Use Of Clickers And Peer Instruction To Build Classroom Community
1. Use of Clickers and Peer Instruction to Build Classroom Community Gallayanee Yaoyuneyong, Ph.D. Amy Thornton, M.S. The University of Southern Mississippi
2. Question What level of experience do you have with clickers? I use them in class. I have heard of them but never used them. This is the first time I have heard about them.
3. Question Are you…..? Faculty Administrator Tech support staff Instructional designer
5. Audience Response Systems or Clickers Handheld devices Television remote controls Transmit students’ responses to multiple-choice questions Using either infrared (IR) or radio frequency (RF) technology PowerPoint presentations
6. Use of Clickers Assessing students’ prior knowledge Checking students’ misunderstanding of new material Starting/launching class discussion Administering tests and quizzes during lecture Gathering feedback on teaching and learning
7. Use of Clickers Recording class attendance and participation Compensate for the passive, one-way communication Ending attrition Student’s learning
8. Benefits to Students Become active participants in class Get instant feedback on their knowledge and/or comprehension Receive instruction adapted to their immediate needs Find out how they measure up to the rest of the class
9. Benefits to Students Voice their opinion without apprehension or embarrassment Express themselves in spite of shyness Identify areas they need to improve on
10. Benefits of Faculty Gather data to gauge students' comprehension before moving on Poll students and display class results instantly Enhance large lecture class with increased student participation and interaction Increase students' understanding and retention of topics by keeping them engaged
11. Benefits for Faculty Allow anonymity on controversial questions Provide feedback to students on their understanding Check if students can apply a concept to a different context Transform one-way teacher lecture into teacher-student interaction
12. Benefits for Faculty Get a large volume of individual answers immediately Reduce time on administrative tasks such as grading and taking attendance
13. Challenging for Clickers Cost Cheating Writing effective questions Cannot accommodate written response Not prepare students for non-multiple choice exams Technicalproblems
22. Peer Instruction Eric Mazur Short multiple-choice conceptual questions, or ConcepTests Discover common misunderstandings about the current topic Individually reflect on the question Discuss or debate the answer among themselves
24. Concept Question Which of the following statements are true of lamb’s wool? Lamb’s wool and virgin wool mean the same thing. Lamb’s wool is wool sheared from sheep of any age for the first time. Lamb’s wool is wool sheared from sheep at age 8 months or younger. A and B A and C
25. 25 Concept Question Which of the following are physical properties of textile fibers: Color, luster, resiliency, and flammability Electrical conductivity, diameter, length, and flexibility Chemical reactivity, strength, specific gravity, and absorbency Luster, cross-sectional shape, crimp, and fineness Elastic recovery, abrasion resistance, and sensitivity to environmental factors
28. Multiple-Choice Which of the following care procedures could be used on a white 100% cotton blouse? Wash in how water Bleach with dilute chlorine bleach Dry in a dryer at the highest setting A and B A, B, and C
29. Multiple-Choice Shrinkage and felting of wool fibers are due to The unidirectional movement of small scales on the surface of wool fibers The lack of medulla in the wool fiber The crimped figuration of the wool fiber The sensitivity of wool fiber to heat The sensitivity of wool alkali
30. Question Did you change your answer after consulting with your peer? Yes No
31. Question Did you change your answer: From wrong to right From right to wrong Or, did you keep the same answer
