enhancing student engagement and classroom communication with clickers and text messaging
Post on 23-Feb-2016
Embed Size (px)
DESCRIPTIONEnhancing Student Engagement and Classroom Communication with Clickers and Text Messaging. Klaus Woelk Interim Chair/Associate Professor Chemistry Department Center of Educational Research and Teaching Innovation (CERTI). - PowerPoint PPT Presentation
Personal Response System
Enhancing Student Engagementand Classroom Communication with Clickers and Text MessagingKlaus WoelkInterim Chair/Associate ProfessorChemistry DepartmentCenter of Educational Research and Teaching Innovation (CERTI)
Principle 1: Encourage Student-Faculty Contact
Frequent student-faculty contact is a key factor in student motivation, involvement, and learning.
Faculty concern helps students get through rough times and continue to strive for success.
Devise methods that actively and successfully promote student-faculty contact with both individual students and larger groups of students.
http://lead.mst.edu/sevenprinciples/commentary.html Seven Principles for Good Practice in Undergraduate Education Chickering and Gamson (AAHE Bull. 1987, 39, 3-7)
Are clickers innovative?
Are clickers innovative?Are they transformative?Can you do things you cant do without?
Writing Good Clicker QuestionsSome suggestionsUse frequent clicker questions rather than long, monolithic once-per-lecture question periods.Give students more feedback on their performance than just the standard histogram or pie-chart answer distributions. Discuss both right and wrong answers choices.Consider allowing students to answer a question first as individuals and then the same question again after group discussion (peer instruction).Taxonomy of Clicker Utilization6 basic categories 3 categories to test the current standing or stipulation of studentsAttendancePreparednessInterest3 categories to probe into the learning progressLearningUnderstandingApplying J.Chem.Educ. 2008, 85, 1400-1405 I amI doAttendance: Taking and honoring attendance reduces the number of students dropping out or finishing with low grades (DWFs). Doing it with clickers is particularly efficient in large-enrollment courses.Click I am hereMany of us know the historic town of Washington, MO. Which other name refers to a town in Missouri? 8 of 30PittsburgPhiladelphiaNashvilleClevelandDenverKnoxvilleMiamiHouston
Preparedness: Clicker quizzes on assigned reading assure preparedness for the topics covered in class. Well-picked question and appropriate grading are essential.Click I am preparedTrivia question: The first person to survive plunging over Niagara Falls in a barrel was a 63 year old woman.
Annie Taylor did it in 1901, and afterwards was quoted as saying: No one ought ever do that again.FactCrap
2 of 30
Motivation: Polling on common knowledge or opinions (even on controversial issues or common misconceptions) creates initial interest and motivation.It is crucial that students have developed trust in the technology, especially, if responses are collected anonymously.Click I am interestedPolitical uncertainties in several African and Asian countries demand that we increase the recovery of crude oil in the United States.5 of 30Strongly agreeAgreeDont knowDisagreeStrongly disagree
Learning: On-the-spot assessment improves student alertness and offers immediate feedback on the learning progress to both student and instructor. Repeating a question or posting a similar one can be used for progress evaluation and student satisfaction. Click I learnThe Criss-cross RuleAl3+Al2O2-O3Which ionic compound has a cation-to-anion ratio of 3:2 ?
Apatite: Ca3(PO4)24 of 30Aluminum carbonate: Al 3+ CO3 2-Calcium phosphate: Ca 2+ PO4 3-Magnesium carbonate:Mg 2+ CO3 2-Sodium nitrate: Na + NO3 -
A density of 2.24 g/mL results when 2.24 g of material occupy a volume of 1.00 mL.
What mass (in g) of the same material will occupy a volume of 3.00 mL? Enter your result correctly rounded off to 3 significant digits.6.68822.2454.747136.68060.747230 of 30
In what order will you see exit signs to the following Missouri towns when driving I-44 from Rolla to St. Louis
(1) Bourbon (2) Cuba(3) Leasburg(4) Stanton(5) Sullivan(6) Union Enter all numbers in the correct order but without spaces (e.g., 123456)23154631231456192341561021354652 3 1 5 4 6230 of 30Correct: +1Incorrect: -1
Grading of Clicker Questionsacknowledge participationcorrect 2 pointsincorrect 1 pointparticipation is not an achievementcorrect 1 pointincorrect 0 pointsencourage discussioncorrect 1 pointincorrect-1 pointUnderstanding: Asking about a subject matter in different ways provides insight into students understanding. Active learning is fostered by encouraging peer discussion and instruction during the response time or by a repeated poll if the responses are split between different answers.Click I understandIs a concept understood?
At which location would an observer find the greatest force due to Earth's gravity?4 of 30
10The center of the earthThe middle of everywhere (Rolla)The north poleThe tropic of Cancer (23.5 N)The equatorHow confident are you that your answer was correct.5 of 30
Absolutely sureVery confidentConfidentNot very confidentNot sure at allApplying:Conceptual knowledge and mastery is created when clicker questions branch into areas beyond the material covered in class or in the textbook requiring the application of newly taught concepts to real-world or open-ended problems. Click I applyTo facilitate the conversion of H2S2O8 to yield S2H4, you must add as a key reactant 8 of 30 a strong acid. a weak acid. a base. an oxidizing reactant. a reducing agent. a polar solvent. a non-polar solvent. nothing (the reaction will occur by itself).
SummaryClickers are found in many highschool, college, and university classroomsThey provide more than just immediate feedback to instructor and studentsSix basic ways of utilizing the power of clickers
Attendance Preparedness Initial interest and motivation
On-the-spot assessment (formative assessment)Active learning (peer discussion and instruction)Problem-based, deep learning (mastery of concepts, applications to real-world, or open-ended problems)
I amI do
Texting as a Teaching Tool
Im vry bsy rght now im in class Texting as a Teaching Toolfrom: http://www.textually.org/textually/archives/2009/02/?p=2
BF Boyfriend or Best FriendBRB Be Right BackEN1AnyoneG2G Gotta GoGF GirlfriendH&K Hugs And KissesIRL In Real LifeJIC Just In CaseJK Just KiddingL8R LaterLOL Laugh Out LoudNP No ProblemOMG Oh My GoshP911 Parent AlertPOS Parent Over ShoulderTMI Too Much InformationTTYL Talk To You LaterIn-class Telephone Numberfor texting comments or questions:(573) 612-1-MSTor:(573) 612-1678
Internet phone & texting account (e.g. Google Voice)Receiving Text Messages in the ClassroomInternet phone & texting account (e.g. Google Voice)
Bring a laptop computer to classconnect through wireless university connectiondeactivate screen saver and power-save modeReceiving Text Messages in the ClassroomDirectly casually monitor activities on laptop computerreact immediately
distraction from teaching IndirectlyTA monitors activity on laptop computerTA extracts appropriate questions and comments for immediate response
delay between question and answer (immediacy)Receiving Text Messages in the ClassroomFace to face Students come to class
TurningPointTM of Turning TechnologiesGoogle VoiceTM for text messaging
Synchronous onlineStudents monitor class on computer
ResponseWareTM of Turning TechnologiesGoogle VoiceTM for text messagingClickers and Text Messagingin a Hybrid Classroom Environment