KOLT Lunch Workshop:

CLICKERS (with hands-on demo)

Murat Sözer Koç Office of Learning and Teaching (KOLT)

Option 1: November 8 (Thursday), 2012, 12:30-13:30; Founders Hall

Option 2: November 9 (Friday), 2012, 16:30-17:30; CAS B39

Outline 1. What is a clicker?

2. How to effectively integrate clickers into

your lectures,

3. How to construct questions,

4. Analyze the clickers data,

5. Different forms of use with hands-on demo.

Have you ever used clickers in a class?

(a) Yes, lots

(b) Yes, occasionally

(c) Iʼm familiar with them, but havenʼt used them

(d) No, and Iʼm not really familiar with them

(e) Other

COLTT CU 2009, Clicker Use in Upper-Level Courses, Univ. of Colorado

UNDO

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E-instruction clicker

Have you ever used clickers in a class?

(a) Yes, lots

(b) Yes, occasionally

(c) Iʼm familiar with them, but havenʼt used them

(d) No, and Iʼm not really familiar with them

(e) Other

COLTT CU 2009, Clicker Use in Upper-Level Courses, Univ. of Colorado

UNDO

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(a) College of Administrative Sciences and Economics (CASE)

(b) College of Sciences (CS)

(c) College of Social Sciences and Humanities (CSSH)

(d) College of Engineering (CE)

(e) Law School

(f) School of Medicine (SOM)

(g) School of Nursing (SON)

(h) None of the above

Which college are you affiliated with?

(a) Take attendance

(b) Increases the students’ attention

(c) Active Learning and Peer Discussion

(d) Quizzes

(e) Feedback to the student (the level of the students’ knowledge)

(f) Feedback to the teacher (what topics are not uderstood by the students)

(g) All of the above

What can you do with clickers ?

Clickers are also known as student response systems.

They are handheld radio-frequency transmitters.

KOLT has 160 clickers; if you would like to use them in your

classes, please contact KOLT at kolt@ku.edu.tr

Students use them to answer questions (multiple choice,

true/false, …).

What is a Clicker ?

They capture real-time assessment data to

gauge student comprehension.

They promote student engagement in class.

Correct/incorrect answers and their distributions can be seen

immediately after each question; or at the end of all questions.

Quizzes can be either anonymous or graded.

Anonymous voting allow immediate identification of the level of

comprehension; and also determine the parts that have not been

understood well by the students.

It may give you a chance to go over

those material and emphasize it one

more time.

“Clicker questions encourage me to pay attention in class as well as help me

to come to firm understanding of material through argument.”

“It helps a lot to be able to check your understanding of the concepts before

moving on to the next, especially when we're going over complex topics that we

may not have seen before.”

COLTT CU 2009, Clicker Use in Upper-Level Courses, Univ. of Colorado

What do Students Think about Clickers?

With clickers, a student can

give an answer in complete anonymity,

see the cumulative answers of the class on screen.

Anonymity

CLASS DISCUSSIONS:

Typically, only a few students have the opportunity to answer a question.

Even if the answer is correct, the instructor has no way to gauge if the other

students knew the correct answer.

A student who is unsure of the correct answer may be unwilling to take the public

risk of being incorrect.

With CLICKERS:

A clicker allows students to provide input without fear of public humiliation.

Anonymity allows students to respond in a safe manner, which encourages them to

take risks with their responses.

Can clickers provide added value compared class discussion?

Tell students why you are using clickers

Tie the questions to the lecture

Ask challenging questions

COLTT CU 2009, Clicker Use in Upper-Level Courses, Univ. of Colorado

Tips for Success

Keep slides short to optimize legibility.

Keep the number of answer options to five.

Do not make the questions overly complex.

Allow sufficient time for students to answer questions.

Allow time for discussion between questions.

Do not ask too many questions; use them for the key points.

Position the questions at periodic intervals throughout the presentation.

Clickers in the Classroom: An Active Learning Approach, Margaret Martyn, 2007

Tips for Success

Include an "answer now" prompt to differentiate between lecture slides and

interactive polling slides.

Use a "correct answer" indicator to visually identify the appropriate answer.

Test the system in the proposed location to identify technical issues (signal

interference, etc.)

Rehearse actual presentation to make sure it will run smoothly.

Provide clear instructions on how to use the clickers to the audience.

Tips for Success (continued)

Clickers in the Classroom: An Active Learning Approach, Margaret Martyn, 2007

The best way to help instructors is to provide support from other instructors

[or KOLT @ KU] using clicker systems.

Sharing questions between instructors can make a big difference to a new

instructor trying to climb a steep learning curve.

Supporting Faculty

Clickers in the Classroom: An Active Learning Approach, Margaret Martyn, 2007

How to effectively integrate clickers into your lectures?

2. Before starting Power Point (only once for the 1st time);

Start / All Programs / eInstruction / Response / Register Power Point Addin

1. Install:

Sample Questions

UNDO

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Decimal Point

On / Off

Question 1 (Multiple Choice) What is the speed of sound in air at 20 °C at sea level?

(A) 343 m/s

(B) 343 km/s

(C) 343 m/hr

(D) 343 km/hr

Question 2 (Multiple Choice) What is the name of that bone?

(a) Fibula

(b) Tibia

(c) Patella

(d) Femur

(e) Tarsus

= ?

Question 3 (Multiple Choice) If 7 workers can build 7 cars in 7 days,

then how many days would it take for 5 workers to build 5 cars?

(A) 1

(B) 5

(C) 7

(D) 25

(E) 35

http://readyforgre.com/documents/Advanced%20GRE%20Math%20Questions%20-%20Version%203.pdf

Question 4 (Multiple Choice) What percent of 15 is 15 percent of 1?

(A) 0.001

(B) 0.01

(C) 0.1

(D) 1

(E) 10

http://readyforgre.com/documents/Advanced%20GRE%20Math%20Questions%20-%20Version%203.pdf

Question 5 (Multiple Choice) Which city is this? ?

(a) Bartın (b) Kastamonu (c) Sinop (d) Samsun (e) Ordu

Question 6 (Word; i.e., Fill in the blank) This city is _______________.

?

There are ________ states in USA.

Question 7 (Number; i.e., Fill in the blank)

The density of solid pure iron is ________ gram/cm3 at room

temperature.

(Give your answer within and accuracy of +/- 10 %.)

Question 8 (Number with a tolerance; i.e., N +/- error)

Question 9 (True/False)

RPM means radian per minute.

A: True

B: False

How to analyze data?

This allows you to use clikers for graded quizzes if you want.

How to analyze data?

This allows you to use clikers for graded quizzes if you want.

How to analyze data?

This allows you to use clikers for graded quizzes if you want.

Clickers in the Classroom: An Active Learning Approach, Margaret Martyn, 2007

Clickers in the Classroom: An Active Learning Approach, Margaret Martyn, 2007

Clickers in the Classroom: An Active Learning Approach, Margaret Martyn, 2007

ANY QUESTIONS?