16. Factual Questions The C4-C5 carbon-carbon bond in the following molecule results from the overlap of which orbitals ( in the order C4-C5) ? A) sp–sp 2 B) sp–sp 3 C) sp 2 –sp 2 D) sp 2 –sp 3 E) sp 3 –sp 2
An audience response system allows students to instantly provide feedback and answer questions posed by their instructors. Each student uses a "clicker," a portable, handheld device that allows students to vote by "clicking" on the appropriate button for his/her choice. Each instructor uses a receiver that collects votes sent by students’ clickers. Light and portable, the receiver is powered through any computer’s USB port. Instructors present a question and enable polling. Each student responds by “clicking” the appropriate button for his or her choice. A wireless signal is sent immediately from each responding clicker to the receiver. The receiver, through i>clicker’s easy-to-use software, logs and stores the data of each individual student. The instructor can then display voting results in a graph, to the audience. The results are also available for later analysis, grading, and exporting to any gradebook software or course management system. Using a clicker or audience response system can significantly change the way you and your students interact by enabling you to assess your students' knowledge, keep their attention, provide immediate feedback, and encourage all students to participate. An audience response system can also be used in conference settings to poll the audience on any content you wish. For more information on how to use i>clicker effectively, please visit our User Community . Here, you can show the data file and igrader? Also how it syncs with the class and blackboard?
Ask the Audience : Often described as the "Who Wants to Be a Millionaire" Lifeline activity, the most basic PRS activity allows the instructor to pose a multiple-choice question and display the results in real time. Questions can be interpolated with lecture content to allow instructors to gauge student understanding and adjust lectures accordingly. Pop Quiz : The PRS can be used to give quizzes and tests Guided Choices: Allow students to choose from among different solutions to problems in order to demonstrate the outcomes of wrong answers and probe for common misconceptions. Group response: Gauge the effectiveness of collaboration and group-work by checking answers before and after group activities
Example of a simple memorization/knowledge based question at bloom’s lower level taxonomy; majority got right answer so move on from topic without much discussion
Example of discussing AFTER the answering and seeing results
Also mention eric mazur example of the two bricks A and B under water at diff depths, the forces needed to hold them there are the same, larger, smaller than each other? No computations, just to understand the conceptual reasoning behind the formulas and calculations.
By pinpointing which parts of the problems or equations or reactions think are wrong/right, you can understand where they are having problems and what part of the mechanism is creating confusion for them
No choices put; ask students to raise hand and volunteer opinions, put these on the board and then maybe add some that they missed and then make it into a clicker question such that “which do youthink best represents answer to question?” and this creates discussion for whole lecture/course; works very well for humanites/social sciences type of courses.
CPS allows students to : respond to in-class questions anonymously be a part of every class response gauge their understanding immediately identify "trouble spots" in course content actively participate in the class CPS allows instructors to : gauge class understanding immediately after teaching a concept gauge class understanding before teaching a concept adapt lecture content based on identifiable needs
CPS allows students to : respond to in-class questions anonymously be a part of every class response gauge their understanding immediately identify "trouble spots" in course content actively participate in the class CPS allows instructors to : gauge class understanding immediately after teaching a concept gauge class understanding before teaching a concept adapt lecture content based on identifiable needs
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