sarah grison, ph.d. [email protected] tech help: 1-866-229-3239 tell us about you! sarah and...
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Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Tell Us About You!
Sarah and Grace will be with you soon. For now, please:
1.Click on Polling bar at right and select answer about
clickers.
2.Click on Chat bar at right and briefly answer: “What do you
want to learn from the webinar?”
3.Notice number for tech support if needed!
Tech Help: 1-866-229-3239
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Our Common Goals
Teacher StudentUni-Directional
Teaching
Teacher StudentBi-Directional
Teaching
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
How to Work Towards These Goals
Great learning depends on great teaching and both are improved by empirical research
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Educator Opinion
“Like any classroom technology, clickers will not automatically improve teaching or
enhance student learning. Clickers can be detrimental if poorly used, but highly
beneficial if good practices are followed, as documented by a growing body of
educational literature.”
Barber & Njus, 2007, pp. 1(For a review see Caldwell, 2007)
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Using Clickers To Help Students Get More Out of Your Psychology
Course
Sarah GrisonUniversity of Illinois, Urbana-Champaign
[email protected] at Twitter
Twitter Tag: #ClickersForPsych
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Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Thank You To Our Sponsors
http://www.iclicker.com/dnn/
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http://www.psychologicalscience.org/
http://theactiveclass.com/
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Goals of Webinar
Interactive Session on Evidence-Based Use of Clickers
1.How can clickers increase student interest?
2.How can clickers increase active engagement?
3.How can clickers ensure students are learning?
4.How can clickers be implemented successfully?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Virtual Clicker
What percentage attendance do you usually have in your classes?
A. 0-20%B. 21-40%C. 41-60%D. 61-80%E. 81-100%
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
1. How Can Clickers Increase Interest?
Improve attendance when SRS linked to grades (Jackson & Trees, 2003)Increase student enjoyment of class (Stowell & Nelson, 2007; Simpson & Oliver, 2006)Increase student interest in class (Preszler, Dawe, Schuster & Schuster, 2007)Can make instructors seem warm, friendly, caring, and aware of student needs, (Jackson & Trees, 2003; Knight & Wood, 2005)
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
1. How Can Clickers Increase Interest?
Preszler et al., 2007 6 biology classes (101 - 377) Low (0-2), med (3-4), high (5-6) MCQs/lecture/ day Clickers associated with increased interest (81%) Clickers associated with increased likelihood of
attending (71%)
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
1. How Can Clickers Increase Interest?
By Improving Rapport
1. Encourage timely attendance with “forgiving” grading (e.g., 75% response for 10% of grade)
2. Ask questions about them (e.g., major)
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Tell Us About You!
Sarah and Grace will be with you soon. For now, please:
1.Click on Polling bar at right and select answer about
clickers.
2.Click on Chat bar at right and briefly answer: “What do you
learn from the webinar?”
3.Notice number for tech support if needed!
Tech Help: 1-866-229-3239
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
1. How Can Clickers Increase Interest?
By Improving Rapport
1. Encourage timely attendance with “forgiving” grading (e.g., 75% response for 10% of grade)
2. Ask questions about them (e.g., major)3. Ask students to apply concepts to “real life”
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
How Stressed Are You?How much stress have you felt in your life in
the past month?Let’s have men answer first, then women.
A. No stressB. A little stressC. Some stressD. A lot of stressE. A great deal of stress
Was there any difference? If so, how might you explain this difference?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
What are your stressors?A. Catastrophic events: Sudden, unexpected,
life-threatening events
B. Life changes: Events create demands, require a lot of adjustment
C. Chronic stressors: Continue a long time
D. Acute: Highly disruptive, short-lived events
E. Daily hassles: Irritations, not big alone, but effects add up
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
1. How Can Clickers Increase Interest?
By Improving Rapport
1. Encourage timely attendance with “forgiving” grading (e.g., 75% response for 10% of grade)
2. Ask questions about them (e.g., their major)3. Ask students to apply concepts to “real life”4. Ask their opinions (e.g., frontal lobe & law)5. Allow democratic voting (e.g., color of slides)6. Ask for student feedback and use it (micro-
assessment)
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How is the pacing of this webinar?
A. Way too fastB. A bit too fastC. Just rightD. A bit too slowE. Way too slow
Your Feedback Please!
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Student Feedback on Clickers
“The best aspect of the course is how the instructor uses clickers to interact with
students. She actually tries to get to know her students.”
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Goals of Webinar
Interactive Session on Evidence-Based Use of Clickers
1.How can clickers increase student interest?
