1. The document discusses classroom response systems, also known as clickers, which allow teachers to gauge student understanding and collect data in real time through wireless devices.
2. While studies show clickers can improve student engagement and performance, the literature provides mixed results on their effectiveness in enhancing learning.
3. Clickers are used most in middle and high school science and math classes, and least in social studies.
1. Marc Gilbertson
Lamoille Union Middle School
mgilbertson@luhs18.org
http://lumsextreme.pbworks.com/w/page
/32270181/Clickers#
2. I. Marriage proposal?
II. Grades on a test?
III. Rock, Paper, Scissors?
IV. Pregnancy test?
V. Making Laws?
VI. Intimate Moments?
3. Essential Questions- What should teachers know
about clickers? Are they worth it?
I. Basics
II. Trying Clickers
III. Goals- Why Use a Classroom Response System
IV. Advantages and Disadvantages
V. Implementation- 3 levels-
VI. Review of Literature
VII. Successful Implementation of Technology
VIII. Conclusion and Further Questions
4. What are Clickers and why should you
care?
Clicker
30%
Non-Clicker
70%
Clicker Usage according to eInstruction
5.
6.
7. Developed for large lecture halls to
engage students and offer instant
assessment.
Now used in classrooms from
elementary through graduate school
8. Demands for Assessment-
Accountability Movement and N.C.L.B.
Formative Assessment
Data Collection
NECAP
AIMSWEB
9. Popular Media
N.P.R. – “All Tech Considered” In Search of
Answers, Teachers Turn to Clickers
The New York Times- Students Click, and a Quiz
Becomes a Game- 1/28/08
New York 1 News-Teachers, Students Just a Click
Away From Monitoring Progress-2/10/10
10. 1. Assessment and Data Collection
2. Technology
3. Price
4. Seen in Use
11. 1. Turn On
2. Log On—Anonymously
3. PIN? Hit “Send”
4. “Login Accepted”
5. On, Your Marks, Get Set……
12. 1. Classroom Response Systems ......
A.) can include clickers or other ways to gauge
student understanding.
B.) were first developed in the 1960's.
C.) were first used in large lecture halls
especially in advanced math and science.
D.) All of these
13. 2. Which of the following is the
correct technical terms for "Clickers"?
A.) Classroom Response Systems
B.) Student Response Systems
C.) Audience Response Systems
D.) Personal Response Systems
14. 3. How often do you use "Clickers"?
A.) Daily
B.) Once a week
C.) Once a month
D.) A few times ever
E.) Never
15. 4. Clickers should be used in any
good 21st century classroom?
A.) Yes
B.) No
C.) Don't know or No opinion
21. 5. Can Clickers accomplish all they
claim to?
A.) Sure- they sound great
B.) Probably
C.) Not sure, maybe
D.) Doubt It
E.) No way--raising hands is better
22. A. Advantages
1. Anonymity of response
2. Display results
graphically
23. A. Advantages Continued…
3. Students are more engaged-
they are “cool”
4. Allows students to evaluate
their responses with other
members of the class-
Metacognition
24. B. Disadvantages
1. Technological Glitches and other
teacher issues
2. Distracting to some
students
3. Cost-
25. 6. If you were in charge of your
school's technology budget--would
you invest in clickers?
A.) Yes
B.) No
C.) I would consider it.
26. 7. What if grant money covered 50%
of the cost?
A.) Yes, sign me up
B.) No, thanks
C.) I'll think about it
D.) Could I spend the money on a new iPad
instead?
27. 8. Is the finger grooming thing
A.) Very Cool
B.) Very Creepy
C.) I actully have one and use it regularly
D.) I hope Whitney gets me one for my
birthday
28.
29. A. Level 1/Shuffle-
Instructor/Student Paced
Instruction- Quizzes, class work,
instant response and data
collection.
B. Level 2/iPhone- Audience
Paced Instruction- Used to
assess comprehension and
adjust lesson- Pretest, Flexible
30. C. Level 3/iPad- Peer Instruction-
1. Short Presentations
(Video Clip)
2. Conceptual or Opinion
Question
3. Students Formulate
Answers and
Report
4. Discussion with Peers
5. Re submit Responses with
Possible Changes
6. Discussion of Results.
31. A. Two kinds of studies-
1. quantitative- improved test
results or scores
2. qualitative- student surveys
on effectiveness
32. The big question---
Do clickers really work?
