Using interactive clickers to introduce information

1. Using interactive clickers to introduce information Karen Belciglio CCHS Science Diocese of Charlotte Technology Fair March 25, 2011

2. Please select a Team. • Team 1 • Team 2 • Team 3 • Team 4 • Team 5

3. Interactive Clickers This presentation was created using: • However… • Many different clicker types – any are appropriate • This presentation assumes the most basic clicker technology • PowerPoint file, projector and student response cards

4. Why should you use an interactive response system to introduce material?

5. It’s a technology presently utilized in college classrooms • In 2005 MSNBC reported that over 600 universities worldwide used clicker systems. 1 • Used mostly for discussion questions and review for assessments.4 • University faculties using to transition from teacher-centered conceptions and approaches to teaching to student-centered conceptions and approaches. 5 • Eases transition to higher learning environment. http://www4.uwm.edu/ltc/srs/

6. Easy modification of established .PPT files Previously created by teacher and interactive can be added Supplied by publisher which often present too much information by text with limited visuals

7. Breaks up continual use of lecture/notes The average student's attention span is between ten and twenty minutes.7 After that, students have difficulty concentrating on the speaker. Who is this student looking at?

8. Reinforces all 3 learning styles: kinesthetic, visual, and auditory • 18 different intelligences • 3 different learning styles Visual Auditory Tactile/Kinesthetic

9. Keep students focused and engaged in learning Most clicker systems have a response tracker, enabling the teacher to count the total number of responses and remind students to engage and respond. Overall students and teachers indicated the clickers had a strong positive impact on engagement and learning.6

10. Allows anonymity in attempting answers • “The majority of lecture-format classes are commonly associated with larger class sizes, and, therefore, often generate passive learning environments.” 8 • Eases student fears of incorrect answers that will create embarrassment . • Demonstrates to students that they are not the only ones who don’t know the answers.

11. Leads students to the correct answers Immediate display of the correct answer can reinforce learning and give students confidence that they understand the topic. 2,8 Non-correction reinforces the wrong answer!

12. Immediately assesses short term retention of material "This is the MTV era," said Neal H. Hooker, an Ohio State professor who uses the technology in his agricultural economics course. "It's the instant-gratification generation. They don't like doing a quiz and hearing the responses in three days. They want to see if they've got it right or wrong right then.“3

13. Assessment allows for immediate answer retrieval and correction “…practicing retrieval produces g greater gains in meaningful l learning than elaborative t studying with concept mapping. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.”2 Jeffrey D. Karpicke and Janell R. Blunt

14. Encourages non-threatening competition • Students love to compete when it’s fun, not embarrassing and non-fatal9 • Helps to challenge them to excellence. • Ups the energy level of the activity • Award bonus points or small prizes like candy • You should create the groups – base onseating

15. Hard copy of the .PPT file can be used as introductory notes/handouts 1 • Students can be allowed to print off and add detailed notes the following day. • Teacher can print off and distribute. • These can be used as study notes since the correct answer will be visible. 2 3

16. How to Construct an Introductory Clicker .PPT(Step 1) • Begin with questions that are a review of previous concepts... • Encourages success • Refreshes memory and retrieval process • Allows application of previous knowledge to new concepts

17. What are the 3 common states of matter? • Liquid, solid, plasma • Liquid, solid, gas • Bose-Einstein condensate, liquid solid • Bose-Einstein condensate, gas, solid 10

18. If you increase the heat under a pot of boiling water, the temperature of the water will… • Increase • Stay the same • Decrease 10

19. How to Construct an Introductory Clicker .PPT (Step 2) • Make sure the questions are clear and the answers are obvious... • The concept you are introducing should be stated simply • Isolate the correct answer with other obviously incorrect answers • Use humor and silly pictures to reinforce visual isolation of the correct answers

20. Other than pressure, what are the 3 variables that deal with the gas state? • Moe, Larry and Curly • Huey, Dewey and Lewey • Moles, Volume and Temperature 10

21. What is the name of the gas formula below? • Law and Order • Jude Law • Boyle’s Law P1V1 = P2V2 10

22. How to Construct an Introductory Clicker .PPT (Step 3) • Follow up with 1-2 essay/info slides that briefly explain the concept you are introducing... • Keep the slides brief to maintain pacing • Keep deeper explanation of concept for homework, worksheets, class discussions, videos, labs, etc. • Use lots of visuals to quickly convey the concepts

23. ES - Three factors that affect gas pressure are temperature, amount and volume. The 4 variables used to describe a gas are: P V Pressure (kPa, atm, mm Hg, mm torr) Volume (mL, cm3, L) T n Temperature (K) Moles (mol)

24. Boyle’s Law: states that for a given mass of gas at constant temperature, the volume of the gas varies inversely with pressure.

25. How to Construct an Introductory Clicker .PPT (Step 4) • Lighting Round! • Instant assessment • Answers are not obvious requiring a clear choice and retrieval • Instant feedback • Reinforcement of correct answers • Fuels competition • Provides anonymity for quieter students • Ends on high energy level

26. LR - How long do most students remain focused on a lecturer? • 5-10 minutes • 10-20 minutes • 15-25 minutes • Over 30 minutes 10

27. LR – How many universities worldwide used clicker systems in 2005? • 200 • 300 • 600 • 1000 10

28. LR – If you increase the temperature of the flame under a pot of boiling water, the temperature of the water will: • Increase • Stay the same • Decrease 10

29. LR – This presentation concerned itself with which learning styles? • Behavioral, educational, psychological • Graduate, undergraduate, and elementary • Kinesthetic, auditory, and visual 10

30. Team Scores

31. References http://www.msnbc.msn.com/id/7844477/ns/us_news-education/ Karpicke JD, Blunt JR. “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping.” Science. 20 Jan. 2011. http://answers.yahoo.com/question/index?qid=20101002130243AAf8QRF Premkumar K, Coupal C. “Rules of engagement – 12 tips for successful use of ‘clickers’ in the classroom.” Journal of Education for Business. 86.1(2008):36-34. Koikant YB, Drane D, Calkins S. “’Clickers’ as Catalysts for Transformation of Teachers.” College Teaching. 58.4 (2010):127-135. http://net.educause.edu/ir/library/pdf/ERB0710.pdf Jensen E. Enriching the Brain: How to Maximize Every Learners Potential. San Francisco: Wiley 2006. Print. Sullivan R. “Principles for Constructing Good Clicker Questions: Going beyond Rote Learning and Stimulating Active Engagement with Course Content.” Journal of Educational Technology Systems. 37.3(2008):335-347