ENGAGING STUDENTS IN LARGE CLASSES EFFECTIVE STRATEGIES FOR USING I-CLICKERS AND WHY THEY’D WORK ACROSS THE CURRICULUM Marietta Schwartz, Brian White, and Ninian Stein 2009 Educational Technology Conference, UMass Boston

THE ICLICKER Available in the bookstore – costs about $35

Why use clickers?  Benefits…  Input from all students  Improve student engagement  Quickly assess where students “are”  Immediate feedback on student misperceptions  Open up discussion  Drawbacks…  Has to be well integrated into the lesson Otherwise it’s just a distraction

Benefits of clicker use  “I am” category  I am here  I am prepared  I am interested  “I do” category  I learn  I understand  I apply K. Woelk, J. Chem. Educ. 2008, 85,

How Clickers Engage Students 1. Student Activity Active information processing promotes learning. 2. Communication Create an environment in the classroom where differences in answers and opinions as a group can be observed and discussed immediately upon tabulation while keeping each student’s specific response anonymous. 3. Learning Desire and Commitment Provide students with frequent indicators of both individual and class learning progress. 4. Customized Instruction Provide the means for both pre-planned questioning and “on the fly” questioning. 5. Data Collection Capture data on student responses divided into demographic categories to facilitate course revisions, to provide input to students on demographic positions, and to provide information for research into critical topic areas.

Tips on Using Clickers  Use questions sparingly.  Keep the wording of questions simple.  Leave enough time for responses.  Consider ways to integrate questions with classroom discussion.  Use your answer options to increase understanding.  Test higher-level understanding rather than mere factual recall.  Additional suggestions for clicker questions include:  Ask a question at the beginning of class about an important topic presented in the previous class.  Assess background knowledge before beginning a topic.  Ask students how well they feel they understand a topic you just presented.  Consider using questions at the beginning of the course to build a sense of community.

Sample Clicker Question 1 (to start a discussion) Which statement best describes you? A. I have never heard of “clickers” until now. B. I know that clickers exist but no more than that. C. I know how clickers can be used but I have not used them. D. I have used them in my classes. E. None of the above.

Sample Clicker Question 2 (before class) Which statement(s) is/are true? A. All plants have seeds. B. Only animals have eggs and sperm. C. Only fungi have spores. D. All of the above. E. None of the above.

Sample Clicker Question 3 (end of class) What is 1/3 + 1/2 ? A. 5/6 B. 2/3 C. 2/5 D. 1/6 E. I don’t know.

Types of questions  “I am here…” – demographic type questions  “I am prepared…” – question about the material from an assignment  “I am interested…” – questions on common misconceptions or controversial issues  “I learn…” – on-the-spot assessment of material just discussed  “I understand…” – ask a question, have students discuss among themselves, re-poll  “I apply…” – questions relying on conceptual understanding  “I will…” – engaging students outside of class in activities that will prepare them for the next class

Useful References  owAboutClick/ owAboutClick/  /Oct/jceSubscriber/JCE2008p1400.pdf /Oct/jceSubscriber/JCE2008p1400.pdf  oomResponseSystems/ oomResponseSystems/28524  Science 323: (2009)