Engaging Students: Piloting “Clickers” in AUC Classrooms Azza Awwad, Maha Bali, Riham Moawad Center for Learning and Teaching

Objectives To discuss the advantages of the technology A door opening To discuss the advantages of the technology To explore the potential of “clickers” in the context of active learning in the classroom To explore various pedagogical applications of “clickers” at AUC

ACTIVITY #1 You will need to use your “clickers” Tell us more about yourself… You will need to use your “clickers”

My School is… BEC (Business, Economics and Communication) HUSS (Humanities and Social Sciences) SSE (Sciences and Engineering)

How often do you do debates/competitions in class? Sometimes Rarely Never

How often do you do peer review/evaluation in class? Sometimes Rarely Never

Agenda Activity 1: Demographic Polling Active vs. Passive Learning Why Use “Clickers”? Pedagogical Applications Activity 2: Think-Pair-Share Best Practices Activity 3: Do-it-yourself! Activity 4: Workshop Evaluation

The Case for Active Learning Limitations of the traditional lecture: most students cannot listen for a sustained period of time reinforces passive learning Examples of active learning strategies include: in-class case studies, peer review, debates, competitions, etc…

Passive Learning Occurs when teaching emphasizes knowledge transfer

Active Learning Active Learning occurs when teaching provides students with opportunities to learn independently and from one another

Active Learning General Characteristics* Less emphasis is placed on transmitting information and more on developing students' higher order thinking skills Greater emphasis is placed on students' exploration of attitudes and values *E.C. Bonwell and J. A. Eison Students are involved in more than just listening and taking notes Students are engaged in activities -often with one another. *E.C. Bonwell and J. A. Eison

Why Use “Clickers”? e.g. Looking at a particular student’s responses over time; e.g. Comparing responses by student background Analysis of Responses Using a Variety of Reporting Options Increasing Student Engagement, Motivation and Participation Immediate Feedback

Through the use of the clickers you interact more Students’ Quotes University of Missouri – Rolla You can see the areas you need to go back and look at when you get questions wrong They helped you pay attention in class because you knew you had a question coming. Our row found the clickers helpful to learn what the professor wanted us to get out of the reading. Through the use of the clickers you interact more

Formative Assessment of Teaching and Learning Different Applications for Clickers Formative Assessment of Teaching and Learning Stimulating Group Discussions/Peer Instruction Competitions and Debates

Example at AUC: Formative Assessment of Teaching Approach Instructor tried a “simulation game” and wanted to assess its impact on student learning

Pre-test/Activity/Post-test Introductory course – different background knowledge Introducing a new activity Judge value of activity in improving student understanding Pre Post  Pre Post 

Two instructors in History Activity 2: think-pair-share Formative Assessment of Student Understanding Competition Two instructors in History

Please select a Team (table number)

TIME NONA DOOD MITA WEEM Which of the following acronyms, if painted vertically from top to bottom on a glass door, would read the same from either side of the door TIME NONA DOOD MITA WEEM 15

TIME NONA DOOD MITA WEEM Which of the following acronyms, if painted vertically from top to bottom on a glass door, would read the same from either side of the door TIME NONA DOOD MITA WEEM

Team Scores 166.67 Team 1 100 Team 2 Team 4 Team 5 50 Team 3

In which subject is the balance of male/female students closest to that for music? 26 32 3 12 24 41 104 61 16 67 Music 6 10 Biology Geography German Math Sociology

In which subject is the balance of male/female students closest to that for music? 26 32 3 12 24 41 104 61 16 67 Music 6 10 Biology Geography German Math Sociology

Team Scores 450 Team 1 400 Team 2 300 Team 5 266.67 Team 4 100 Team 3

Examples at AUC: Formative Assessment Of Student Understanding And Stimulating Discussions ConcepTests – Construction Engineering, Mechanical Engineering; Review – Economics, Scientific Thinking

Peer Instruction/Think-Pair-Share Key is in designing good questions

Best Practices Refer to Handout

Do-it-yourself!

Quick Evaluation of this Workshop

“It feels like you’re in an American University!!!” AUC Student Quote A student for the Dept. of Construction Engineering “It feels like you’re in an American University!!!”

I can see how clickers could make my students more engaged Strongly Agree Agree Disagree Strongly Disagree

I am most interested in using clickers in my classes for… Assessment of student understanding Assessment of my teaching approach In-class games Stimulating discussion None of the above

I would not use clickers mainly because… I fear the technology might be complex I don’t know how this could work in my classes I need to think more about it Actually, I would like to use clickers right away

The Center for Learning and Teaching Contact Us The Center for Learning and Teaching Tel: (202) 797-6658/9 Email: clt@aucgypt.edu Website: www.aucegypt.edu/academic/clt Thank You!