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Wilmington University’s

Wilmington University’s . Student Response System “Clickers”. Student Response System “Clickers”. Technology used for polling, surveying RF Technology Up to 82 Channels can be used at once in close proximity Transmission range is @200’ Supports 1000 participants per receiver

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Wilmington University’s

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  1. Wilmington University’s Student Response System“Clickers”

  2. Student Response System“Clickers” • Technology used for polling, surveying • RF Technology • Up to 82 Channels can be used at once in close proximity • Transmission range is @200’ • Supports 1000 participants per receiver • Default Channel ID = 41 • USB Receiver • Students may change their mind, simply press another button before polling closes

  3. Why Should I Implement theStudent Response System in My Course? • Active participation • Offers instant feedback • Promotes positive reinforcement through drilling course content • Offers a change of pace during class time

  4. Use of Clickers Promote Active Participation • Ice Breakers • Voting • Review • Opinion Polls/Discussion Starters • Problem Solving/Peer Interaction • Assessment

  5. How Do I Get Started? • Download the TurningPoint Software from the website and Install: http://www.turningtechnologies.com/responsesystemsupport/downloads/ One Download, One Dashboard • TurningPoint • Requires PowerPoint • Open up TurningPoint software first • Then, open your .ppt file • TurningPoint Anywhere • Poll on top of any window

  6. Download Options Install Your Version, Mac or PC One Download, One Dashboard

  7. The Dashboard

  8. Learn the Tools in TurningPoint PPT • Toolbar • Share 9 Steps to Success • Create Questions • Tools and Settings

  9. Create the QuestionsTurning Point in PPT • Select New, Choose a question type • Type in your question • Type in answer choices • Click outside the text box • Mark correct answers as needed • Add optional timer • “File, Save As” the PPT • To poll, make sure the receiver is plugged in before launching software

  10. Run PPT Polling • Have the receiver plugged in • Open up TurningPoint • Open up the PPT • Run in Slide Show view • Polling show bar opens on polling slides • Advance to see close polling • Advance to see Chart • Advance to see Correct Answer Indicators and other objects

  11. Troubleshoot Polling • Another classroom in the same range at same time? • Reset the Receiver Channel ID – use the Dashboard Receiver icon and change the channel ID different from 41 • Then change all ResponseCards “Clickers” • Go/Ch/Channel button, Press the new channel number, and then press the Go.Ch/Channel button again • Test the Clickers • On the ResponseCard RF press Ch/GO/Channel • (Channel number, default number is 41) • Press Ch/GO • A green light will display • Test the Clickers • Click the Receiver icon • Click on the Connections link • Click on the “Test” button • Students can then press any key on their response device. • TurningPointdisplays the Device ID, Channel, and the key entry from each response device in the order in which they were tested. • Have students check if their ID displays on the screen. • Click Close on the Polling Test window. • Click Close on the Preference Window. • The device communication check is now complete.

  12. TurningPointAnywhere • Set up Hardware • 9 Steps to Success • Polling Environments • Poll with verbal questioning • Poll on the fly • Poll with a question List • Create your questions under the Content Tab • Or select content already created • Poll on top of any application • Select your content, .PDF file, Word Document

  13. Running TurningPointAnywhere • Start Polling – Click the Start button on the floating showbar • End Polling – Click the Stop button on the floating showbar • (Optional) Set Chart as correct • Right click on the bar and select menu item, left click and select “Mark Answer as Correct”

  14. Insert Slide: Multiple ChoicePlease make your selection...What day are you most likely to read for leisure? • Choice One - Friday • Choice Two - Saturday • Choice Three - Sunday • Choice Four - Monday

  15. Moment to Moment SlideOn a scale of 1 to 5 rate:__________

  16. Priority Ranking SlideRank your top two choices on how to assess a patient’s health. • Ask Questions • Take BP • Look at their feet • Look at their hair

  17. Multiple ChoiceChoose your favorite vacation spot. • The Beach • Mountains • Museums • Historical Places • Home 20

  18. Analogypumpkin pie : cool whip :: lemon pie : • ice cream • crust • meringue • nuts

  19. Immediate Feedback Slide Insert Slide: Icebreaker\Word ScrambleB_N_N_ _A_E • A A A C K • W U O K E • R O E A G • E D L A O Banana Cake

  20. Sample of “Convert to Picture Slide”Dover is the capital of what state? 1. • Maryland • Delaware • Pennsylvania • NewJersey 2. 3. 4.

