: 1-866-229-3239

  2. Our Common Goals Teacher Student Bi-Directional Teaching Teacher Student Uni-Directional Teaching

  3. How to Work Towards These Goals Great learning depends on great teaching and both are improved by empirical research

  4. Educator Opinion “Like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented by a growing body of educational literature.” Barber & Njus, 2007, pp. 1 (For a review see Caldwell, 2007)

  5. Using Clickers To Help Students Get More Out of Your Psychology Course Sarah Grison University of Illinois, Urbana-Champaign sgrison@illinois.edu DocGrison at Twitter Twitter Tag: #ClickersForPsych Tech Help: 1-866-229-3239

  6. Thank You To Our Sponsors http://www.iclicker.com/dnn/ http://theactiveclass.com/ http://www.psychologicalscience.org/ Tech Help: 1-866-229-3239

  7. Goals of Webinar Interactive Session on Evidence-Based Use of Clickers How can clickers increase student interest? How can clickers increase active engagement? How can clickers ensure students are learning? How can clickers be implemented successfully?

  8. Virtual Clicker What percentage attendance do you usually have in your classes? • 0-20% • 21-40% • 41-60% • 61-80% • 81-100%

  9. 1. How Can Clickers Increase Interest? Improve attendance when SRS linked to grades (Jackson & Trees, 2003) Increase student enjoyment of class (Stowell & Nelson, 2007; Simpson & Oliver, 2006) Increase student interest in class (Preszler, Dawe, Schuster & Schuster, 2007) Can make instructors seem warm, friendly, caring, and aware of student needs, (Jackson & Trees, 2003; Knight & Wood, 2005)

  10. 1. How Can Clickers Increase Interest? Preszler et al., 2007 6 biology classes (101 - 377) Low (0-2), med (3-4), high (5-6) MCQs/lecture/ day Clickers associated with increased interest (81%) Clickers associated with increased likelihood of attending (71%)

  11. 1. How Can Clickers Increase Interest? By Improving Rapport Encourage timely attendancewith “forgiving” grading (e.g., 75% response for 10% of grade) Ask questions about them (e.g., major)

  12. Tell Us About You! Sarah and Grace will be with you soon. For now, please: • Click on Polling bar at right and select answer about clickers. • Click on Chat bar at right and briefly answer: “What do you learn from the webinar?” • Notice number for tech support if needed! Tech Help: 1-866-229-3239

  13. 1. How Can Clickers Increase Interest? By Improving Rapport Encourage timely attendancewith “forgiving” grading (e.g., 75% response for 10% of grade) Ask questions about them (e.g., major) Ask students to apply concepts to “real life”

  14. How Stressed Are You? How much stress have you felt in your life in the past month? Let’s have men answer first, then women. A. No stress B. A little stress C. Some stress D. A lot of stress E. A great deal of stress Was there any difference? If so, how might you explain this difference?

  15. What are your stressors? Catastrophic events: Sudden, unexpected, life-threatening events Life changes: Events create demands, require a lot of adjustment Chronic stressors: Continue a long time Acute: Highly disruptive, short-lived events Daily hassles: Irritations, not big alone, but effects add up

  16. 1. How Can Clickers Increase Interest? By Improving Rapport Encourage timely attendancewith “forgiving” grading (e.g., 75% response for 10% of grade) Ask questions about them (e.g., their major) Ask students to apply concepts to “real life” Ask their opinions (e.g., frontal lobe & law) Allow democratic voting (e.g., color of slides) Ask for student feedback and use it (micro-assessment)

  17. How is the pacing of this webinar? Way too fast A bit too fast Just right A bit too slow Way too slow Your Feedback Please!

  18. Student Feedback on Clickers “The best aspect of the course is how the instructor uses clickers to interact with students. She actually tries to get to know her students.”

  19. Goals of Webinar Interactive Session on Evidence-Based Use of Clickers How can clickers increase student interest? How can clickers increase active engagement? How can clickers ensure students are learning? How can clickers be implemented successfully?

  20. Virtual Clicker What percentage of students answer questions in your classes? • 0-20% • 21-40% • 41-60% • 61-80% • 81-100% Is it possible that some of these students don’t feel comfortable talking in class?

  21. 2. How Can Clickers Increase Engagement? Increase student alertness (Burnstein & Lederman, 2001) Encourage anonymous, honest assessment of attitudes (Stowell & Nelson, 2007) Increase involvement of all students regardless of culture, sex, etc. (Reay, Li, & Bao, 2008) Require students to use and manipulate concepts (Freeman et al., 2007) Provide foot-in-the-door for discussion, one-minute writing, think-pair-share(Lyman, 1981) Help students process information more deeply (i.e., understanding, reasoning) (Beatty, 2004; Beatty et al., 2006)

  22. 2. How Can Clickers Increase Engagement? Reay, Li, & Bao, 2008 Tested in 3 quarters in large physics classes One section used clickers, one did not Clicker section did better on common exams (22-26%) and had greater gains on post test Women showed greater gains when using clickers

  23. 2. How Can Clickers Increase Engagement? Freeman et al., 2007 Two Bio 180 classes: 1 w/ clickers, 1 w/ cards Both got better exam scores vs prior term (14 points on average) Across both, fewer students got less than C- (4.7%) Trend for high risk students using clickers to perform better vs cards

  24. 2. How Can Clickers Increase Engagement? By “Pulling” Active Engagement “Warm them up” with class starter questions

  25. Psych 100: Monday, 10/11/2010 Announcements • Exam grades are up • Final NOT cumulative! • Estimated midterm grade coming…. • Last day to drop without a W is Friday 10/15 • Homework!! • Read for Wed: (106) 133-151 What color is this large box? blue. purple.

