Using Clickers in the Classroom
Wednesdays,January 12, 19, 26 2011
2:00 - 3:00 pm Eastern
Derek Bruff, Vanderbilt University
** Complimentary Registration is now closed [Mon 12pm ET] **
Classroom response systems can be used in a variety of ways to motivate students to engage meaningfully with course material during class. The choices instructors make when using classroom responses systems, along with the nature of the questions asked using the systems, largely determine these motivational effects.
Classroom response systems can also provide useful information on student learning, perspectives and experiences that instructors can use to make more informed teaching decisions during class. By basing in-class teaching choices on the formative assessment provided by classroom response systems, instructors can make more efficient use of class time and be more responsive to student learning needs.
Join us for a three week workshop in which we’ll explore common and uncommon (but effective) question types and pedagogies, alternate technologies, faculty learning trajectories, faculty development, and current research on clickers. This workshop will benefit teaching faculty as well as those with responsibility for faculty development.
The first session will include discussion of the basics of the use of clickers, with examples of conceptual understanding, application, critical thinking, and student perspective clicker questions which will dispel the myth that multiple choice questions are limited to factual recall; core pedagogies such as peer instruction, class-wide discussion, agile teaching, reading and homework quizzes; and FAQs regarding such topics as coverage, writing questions, student response, logistics, start-up costs and technical problems.
The second session content will include examples of less common clicker questions, including confidence-level, monitoring and free-response questions; discussion of more advanced pedagogies that can be enhanced with clickers, including team-based learning, creating times for telling, interrupted case studies, technology-enhanced formative learning, and backchannel; and discussion of alternate technologies such as text-messaging, Web applications and third-party applications for smart phones.
The third session will focus on research and development, with discussion of a variety of questions concerning faculty learning trajectories and faculty development as well as a variety of ideas for conducting educational research on clickers.
All of the TLT Group’s online offerings include use of “low threshold” tools, examination of controversial issues, options for participants with a range of experience, and suggestions for assessment as you integrate what you’ve learned into your repertoire.
Participants for this workshop should sign-in 15 minutes early for tech instructions and to meet others in the group; they also have the option of remaining online for a half-hour follow-up discussion immediately after the workshop.