How to use clicker and PI to create classroom community among students

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. Audience Response Systems or Clickers

3. 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

4. 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

5. Use of Clickers Recording class attendance and participation Compensate for the passive, one-way communication Ending attrition Student’s learning

6. 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

7. Benefits to Students Voice their opinion without apprehension or embarrassment Express themselves in spite of shyness Identify areas they need to improve on

8. 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

9. 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

10. Benefits for Faculty Get a large volume of individual answers immediately Reduce time on administrative tasks such as grading and taking attendance

11. Challenging for Clickers Cost Cheating Writing effective questions Cannot accommodate written response Not prepare students for non-multiple choice exams Technicalproblems

12. How to Use Clickers

13. Class Register

14. Using Clicker in Class

15. After class

16. Quiz

17. True or False 1. Resiliency has nothing to do with wrinkle recovery. A. True B. False

18. Multiple Choice A hydrophilic fiber: Is made up of water molecules Has a high glass transition temperature Likes organic solvents Likes water

19. Peer Instruction

20. 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

21. Concept Questions

22. 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

23. 23 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

24. Clickers and Peer Instruction

25. Quiz

26. 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

27. Question Did you change your answer after consulting with your peer? Yes No

28. Question Did you change your answer: From wrong to right From right to wrong Or, did you keep the same answer

29. Gallayanee.yaoyuneyong@usm.edu Amy.thornton@usm.edu http://instructtech.wordpress.com Questions???