33. 5. Does the literature show that
clickers are effective teaching
tools?
A.) Almost all the studies show clickers are
effective
B.) Most studies show clickers are effective
C.) It's about 50/50
D.) Most of the studies show clickers are not
effective
E.) Almost all the studies show clickers are not
effective
35. 6. Does the literature show that
clickers are effective teaching
tools?
A.) Almost all the studies show clickers are
effective
B.) Most studies show clickers are effective
C.) It's about 50/50
D.) Most of the studies show clickers are not
effective
E.) Almost all the studies show clickers are not
effective
36. Review of Literature (Rochelle, 2004)
A. 26 Studies-none truly scientific
1. 16 Greater Student Achievement
2. 11 Increased Understanding of
Subject
3. 6 Better Group Interaction
B. CRS improves performance when
compared to straight lecture
Results are the same when compared with
other active learning techniques. (Martyn,
2010)
37. C. One Four-Year Analysis at Georgia Southern
showed;
“test scores to increase by over ½ letter
grade over a four year period.” (Anderson
and Noland, August 2010)
D. Patry (2008) found, “mixed results as to whether
effective use of clickers can improve student
learning”
38. 7. Which of the following subjects
uses clickers the least according
Penuel et al.?
A.) English
B.) Mathematics
C.) Social Studies
D.) Science
45. 3. Online Text books and other resources
A. Document Camera
B. Digital Textbook
Digital History
46. A. Develop teacher technologists or
collaborative apprenticeships
B. Give time and freedom to restructure
lessons and support others
C. Plan for future costs of repair and
maintenance.
D. Provide models for teachers through
professional development and conferences
E. Clickers as the gateway to other reforms
47. Classroom Response Systems are not going to
solve the problems facing schools today. Still,
they may help teachers more effectively engage
students and assess their comprehension. We
will see more of this technology in the future
and as with all technology, it is essential that
schools use their resources to implement these
tools in the most effective way.
Ted Talk—Johnny Lee
48. There are still many questions which remain to be
answered----
1. Is this technology evolving so that soon
students will do much more on hand held devices
including using them as a classroom response
system?
2. Is metacognition increased when students can
immediately and anonymously compare their
responses to those of their peers?
49. 3. Why have many colleges and universities
moved to use CRS’s to engage students in
discussion and peer instruction while much of the
K-12 literature refers to using CRS as a way to
assess student performance?
4. How does the use of CRS change when used in
small classes as opposed to large lecture halls?
5. Are CRS worth the cost?
50. 1. Comments/Discussion-----
2. Anything you are curious about?
3. Would you like to see….
How data is displayed and kinds of data?
Making a question/test how easy is it?
Other features?
Lamoille Union in the news…
Editor's Notes
Marc Gilbertson
Lamoille Union Middle School
Hyde Park, Vermont
mgilbertson@luhs18.org
802-851-1264
Show of hands
What are Clickers and why should you care?
To address the need for assessment several companies have started to produce devices that allow teachers to measure progress much more frequently.
“Clickers” are small, hand-held devices that use radio signals or infrared light to communicate student responses to a receiver. The data collected can then be collected, displayed, and analyzed.
30% of classrooms using, more outside of New England.
1. # might be low….given reaction of rep.
Raising Hands- Traditional way
Colored Cards or
flip charts or
cups on desks
“Corners”
Clickers-
10 -12 companies making them.
And even cell phones—technology is changing and schools need to adapt
Clickers have actually been around since the 1960's but recently they have shown up in more classrooms around the country.
Clickers were first adopted by Physics and Chemistry lecturers at the college level. These instructors found it difficult to assess whether students understood the complex material being taught. These concepts were essential as they form the foundation for further study in these fields.
Accountability Movement- a brief history
Accountability movement now.