2.How can clickers increase active engagement?
3.How can clickers ensure students are learning?
4.How can clickers be implemented successfully?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Virtual Clicker
What percentage of students answer questions in your classes?
A. 0-20%B. 21-40%C. 41-60%D. 61-80%E. 81-100%
Is it possible that some of these students don’t feel comfortable talking in class?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
2. How Can Clickers Increase Engagement?
Increase student alertness (Burnstein & Lederman, 2001)Encourage anonymous, honest assessment of attitudes (Stowell & Nelson, 2007)Increase involvement of all students regardless of culture, sex, etc. (Reay, Li, & Bao, 2008)Require students to use and manipulate concepts (Freeman et al., 2007)Provide foot-in-the-door for discussion, one-minute writing, think-pair-share (Lyman, 1981)Help students process information more deeply (i.e., understanding, reasoning) (Beatty, 2004; Beatty et al., 2006)
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2. How Can Clickers Increase Engagement?
Reay, Li, & Bao, 2008
Tested in 3 quarters in large physics classes One section used clickers, one did not Clicker section did better on common exams (22-
26%) and had greater gains on post test Women showed greater gains when using clickers
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2. How Can Clickers Increase Engagement?
Freeman et al., 2007 Two Bio 180 classes: 1 w/
clickers, 1 w/ cards Both got better exam
scores vs prior term (14 points on average)
Across both, fewer students got less than C- (4.7%)
Trend for high risk students using clickers to perform better vs cards
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2. How Can Clickers Increase Engagement?
By “Pulling” Active Engagement
1. “Warm them up” with class starter questions
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Psych 100: Monday, 10/11/2010
Announcements
Exam grades are upFinal NOT cumulative!
Estimated midterm grade coming….
Last day to drop without a W is Friday 10/15
Homework!!Read for Wed: (106) 133-151
What color is this large box?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
2. How Can Clickers Increase Engagement?
By “Pulling” Active Engagement
1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
We just watched a video of Terri Schiavo. Was she conscious or not in the video?
A. YesB. No
Now, turn to your neighbor and explain your answer.
Let’s Think About It!
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
2. How Can Clickers Increase Engagement?
By “Pulling” Active Engagement
1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Play the “devil’s advocate”
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Student Feedback on Clickers
“The instructor does a great job keeping our attention and I love the interactive nature of
the class.”
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
2. How Can Clickers Increase Engagement?
By “Pulling” Active Engagement
1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Play the “devil’s advocate”5. Demonstrate concepts so they experience them
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
A. blue; activation of the s-conesB. yellow; activation of the s-conesC. blue; opponent processes in the ganglion
cellsD. yellow; opponent processes in the ganglion
cells
Did you get it?
If you stare at the color blue long enough, and then look at a white piece of paper, you will
see the color _____ due to _____.
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
2. How Can Clickers Increase Engagement?
By “Pulling” Active Engagement
1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Ask students “what should happen” in a scenario5. Play the “devil’s advocate”6. Demonstrate concepts so they experience them7. Do in class experiments and graphically display
answers for groups
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Mini-Experiment
RIGHT half of the room, please close eyes!
LEFT half of the room, please keep looking.
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Mini-Experiment
Left half of room put pen in mouth with the tip in front of your nose. See me!
Now look at this…
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Mini-Experiment
How funny was the picture?
A. Very unfunny B. Rather unfunny
C. Neither unfunny nor funny D. Rather funny
E. Very funny
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Mini-Experiment
LEFT half of the room, please close eyes!
RIGHT half of the room, please keep looking.
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Mini-Experiment
Please try to be quiet! Right half of room put pen in mouth with the tip by your
cheek. See me! Now look at this…
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Mini-Experiment
How funny was the picture?
A. Very unfunny B. Rather unfunny
C. Neither unfunny nor funny D. Rather funny
E. Very funny
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Mini-Experiment
Any difference in funniness ratings?
If so, how does this demonstrate
the facial feedback Hypothesis?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Mini-Experiment
Explain why we got these results on your activity sheet. Be sure to refer to James’ theory!
Pen with tip in front of your nose.
Pen with tip by cheek.
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Student Feedback on Clickers
“I really enjoyed using the clickers for in-class experiments. I think they are an awesome way for the student to fully understand the
material.”
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Goals of Webinar
Interactive Session on Evidence-Based Use of Clickers
1.How can clickers increase student interest?
2.How can clickers increase active engagement?
3.How can clickers ensure students are learning?
