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

2. 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

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

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

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

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

9. 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

10. 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…

11. Passive Learning
Occurs when teaching emphasizes knowledge transfer

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

13. 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

14. 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

15. 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

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

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

18. 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 

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

20. Please select a Team (table number)

21. 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

22. 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

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

24. 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

25. 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

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

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

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

29. Best Practices
Refer to Handout

30. Do-it-yourself!

31. Quick Evaluation of this Workshop

32. “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!!!”

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

34. 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

35. 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

36. The Center for Learning and Teaching
Contact Us
The Center for Learning and Teaching
Tel: (202) /9
Website:
Thank You!