  21. Lickert :What is your opinion?I am comfortable using new technology in my classes. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree

  22. Example of Review of ContentWhat is the longest phase of the cell cycle? • Interphase • Mitosis • Prophase • Metaphase • Telophase • Anaphase • Cytokinesis

  23. Multiple Choice • College of Arts and Sciences • College of Education • College of Health Professions • College of Business • College of Technology • College of Social and Behavioral Sciences • DTCC • K-12 Teacher 0% 0% 0% 0% 0% 0% 0% 0%

  24. Multiple Choice… This is how to do a short answer using our RF clickersThe activities in my course are primarily ________________? • Lecture • Group Discussion • Interactive (Discussion, Movies, Role Play, Collaboration, Simulations)

  25. True/FalseUsing Clickers can be engaging for students. • True • False

  26. Teaching with Clickers • Present questions before instruction ---Repeat after instruction • Change the delivery… talk a few minutes and then ask a question…. Poll again • Find misconceptions to discuss • See how students are responding to open ended questions ..gather questions/answers from previous student work • One clicker per group – promote peer instruction and discussion

  27. Assessment Stages & Objectives To assess student learning, use student clicker responses at the beginning, middle, or end of the learning process.   • Pre-Assessments Questioning Strategies • Occurs at the beginning of a semester, topic, or classroom session. • Helps you to determine what students already know and identify any student misconceptions. • Mid-Topic Assessments Questioning Strategies • Occurs at the middle of a topic or lecture • Helps you determine if the students understand a principle, term, or concept • Helps you discover if a student can apply a concept in a real-world scenario • Helps you determine if their ideas are changing • Post-Assessments Questioning Strategies • Occurs at the end of a topic, lecture, or semester • Helps you determine the students’ overall conceptual structure • Helps you determine if the students can synthesize concepts and principles to solve problems • Again, helps you determine if their ideas are changing • Each stage focuses on the different cognitive levels of student understanding ranging from knowledge comprehension to application to synthesis. As taken from http://www2.nau.edu/~d-elearn/support/tutorials/clickers/designingQuestions.php

  28. How Do I Sign-Out the Clickers at WilmU? • Student Response System Information http://www.wilmu.edu/avsupport/clickers.aspx • Use the link on the University’s webpage http://www.wilmu.edu/avsupport/reservation.aspx

  29. References • elc-help@nau.edu. (NA). Designing clicker questions that promote classroom discussion. Retrieved from http://www2.nau.edu/~d-elearn/support/tutorials/clickers/designingQuestions • Office of the CIO , O. S. (2012). Designing good questions. Retrieved from https://ocio.osu.edu/elearning/toolbox/depth/clickers/teaching-with-clickers/designing-good-questions/ • Product guides & manuals. (2010). Retrieved from http://www.turningtechnologies.com/responsesystemsupport/productguidesmanuals/ • Radosevich, D. (2008, September 30). Using student response systems to increase motivation, learning, and knowledge. Retrieved from http://www.innovateonline.info/pdf/vol5_issue1/Using_Student_Response_Systems_to_Increase_Motivation,_Learning,_and_Knowledge_Retention.pdf • Seiferth, M. (1997, September 16). Socratic teaching. Retrieved from http://lonestar.texas.net/~mseifert/crit3.html • Wilson, T. (2010, September 13). High-tech gadget transforming college teaching and learning. Retrieved from http://www.philly.com/inquirer/front_page/20100913_High-tech_gadget_transforming_college_teaching_-_and_learning.html?viewAll=y

  30. Thanks for Attending Our Clicker Workshop! dean.s.davis@wilmu.edu barb.d.danley@wilmu.edu adam.c.voyton@wilmu.edu marybeth.-.youse@wilmu.edu

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