4.How can clickers be implemented successfully?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Virtual Clicker
What percentage of students can you demonstrate showing learning over your
course?
A. 0-20%B. 21-40%C. 41-60%D. 61-80%E. 81-100%
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
3. How Can Clickers Increase Learning?
Provide comprehension checks for self-evaluation (Morling, McAuliffe, Cohen, & DiLorenzo, 2008)
Especially valuable for analysis questions (Slain, Abate, Hodges, Stamatakis, & Wolak, 2004)
Encourage peer interaction and peer instruction (Mazur, 1997; Crouch & Mazur, 2001)
Allow flexible response to confusion with contingent teaching (Draper & Brown, 2004; Beatty, Gerace, Leonard, & Dufresne, 2006)
Augment long-term retention (Crossgrove & Curran, 2008; Grison et al, in preparation)
Improve exam scores (Preszler et al., 2007; Morling et al., 2008; Grison et al, in preparation)
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
3. How Can Clickers Increase Learning?
Grison, Luke, Shigeto & Watson, in prep 30 sections of Intro Psych were in-class experiment f Low/High nums clicker MCQs (4/8) for 2 chapters Either for material presented in class or not (i.e., text) Clickers improved post test performance at 2 weeks
and 3 months
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
3. How Can Clickers Increase Learning?
Preszler, et al., 2007 Recall used 6 bio classes (101-377) Across classes, low (0-2), med (3-4), high (5-6)
questions/lecture/day Better exam grades were associated with having
received more questions on that topic
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
3. How Can Clickers Increase Learning?
By Checking Learning of Content “Push”
1. Check learning of class and text content at different cognitive levels (e.g., Bloom’s taxonomy)
2. Use peer instruction to correct understanding3. Permits flexible, contingent teaching to address
problems
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Did you get it?
After suffering a large bruise during a somewhat wild game of Twister, Rachel feels a throbbing pain in her leg. This dull pain is
carried by
A. A–delta fibers.B. ganglion cells.C. C fibers.D. hair cells.
Why is C correct?
How can you remember this?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Can you apply the concept?
The residents of a burning apartment complex had to decide whether or not to throw their 9-month old infant out the window into the arms of a police officer
waiting 4 floors below. The uncle said “I looked into his eyes and saw that he would catch her.
Then I let her go”. His decision was made based on
A. utility.B. expected value.C. the gambler’s fallacy.D. decision making flaws.
Why is A correct?Example of B?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
3. How Can Clickers Increase Learning?
By Checking Learning of Content “Push”
1. Check learning of class and text content at different cognitive levels (e.g., Bloom’s taxonomy)
2. Use peer instruction to correct understanding3. Permits flexible, contingent teaching to address
problems4. Ask students “what should happen” in a scenario
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
A person volunteered on Saturday to help pick up trash along a highway. The work was
strenuous and the person was sore the next day. What does cognitive dissonance theory
predict will happen?
A) The person will not volunteer again B) The person will volunteer again
What should happen?
Discuss with your neighbor under what conditions A and B could be correct.
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
3. How Can Clickers Increase Learning?
By Checking Learning of Content “Push”
1. Check learning of class and text content at different cognitive levels (e.g., Bloom’s taxonomy)
2. Use peer instruction to correct understanding3. Permits flexible, contingent teaching to address
problems4. Ask students “what should happen” in a scenario5. Use classroom assessment techniques to check
learning (e.g., quick write, muddiest point, etc.)6. Do quick low stakes testing with immediate feedback
(e.g., pre/post term assessment, quiz, practice exam)
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Student Feedback
“The clicker questions are extremely effective and help us to understand the
material better.”
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Goals of Webinar
Interactive Session on Evidence-Based Use of Clickers
1.How can clickers increase student interest?
2.How can clickers increase active engagement?
3.How can clickers ensure students are learning?
4.How can clickers be implemented successfully?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
4. How Can Clickers Be Implemented?
Summary
Clickers are a tool…Neither necessary nor sufficient for improving learning
Research suggests clickers help increase student interest, engagement and learning
But! Only if we use pedagogical techniques that research has shown supports our goals
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Educator Opinion
“Ultimately…the pedagogical practices of the instructor, not the incorporation
of technology, [are] key to student comprehension.”
Judson & Sawada, 2002, pp. 167
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
If clickers were available to you next year, what is the likelihood you would use them?
A. Almost definitely (81-100%)B. Very likely (61-80%)C. Maybe (41-60%)D. Very unlikely (21-40%)E. Almost definitely not (0-20%)
What Do You Think?
