Clickers masterclass ucs_dec_2010

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Enhancing classroom assessment and feedback using clickers Master class Session: 15 th December, 2010 Andy Ramsden E-Learning Development Manager University Campus Suffolk http:// andyramsden.wordpress.com [email protected] elltucs andyramsde n URL

description

Workshop (masterclass) around classroom technologies and the use of clickers. 45 minute session.

Transcript of Clickers masterclass ucs_dec_2010

Page 1: Clickers masterclass ucs_dec_2010

Enhancing classroom assessment and feedback using clickers

Master class Session: 15th December, 2010

Andy RamsdenE-Learning Development Manager

University Campus Suffolk

http://andyramsden.wordpress.com

[email protected]

elltucs

andyramsden

URL

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the aims

• be more aware of how audience response systems (clickers) have been used to enhance the student learning experience (LO1) • be able to design, develop and deploy a turning point question in your PowerPoint presentation (LO2)

• be aware of how to book the clickers at UCS and where to find more help (LO3)

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what do we know and think?

• Who has used an audience response system?• What is an audience response system? What will it allow you to do?• What sort of tasks or activities do you want to be able to do in your

classroom teaching?

http://www.flickr.com/photos/junnibug/5156585155

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How would you classify darts?

a) b)

0%0%

a) A sport

b) A game

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To what extent do you agree with the following statement “I’d argue clickers are only useful for testing the lower order skills around knowledge and recall compared to the higher order skills of

analysis and evaluation”

1 2 3 4 5

0% 0% 0%0%0%

1. Strongly Agree

2. Agree

3. Neutral

4. Disagree

5. Strongly Disagree

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Why use audience response systems?

• Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice.

(http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)

• National Student Survey – Feedback and Assessment• Part of face to face teaching strategy for more effective learning in

classroom teaching

time

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key message

Design questions to [promote class] discussion not to resolve

http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

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Computer Science: University of Bath

Peer Instruction Approach (Mazur Sequence)

1. Concept question posed. 2. Individual Thinking: students given time to think individually (1-2

minutes). 3. [voting] Students provide individual responses. 4. Students receive feedback -- poll of responses presented as histogram

display. 5. Small group Discussion: students instructed to convince their

neighbours that they have the right answer. 6. Retesting of same concept.

[voting] Students provide individual responses (revised answer). 7. Students receive feedback -- poll of responses presented as histogram

display. 8. Lecturer summarises and explains "correct" response.

http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

Cliffe et al., (2010): Using EVS and ResponseWare to Enhance Student Learning and Learning Experience - http://opus.bath.ac.uk/18958/

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Sorting out who is what

a. b. c. d.

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GNP per capita 1991 ($ USA)

Growth rate of GNP per capita p.a. 1980-91

Population growth rate 1980-91

Structures of total employment 1980-85 (percentages)

Agriculture Industry Services

A 500 2,5% 1,5% 51 20 29

B 1570 5,8% 1,6% 74 8 8

S.Africa. 2560 0,7% 2,5% 17 36 36

C 25110 1,7% 0,3% 6 32 32a. A is South Korea; B is Kenya; C is Canada

b. A is Sri Lanka; B is Germany; C is Thailand

c. A is Sri Lanka; B is Thailand; C is Sweden

d. A is Nanibia; B is Portugal; C is Botswana

Look at the following table and indicate which countries' statistics are being reported in rows A, B and C.

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Designing in higher order skills

In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question.

The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden)

Class-wide Discussion Approach (Dufresne Sequence)

1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains "correct" response.

http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

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Developing your question

In pairs create a number of interactive questions using the turning point software. Use the simulate data setting to test the functionality. We’ll feedback at the end in terms of any questions.

Support Material: How to guide

How could I set up a clicker question in my powerpoint? (http://wolseyweb.ucs.ac.uk/blogs/eltt/?p=164)

http://www.flickr.com/photos/seandreilinger/778218478

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Thanks, where next …

elltucs

andyramsden

Booking Form: http://tinyurl.com/ucsclickers

URL

Flickr Photos … with thanks

Hands in the air – Junnibug – http://www.flickr.com/photos/junnibug/5156585155

Blooming Gardenia Flower – Sean Dreiing – http://www.flickr.com/photos/seandreilinger/778218478