5. Clickers in the Classroom. Where is the proof that they work in teaching? Enthusiastic response of students towards Clickers (Cadwell & Moore, 2007) Improvements in student learning based on Clicker use (Beatty et al., 2006) Enhanced student interaction (Weerts, 2009) and engagement (Mayer, 2009) Increased active-learning, participation, and level of advance preparation (Cook & Hazelwood, 2002). = ......(Eqn 1)
8. Clickers in the Classroom. How were they used in this study? Module: TFCH1003, Foundation Organic Chemistry (1st Yr) Large lecture room (Students: >130): One clicker per group of four, pose a question. Group discussion, decision, vote. Followed by lecturer-facilitated discussion about the question.
9. Clickers in the Classroom. How were they used in this study? Large Laboratory Sessions. Students: <40. One clicker per student. Pre-lab: MCQ (safety, understanding theory, predicating lab outcomes) Post-lab: Data collection to permit individual / group result comparison.
10. Clickers in the Classroom. How were they used in this study? Module: TFCH1009, Chemical Applications (Environmental Health 1st Yr) One clicker per student. Used as aligned classroom activity for teaching and revision in preparation for online MCQ end of module exam.
11. Clickers in the Classroom. How were they used in this study? Module: TFIP2001 (Pharmacy work placement) One clicker per student. Used to evaluate student perception of aspects of work placement blog. Could be useful as a trigger for a focus group evaluation.
13. Clickers in the Classroom. How was Clicker usage evaluated? (%) n=100 I enjoyed the use of Clickers in labs and lectures. Clicker work was better than a normal lecture. My understanding of the content improved when there was a Clickers element included. The feedback /discussion was useful, even if I got the question wrong. My discussion skills improved over the course of the semester by using Group Clicker work A) B) C) D) E)
14. Clickers in the Classroom. How was Clicker usage evaluated? (%) n=100 I felt working in groups during Clicker work was best When in Clicker groups we stayed on task and discussed the question I felt more confident working in groups as the semester went on. I was more focussed/concentrated more when the Clickers were being used. I feel there should always be a class discussion on each Clicker question. A) B) C) D) E)
15. Clickers in the Classroom. How was Clicker usage evaluated? (%) n=100 I would like to see more Clicker work in this module. I would like to see more Clicker work in other modules. Would you buy your own Clicker if they were regularly used in all lectures? A) B) C)
16. Clickers in the Classroom. How was Clicker usage evaluated? Evaluation by MCQ quiz on Webcourses immediately following MCQ module exam. N=33 Overwhelming support for use of Clickers for engagement & motivation, feedback, gauging ability compared to peers, and preparing for MCQ quiz assessments.
17. Clickers in the Classroom. How was Clicker usage evaluated? Student Opinions: ....Clickers made me think in class; I knew there would be a question on the topic and I didn’t want to let my group down by not being able to help in the Clicker discussion.... ....Clickers were the best thing about a lecture or lab! I felt like my response was important to the class.... ....I learnt from my neighbours, we helped each other....
18. Clickers in the Classroom. ‘Clickers’ mentioned in 12 out of 33 comments for module ‘Best Features’ How was Clicker usage evaluated? Student Opinions: The Clickers system made the subject a lot more interactive and easier to learn....... ‘The feedback from the lecturer after each question in a ‘Clicker’ session helped me to learn and understand’
19. Clickers in the Classroom. Actions speak louder than words! Write down why you want to implement Clickers in your teaching. Write down how you will implement Clickers in your teaching. Turn to the person beside you and discuss your ideas.
20. Clickers in the Classroom. Actions speak louder than words! Working in pairs, design one clicker question. Is the question fair? Are there good “distractor” wrong answers? How many wrong answers do you have? Will the students answer alone? How will you know if the students “understand”? Feedback?
21. Clickers in the Classroom. “If I could offer you only one tip for the future, sunscreen would be it” --- BazLuhrmann “The long-term benefits of sunscreen have been proven by scientists, whereas the rest of my advice has no basis more reliable than my own meandering experience!!”
29. Clickers in the Classroom. Clickers are not the “Silver Bullet” for large Class engagement and participation. Part of an integrated approach! How to give “Clicker Credit”? Logistical and economic issues? = ......(Eqn 3)