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
4. How Can Clickers Be Implemented?
Practices That Tend to Lead to Success
1. Be sure your goals match what pedagogical gain can
be provided by SRS.2. Choose SRS carefully based on needs, constraints.3. Train yourself to use the SRS well before class starts. 4. Make appropriate changes to your course and
lectures to incorporate SRS.5. Explain SRS to students, why you are using them,
how they will be graded, and other expectations.6. Be prepared to troubleshoot a lot at first and
reassure students their data are being collected. 7. Learn about and use best practice in SRS pedagogy.8. And last but not least….Back up data, back up data,
back up data!
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
4. How Can Clickers Be Implemented?
Practices That Tend to Lead to Failure
1. Fail to explain why you are using SRS.2. Fail to discuss what learning means or the depth of participation and learning you expect in your class.3. Only use SRS for attendance.4. Never ask students to talk with each other. 5. Only use factual recall questions.6. Don’t make use of the student response information.7. Think of SRS as only a testing device, rather than a device to inform learning.
Douglas Duncan, 2008http://casa.colorado.edu/~dduncan/clickers/Tips.htm
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
How successful was this webinar in help you learn what you wanted to know?
A. Extremely successfulB. Rather successfulC. Neither successful nor unsuccessfulD. Rather unsuccessfulE. Extremely unsuccessful
Your Feedback Please!
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
A Big “Thank You” To…
Graduate Students and Teaching Faculty for Introductory Psychology at University of Illinois,
Urbana-Champaign
Especially our graduate TA/RA hybrids:Aya ShigetoEva Chen
Steven LukePatrick Watson
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Questions?
Questions about clickers?
Stick around for a bit!You can talk with us via mic or in the
chat.
Or contact me at [email protected]
Or follow DocGrison at Twitter
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Resources
Barber, M., & Njus, D. (2007). Clicker Evolution: Seeking Intelligent Design. CBE-Life Sciences Education, 6(1), 1-8.
Beatty, I. D. (2004). “Transforming Student Learning with Classroom Communication Systems.” Educause Center for Applied Research (ECAR) Research Bulletin ERB0403, Feb 3.
Beatty, I. Gerace, W., Leonard, W., & Dufresne, R. (2006). Designing effective questions for classroom response system teaching. American Journal of Physics, 74, 31-39.
Burnstein, R., & Lederman, L. (2001). Using wireless keypads in lecture classes. The Physics Teacher, 39, 8-11.
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. Life Sciences Education, 6, 9-20.
Crossgrove, K., & Curran, K. L. (2008). Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material. CBE-Life Sciences Education, 7, 146-154.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experiences and results. American Journal of Physics, 69, 970-977.
Duncan, D. (2008). http://casa.colorado.edu/~dduncan/clickers/Tips.htmDraper, S. W., & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system.
Journal of Computer Assisted Learning, 20, 81-94.Freeman, S., O’Conner, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., and
Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci. Educ. 6, 132–139.
Grison, S, Luke, S. G., Shigeto, A., & Watson, P. Benefits of the testing effect extend to the classroom: Answering clicker questions improves students’ long-term retention. Manuscript in preparation
Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239
Resources
Jackson, M. H., and Trees, A. R. (2003). Clicker implementation and assessment. comm.colorado.edu/mjackson/clickerreport.htm (accessed 16 July 2006).
Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21, 167-181.
Knight, J. K., and Wood, W. B. (2005). Teaching more by lecturing less. Cell Biol. Educ. 4, 298–310.Mazur, E. (1997). Peer instruction: A user's manual.Upper Saddle River, NJ: Prentice Hall.Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of personal response systems
(“clickers”) in large, introductory psychology classes. Teaching of Psychology, 35, 45-50. Preszler, R. W., Dawe, A., Shuster, C. B., and Shuster, M. (2007). Assessment of the effects of student
response systems on student learning and attitudes over a broad range of biology courses. CBE Life Sci. Educ. 6, 29–41.
Reay, N., Li, P., & Bao, L. (2008). Testing a new voting machine question methodology. American Journal of Physics, 76, 171-178.
Simpson, V., and Oliver, M. (2006). Using electronic voting systems in lectures. www.ucl.ac.uk/learningtechnology/examples/Electronic VotingSystems.pdf (accessed 12 July 2006).
Slain, D., Abate, M., Hodges, B. M., Stamatakis, M. K., & Wolak, S. (2004). An interactive response system to promote active learning in the doctor of pharmacy curriculum. American Journal of Pharmaceutical Education, 68(5), 1-9.
Stowell, J. R., &Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34, 253-258.