I) Why use clickers II) Examples and best practices Carl Wieman, Univ. of Colorado

Q2. I am familiar with clicker technology a. yes b. no Q3. I have used clickers a. in one course b. in 2-3 terms c. more than 3 terms. Q4. a. I am planning to use clickers in upcoming course. b. I am considering possibly using clickers. c. I doubt I will ever use them, but I am curious about them. Q1. I am a. Univ. faculty member, b. grad student, c. undergrad, d. high school teacher, e. other Q5. What I most want to learn from this workshop is a. if clickers would be useful to me, b. logistics of using in class, c. best practices for use, d. how to create good questions, e. other

“Gee, this is neat technology, I ought to find some way to use it in my class.” Reason to not use clickers--- level 0 or 1 clicker use mentality Instead-- “Here is what I want my students to learn. How can I use clickers to enhance my ability to support that learning?” Just demonstrated one use-- probe back experience and interest to better connect.

Clickers provide: Clickers provide: AnonymityAnonymity AccountabilityAccountability Instant response from all studentsInstant response from all students Clickers-- like any technology, not automatically useful How to use in educationally productive manner?

Why use clickers? What the data says When used reasonably well (level 2 or 3) 1. Instructors love them-- makes teaching much more fun. Actually communicating with students. They are engaged and asking questions. 2. Students like them and find them valuable for learning. (see data)

Why use clickers and how to know if they are doing any good III: Student perceptions of clickers across disciplines, instructors, and courses Andrea Bair Geological Sciences CU Boulder (with others from the Science Education Initiative)

Common student responses to implementation of clickers across courses and instructors observed. Introductory non-major to upper level major courses; large to small (25 to 450 students) Variety of instructor experience and implementation 5 disciplines with ongoing research and evaluation –CHEM: Laurie Langdon, Tom Pentacost –GEOL: Leilani Arthurs, Andrea Bair, Jennifer Stempien –IPHY: Franny Benay, Kate Semsar –MCDB: Jenny Knight, Jia Shi, Michelle Smith –Physics: Stephanie Chasteen, Steve Goldhaber –“SEI central”: Wendy Adams, Kathy Perkins, Carl Wieman

Students overwhelmingly recommend clickers GEOL 1010 IPHY 1IPHY 2 “Would you recommend clickers be used in this course in the future?” N=573; 5 sectionsN=155N=178 Yes 91% Yes 80% Yes 88%

line (fall ‘01): lots of demos, colored cards feedback, no groups (text a bit lower than lect.) column (spr ’03): used clickers, assigned seats and groups great dealfair amountsomea littlenone Usefulness of lecture to your learning? colored cards clickers with discussion groups cw data-- physics for nonscientists ~ 200

Focus on attendance and participation Focus on correct answers and grade Insufficient follow-up on correct reasoning and answers Questions mostly too easy or too hard Questions/problems not clearly related to other assessments Factors promoting NEGATIVE student responses

Focus on student learning and understanding Focus on “good” reasoning Sufficient follow-up Good balance and variety of question difficulty Question concepts clearly linked to other course assessments Factors promoting a POSITIVE students response

Why use clickers? What the data says When used reasonably well (level 2 or 3) 1. Instructors love them-- makes teaching much more fun. Actually communicating with students. They are engaged and asking questions. 2. Students like them. (see data) 3. Students find them useful for their learning even when they don’t like them) (“Clickers are like broccoli, I don't like it but I know it is good for me.”) Rate learning from lecture much higher. 4. Students learn ~twice as much of what counts (conceptual learning)

Important elements of effective clicker use are: challenging questions minimal but nonzero grade impact student-student discussion (“peer instruction”) & responses follow up instructor discussion- timely specific feedback

Students learn purely from discussing, Genetics course (Michelle Smith et al, submitted) answer Q1, discuss, answer Q1 again, answer Q2 (isomorphic). Then instructor shows responses & answer. (16 questions, N =2-300)

Q6. The most important factor in impact on classroom environment of use of clickers is a. feedback to instructor b. feedback to students on how they are doing relative to rest of class, c. keeps students paying attention, d. frequent testing motivates students e. checks attendance and thereby improves. Consult with group members, give consensus answer, be ready to give reasons. questions do not have to be simple or have an answer that is clearly correct- often best learning comes from questions that are neither

example of use mpeg file-- discussion what generally applicable features did you see?

Stage 1) Simple, primarily factual, questions. Little discussion amongst students encouraged or needed, Most (>80%) correct. Little follow up, Stage 2) More challenging conceptual questions, and/or critical points could be argued. Substantial spread in student responses Student-student discussion of the question is encouraged. Significant follow up discussion by the instructor. Occasional changes in the planned lecture to address issues or questions revealed by the clicker question or follow up discussion. Stage 3) Lecture based on set of hard clicker questions -- embody the material to be learned. Advance reading or other preparation before class- covers the basic transfer of information. 3-4 person discussion groups include all students. Student reasoning for answers elicited, guides subsequent discussion.

Q6. The most important factor in impact on classroom environment of use of clickers is a. feedback to instructor b. feedback to students on how they are doing relative to rest of class, c. keeps students paying attention, d. frequent testing motivates students e. checks attendance and thereby improves. Consult with group members, give consensus answer, be ready to give reasons.

Critical elements of learning that clicker enhanced communication can support Connect with prior thinking Engagement (thinking with concentration) challenging but attainable mental tasks Feedback on thinking (timely & specific) “formative assessment” Reflection on thinking and learning explaining and critically evaluating explanation

Clicker use-- details that make a difference. 1. Most non quiz problems graded only on attendance. (couple of points/class) give a few free days of clicker credit 2. Gong really helps cutting off conversation in 200+ person class. 3. Have clicker questions aligned with homework and exams. 4. Have organized 3 or 4 person groups, usually have group discussion. Ensures greater participation. Requiring consensus answer generates twice as loud discussion! 6. Follow-up to make sure reasons for answer is understood, even if very large fraction get correct.

types of questions: 1. Start of chapter-- 3 question quizzes on reading. 2. Quick surveys on backgrounds, course issues, … 3. Students predict results for all demonstrations. 4. Engage in key concepts and problem solving ideas 5. Check understanding of material covered. 6. Reveal prevailing misconception to confront/get attention leading into coverage of material. level III class largely built around clicker questions. 5-7 major questions in 1 hour class. Questions with major substance, typically 2 minutes of discussion in groups before answer. Several minutes of discussion afterwards.

EXECUTIVE SUMMARY (abbreviated) Clickers become useful when you have a clear idea as to what you want to achieve with them, and the questions are designed to improve student engagement and instructor-student interaction. Used properly, clickers can tell you when students are disengaged and/or confused, why this has happened, and can help you to fix the situation. The best questions focus on concepts you feel are particularly important and involve challenging ideas with multiple plausible answers that reveal student confusion and generate spirited student discussion. A common mistake is to use clicker questions that are too easy. For challenging questions, students should be given some time to think about the clicker question on their own, and then discuss with their peers. Good clicker questions and discussion result in deeper, more numerous questions from a much wider range of students than in traditional lecture. Listening to the student discussions will allow you to much better understand and address student thinking.

end Clicker use guide available under instructor guidance section of CWSEI website