  26. 2. How Can Clickers Increase Engagement? By “Pulling” Active Engagement “Warm them up” with class starter questions Prime videos with questions to ensure attention Get “foot in the door” for deeper engagement

  27. We just watched a video of Terri Schiavo. Was she conscious or not in the video? Yes No Now, turn to your neighbor and explain your answer. Let’s Think About It!

  28. 2. How Can Clickers Increase Engagement? By “Pulling” Active Engagement “Warm them up” with class starter questions Prime videos with questions to ensure attention Get “foot in the door” for deeper engagement Play the “devil’s advocate”

  29. What is Psychology? A B C E D

  30. Student Feedback on Clickers “The instructor does a great job keeping our attention and I love the interactive nature of the class.”

  31. 2. How Can Clickers Increase Engagement? By “Pulling” Active Engagement “Warm them up” with class starter questions Prime videos with questions to ensure attention Get “foot in the door” for deeper engagement Play the “devil’s advocate” Demonstrate concepts so they experience them

  32. Did you get it? If you stare at the color blue long enough, and then look at a white piece of paper, you will see the color _____ due to _____. • blue; activation of the s-cones • yellow; activation of the s-cones • blue; opponent processes in the ganglion cells • yellow; opponent processes in the ganglion cells

  33. 2. How Can Clickers Increase Engagement? By “Pulling” Active Engagement “Warm them up” with class starter questions Prime videos with questions to ensure attention Get “foot in the door” for deeper engagement Ask students “what should happen” in a scenario Play the “devil’s advocate” Demonstrate concepts so they experience them Do in class experiments and graphically display answers for groups

  34. Mini-Experiment RIGHT half of the room, please close eyes! LEFT half of the room, please keep looking.

  35. Mini-Experiment Left half of room put pen in mouth with the tip in front of your nose. See me! Now look at this…

  36. Mini-Experiment • How funny was the picture? • Very unfunny • Rather unfunny • Neither unfunny nor funny • Rather funny • E. Very funny

  37. Mini-Experiment LEFT half of the room, please close eyes! RIGHT half of the room, please keep looking.

  38. Mini-Experiment Please try to be quiet! Right half of room put pen in mouth with the tip by your cheek. See me! Now look at this…

  39. Mini-Experiment • How funny was the picture? • Very unfunny • Rather unfunny • Neither unfunny nor funny • Rather funny • E. Very funny

  40. Mini-Experiment Any difference in funniness ratings? If so, how does this demonstrate the facial feedback Hypothesis?

  41. Mini-Experiment Pen with tip in front of your nose. Pen with tip by cheek. Explain why we got these results on your activity sheet. Be sure to refer to James’ theory!

  42. Student Feedback on Clickers “I really enjoyed using the clickers for in-class experiments. I think they are an awesome way for the student to fully understand the material.”

  43. Goals of Webinar Interactive Session on Evidence-Based Use of Clickers How can clickers increase student interest? How can clickers increase active engagement? How can clickers ensure students are learning? How can clickers be implemented successfully?

  44. Virtual Clicker What percentage of students can you demonstrate showing learning over your course? • 0-20% • 21-40% • 41-60% • 61-80% • 81-100%

  45. 3. How Can Clickers Increase Learning? Provide comprehension checks for self-evaluation (Morling, McAuliffe, Cohen, & DiLorenzo, 2008) Especially valuable for analysis questions (Slain, Abate, Hodges, Stamatakis, & Wolak, 2004) Encourage peer interaction and peer instruction (Mazur, 1997; Crouch & Mazur, 2001) Allow flexible response to confusion with contingent teaching (Draper & Brown, 2004; Beatty, Gerace, Leonard, & Dufresne, 2006) Augment long-term retention (Crossgrove & Curran, 2008; Grison et al, in preparation) Improve exam scores (Preszler et al., 2007; Morling et al., 2008; Grison et al, in preparation)

  46. 3. How Can Clickers Increase Learning? Grison, Luke, Shigeto & Watson, in prep 30 sections of Intro Psych were in-class experiment f Low/High nums clicker MCQs (4/8) for 2 chapters Either for material presented in class or not (i.e., text) Clickers improved post test performance at 2 weeks and 3 months

  47. 3. How Can Clickers Increase Learning? Preszler, et al., 2007 Recall used 6 bio classes (101-377) Across classes, low (0-2), med (3-4), high (5-6) questions/lecture/day Better exam grades were associated with having received more questions on that topic

  48. 3. How Can Clickers Increase Learning? By Checking Learning of Content “Push” Check learning of class and text content at different cognitive levels (e.g., Bloom’s taxonomy) Use peer instruction to correct understanding Permits flexible, contingent teaching to address problems

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