1. standardization
2. state tests and AYP
B. Formative Assessment-
1. Effective feedback and adjusting curriculum (Ferriter, 2009)
C. Data collection culture which drives decisions
1. NECAP and AIMSWEB
D. Data Driven decision making---
E. Standards for Vermont Educators
1. Principle 7- the educator uses multiple assessment strats
2. Principle 9- the ed.integrates current technologies
3. Principle 15- Educator assesses student progress in relation to standards and modifies curricula.
4. Principle 16- useful records
See Reference Page for Complete Citation
Pressure for Data Collection and Assessment
Pressure to be a tech. savvy school prepare out students for the 21st century.
$1200-3000 for a classroom set. $ .30 per kid per day….milk…cheap as well
Principal saw them in use
How to Use Clickers
Sample Question 1
Check for Understanding/engagement---
Sample Question 2
Introduce new information-engagement
Quick Survey’s, assess Audience
Discussion issue prompt
Game Show---Banner across the top and Gray Matters
Other’s include mars landing game
One study compared clicker use to other “active” classroom methods. Students are actually doing something—
Not what many would consider active—but asking every student to respond connects teacher to students during direct discussion.
Quiet kids in the back of the class—Not willing to participate in discussion until they see everyone respond. Once they are engaged, forced to make a decision, they will offer an opinion.
Ultimate goal is to improve learning
But how is this measured- often by using end of the year tests.
Teacher Perspective
Girl in back of class- respond but not engaged
Competition and teamwork. But also show kids why you might need to go over a piece of information or a concept again.
Engagement/Cool Factor- Excited to get them out
Metacognition
“One of the more compelling aspects of using CRS is that students can compare their own responses to the responses of other students in the class, which can encourage a level of metacognition that might not otherwise occur”. (Deal, 2007, p.2)
Technological glitches and other teacher issues
Dead Clickers
Developing questions
Learning software
Rewriting lectures
2. Distraction
Smelling and listening to the hum
Cost
1. $1200 for a set of 30
The simplest and most common form- often a selling point to K-12 teachers
Like I’m doing today for the most part. Talking with some questions for reengagement
Non-Linear Presentations are used. Lesson is slowed to adjust to lack of comprehension.
Bring in Data and Video to answer questions----
Really changes methodology- you need to be ready to go where the students need you to go.
Note: CRS is often sold and promoted for basic/level 1 uses. However, in the most classrooms, the level 2 and 3 practices are much more effective and generate more classroom discussion. Collecting data is not this tool’s only function. It can be used to promote more active learning. (Deal, 2007)
Note: CRS might be a good way to collect data on pedagogy (Steer, McConnell, Gray, Kortz, and Liang, 2009)
Wisconsin- Universities are looking at it.
More recent studies seem to focus on effective use of clickers rather than attempting to address clickers as a whole.
Earlier studies showed positive effect but many are professors asking students for feedback on their own classes.
Note: percentages and numbers are copied from the source, they do not include foreign languages and other subjects. They also are impacted by teachers who teach several subjects.
Penuel—Lead author is from industry—SRI International other authors from U of California
Online survey of 498 elementary and secondary educators that used clickers
Found that teachers who used it and used it in different ways had professional development.
Novice, Peer, and Leaders (Glazer, Hannafin, and Song, 2005)
In-service
Batteries
Professional Conferences are good but collaboration in small groups works better. (Glazer, Hannafin, and Song, 2005)
E. Adopting clickers is an easy way to show how reform can be successful (Koenig, 2010)
Novice, Peer, and Leaders (Glazer, Hannafin, and Song, 2005)
In-service
Batteries
Professional Conferences are good but collaboration in small groups works better. (Glazer, Hannafin, and Song, 2005)
E. Adopting clickers is an easy way to show how reform can be successful (Koenig, 2010)
Online classes—are brick and mortar schools a thing of the past?
Novice, Peer, and Leaders (Glazer, Hannafin, and Song, 2005)
In-service
Batteries
Professional Conferences are good but collaboration in small groups works better. (Glazer, Hannafin, and Song, 2005)
E. Adopting clickers is an easy way to show how reform can be successful (Koenig, 2010)