introduction to clickers

Download Introduction to clickers

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A presentation for the RCSI suggesting the use of clickers for large group teaching to engage and motivate students


  • 1.Using Personal Response Systems Clickers for Learning and TeachingMuireann OKeeffe, April 2013

2. Issues with large group teachingVision of students today video, Wesch, Kansas state University 3. What are Clickers? Enable lecturers to collect and analyse students responses tomultiple-choice questions during class Teaching with clickers engages students in class And motivates students to participate during class in meaningfulways. (Bruff, 2010) 4. How are clickers used? 5. When to use ClickersSummative/ formative assessment Pre-class: diagnostics testing to evaluate students prior knowledgeand basic knowledge Mid-class: Questionnaires to diagnose understanding Formal assessment: MCQ, exam questions 6. Other uses of clickers Peer Instruction Attendance Background Knowledge Probes Class-Wide Discussion Exam Review Formative Assessment Peer Assessment Peer Instruction Eric Mazur Quizzes Student-Written Questions Team-Based Learning 7. The Peer Instruction MethodIn this method,1. The lecturer presents students with multiple choice question that is carefully constructed to engage student difficulties with fundamental concepts.2. The students consider the problem on their own and contribute their answers in a way that the fraction of the class giving each answer can be determined and reported.3. Students then discuss the issue with their peers for two minutes and vote again.4. The issues are resolved with a class discussion and clarifications.(Eric Mazur, Professor of Physics and Applied Physics at Harvard) 8. Think, Pair Share using Clickers The lecturer presents students with a multiple choice question Student work in groups or pairs discussing the questions The group answers the question using a shared clickers device 9. Benefits to large groups Anonymity Feedback Peer learning Results generates discussion Quizzes can be contribute towards summative assessment 10. Lessons learned at DITThe Lecturers Perspective Students more engaged and attentive throughout the lecture. Results of clicker questions provide information on student understanding They provide assurance that students know the basics before moving on to advanced material. Using clickers to guide students through longer exam style questions is useful as you can establish if students can cope with the concepts within a long question However, it can be difficult to set a pace that suited a mixed ability environment. Use of clickers does not guarantee exam success. 11. Lessons learned at DIT The Students PerspectiveI really enjoyed using the clickers in class, as I have never doneI also think it gave people accounting before Iwho dont understand a found them very useful chance to have the answer They were very goodfor helping solve explained again, without as it allowed me to problemsGreat way to gethaving to feel singled out by assess my ability inasking a question in class, if you thinking. It relation to the rest ofwould be great ifthey felt shy.the class. the exam could be I feel like I learn I like when we usedone this way. something in the clickersevery class because we put the primarily due to theory into practicethe clickers 12. Other feedback from DIT Means to facilitate feedback to lecturer and student Useful for revision purposes clickers introduce a playful atmosphere Clickers ensured students participation Great for teaching threshold competencies(DIT clickers Blog 13. Lessons Learned elsewhere Encouraged active learning, participation and interaction amongstudents in large group Enabled feedback Faculty need to make pedagogical decisions regarding clickers use(Patterson et al, 2010)Clickers encouraged active learningComparison of student performance over 2 years in MCQs indicated nolearning advantage of is using clickers over traditional lectures.(Duggan et al, 2007)More information: 14. Resources & references Derek Bruff clickers blog Duggan et al (2007) BMC Medical Education, retrieved from Medical Science Educator: NYU School of Medicine: Patterson et al (2010)Nurse Education Today, retrieved from Vanderbilt university: