USING INTERACTIVE CLICKERS TO INTRODUCE

INFORMATION

Karen BelciglioCCHS Science

Diocese of Charlotte Technology FairMarch 25, 2011

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Interactive Clickers

However…• Many different clicker types – any are appropriate• This presentation assumes the most basic clicker

technology• PowerPoint file, projector and student response cards

This presentation was created using:

Why should you use an interactive

response system to introduce material?

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/

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

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?

Reinforces all 3 learning styles: kinesthetic, visual, and auditory

Visual

Tactile/Kinesthetic Auditory

•18 different intelligences•3 different learning styles

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

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.

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!

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

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

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

Hard copy of the .PPT file can be used as introductory

notes/handouts

1

2

3

• 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.

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

What are the 3 common states of matter?

Liquid, so

lid, p

lasma

Liquid, so

lid, g

as

Bose-Ei

nstein co

ndensate,...

Bose-Ei

nstein co

ndensate...

25% 25%25%25%1. Liquid, solid, plasma

2. Liquid, solid, gas3. Bose-Einstein

condensate, liquid solid

4. Bose-Einstein condensate, gas, solid

10

If you increase the heat under a pot of boiling water, the

temperature of the water will…

Incre

ase

Stay t

he same

Decrease

33% 33%33%

1. Increase2. Stay the same3. Decrease

10

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

Other than pressure, what are the 3 variables that deal with the gas state?

Moe, L

arry and Curly

Huey, Dewey a

nd Lewey

Moles, V

olume and Tem...

33% 33%33%

1. Moe, Larry and Curly

2. Huey, Dewey and Lewey

3. Moles, Volume and Temperature

10

What is the name of the gas formula below?

Law and Ord

er

Jude La

w

Boyle’s Law

33% 33%33%

1. Law and Order2. Jude Law3. Boyle’s Law

10

P1V1 = P2V2

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

ES - Three factors that affect gas pressure are temperature,

amount and volume. The 4 variables used to describe a

gas are:Pressure (kPa, atm, mm Hg, mm torr)

Volume (mL, cm3, L)

Temperature (K) Moles (mol)

P V

T n

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

inversely with pressure.

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

LR - How long do most students remain focused on a lecturer?

5-10 minutes

10-20 minutes

15-25 minutes

Over 30 m

inutes

25% 25%25%25%1. 5-10 minutes2. 10-20 minutes3. 15-25 minutes4. Over 30 minutes

10

LR – How many universities worldwide used clicker systems in 2005?

200300

6001000

25% 25%25%25%

1. 2002. 3003. 6004. 1000

10

LR – If you increase the temperature of the flame under a

pot of boiling water, the temperature of the water will:

Incre

ase

Stay t

he same

Decrease

33% 33%33%

1. Increase2. Stay the same3. Decrease

10

LR – This presentation concerned itself with which learning styles?

Behavioral, educational,..

.

Graduate

, undergraduat..

Kinesthetic, a

uditory, a

n...

33% 33%33%

10

1. Behavioral, educational, psychological

2. Graduate, undergraduate, and elementary

3. Kinesthetic, auditory, and visual

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References1. http://www.msnbc.msn.com/id/7844477/ns/us_news-education/2. Karpicke JD, Blunt JR. “Retrieval Practice Produces More Learning

than Elaborative Studying with Concept Mapping.” Science. 20 Jan. 2011.

3. http://answers.yahoo.com/question/index?qid=20101002130243AAf8QRF

4. 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.

5. Koikant YB, Drane D, Calkins S. “’Clickers’ as Catalysts for Transformation of Teachers.” College Teaching. 58.4 (2010):127-135.

6. http://net.educause.edu/ir/library/pdf/ERB0710.pdf 7. Jensen E. Enriching the Brain: How to Maximize Every Learners

Potential. San Francisco: Wiley 2006. Print.8. 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