1. Grad V.S. Undergrad Clickers V.S. Non-clickers
Ting Yan
Project for the Teaching Seminar
2008, Spring

2. Motivation
At first, I taught a 1010 lab using the same way as I give a presentation in a seminar. Sometimes things messed up.  Grad. V.S. undergrad
I am surprised by the new techniques used in into-level classes, especially clickers.  Clickers V.S. Non-clickers

3. Observation and Interview
Observed one intro-level, non-clicker class, taught by an instructor whose grad level class I took before. Interviewed the instructor.
Observed one grad-level class, taught by an instructor whose intro-level, clicker class I was TAing for. Interviewed the instructor.

4. Observation Interview
Science Education Initiative Classroom Observation Protocol
Interview
What’s the course goal? Did you apply the course goal during your class?
What’s the biggest problem you found and solved during teaching for both classes?
What would you do if you couldn’t/could use clickers in your intro-level class? …

5. Grad
Undergrad
Course goals
Emphasized more on knowledge
Emphasized more on scientific thinking
Challenge
Pre-class preparation
In-class organization
Questions
Mostly open questions
Lots of derivation-related questions

6. Grad V.S. Undergrad: Similarities
Course goals have to be emphasized on homework assignments and exams.
Feedbacks are important. Both in-class feedback and overall feedback (e.g. giving a poll)
How to accommodate a large range of students with different backgrounds and abilities.

7. Clickers Non-clickers Attendance 70-90% 50-70% Participation
Students from rear rows get involved. Clicker questions usually draw students’ attention back to class. Students have more questions after clicker questions.
Almost only a couple of students from front rows answer and ask questions. When there is a long time discussion between the instructor and some students, ~1/3 other students listen, ~1/3 discuss with their neighbors or chat, ~1/3 don’t pay attention and start doing something else.

8. How to effectively use clickers:
Consensus: Clickers are good for large lecture class. Instructors would choose to use clickers if available.
How to effectively use clickers:
Ask more upper-level questions which can lead to a discuss.
Ask questions to help switch the topic.