Action Research:
URL: http://tinyurl.com/action-research-smartboard for this document
Research Question:
The purpose of this study is explore the concerns that new SmartBoard users have following the Introduction to the SmartBoard workshops.
The Thames Valley District School Board has been involved in an systemic change project focused on instruction for the last five years. The rational for this study is to impact student learning – with a focus on literacy. This year, in year six, a group of teachers were nominated to be involved in the action research to inquire into their classroom use of different aspects of the project. As part of that we were provided with five days from November to February to plan and share our planning. Tangentially, our school has focused on how this....our students
Rationale
Lessons that effectively integrate the interactiveness of the smartboard in various classroom applications can be a very challenging for a new smartboard user. For example, the SmartBoard software is the key to enabling teachers to create situations to engage students in situations that are more difficult in more traditional tools. Even though the effective use of all the features of the Notebook software can be challenging and formative task when first introduced to the software. Teachers express concerns about the learning curve of using the smartboard, the software, lesson design incorporating the smartboard and classroom management. This research project will look at the concerns that teachers raise so that they can be addressed in follow-up workshops.
Background
Thames Valley District School Board has been purchasing interactive whiteboards for over 10 years. Over the last 5 years we have gone from a few dozen Interactive Whiteboards to over 1,300 SmartBoard in classrooms across the valley. More smartboards are being ordered every month. Introduction to the SmartBoard workshops are being run during school time, after school and on weekends. The sessions fill up quickly by teachers who are getting a SmartBoard in their classroom, have a SmartBoard in their classroom, want a Smartboard in their classroom or are an occasionally teacher who wants to be able to use a smartboard in a classroom when they are called to supply in a classroom with a smartboard.
TVDSB has run a SmartBoard Conference with over 300 teachers attending on a Saturday in April. Teachers have also attended a SmartBoard Conference run by Smart Tech at Appleby College in Feb and April. Thames Valley teachers made up the large percentage of the teachers attending. In the past we have run Introductory workshops for teachers with Intermediate and Advanced workshops occasionally being offered during the Summer Institutes and school year.
I have been an educator for over 32 years and a Learning Coordinator for five years. My involvement in training teachers has been over the last 5 years. Over 100 smartboard workshops have been run by me across Thames Valley and at conferences in London, Waterloo, Toronto, Michigan, Texas and in Washington. The current workshops were designed using in the classroom Action Research from 2007- 2008 conducted by me. The focus was to look at how do we start to get teachers interested in using the smartboard.
This research project will inquire into teacher concerns related to the use of the smartboard and their professional development with this tool. I will use the CBAM model ( Concerns-Based Adoption Model), Technology Matrix and the How are they using the SmartBoard Matrix that I have developed. See the resources below.* As teachers move from non-users to orientation to preparation, mechanical, routine, refined, integrative and finally refocusing their concerns change. Their concerns need to be addressed. This research project will look at the different levels of concern as they move upwards from the non user status with no concerns, awareness, information, personal, impact on students and then to collaborative. What are the teachers concerns as they move through the different levels of growth and learning.?
This project will follow a number of teachers who are new to the smartboard and how teacher in-service and post -in-service help teacher's growth. Teachers who attend the Introduction to The SmartBoard Part A and Part B will be invited to be involved.
Methodology
The methodology section is divided into sections:
Data Collection:
Step One
Conducting Introduction to the SmartBoard Part A and B
Step Two
Teachers are invited to complete the survey that looks at the concerns that teachers have raised related to:
Rate ability pre and post workshop(knowledge, use of functions, etc.)
Outstanding knowledge and/or learning gaps
What supports, information, training would they like to receive
How they plan to use the SmartBoard in their classroom
How they will evaluate impact of SmartBoard on students
What observations/findings do they have regarding SmartBoard use in the classroom
Step Three
Collect the feedback
Anaylize the data
Design the Followup Workshop "Beyond the Basic Workshop"
Design the follow-up feedback survey
Step Four
Conduct the Follow-up workshops dsigned arounbd teachers concerns.
The Process: Collection of Data
STAGES
Conduct Introduction workshops
Complete Feedback questionnaire
Look at the concerns raised by the teachers to from the survey.
On workshop topics
On their learning
Rate ability pre and post workshop(knowledge, use of functions, etc.)
Outstanding knowledge and/or learning gaps
What supports, information, training would they like to receive
How they plan to use the SmartBoard in their classroom
How they will evaluate impact of SmartBoard on students
What observations/findings do they have regarding SmartBoard use in the classroom
Conduct on site review
Collect observational data from teachers (impact of SmartBoad on students)
Determine outstanding learning needs
Saturday, March 14, 2009
Monday, January 5, 2009
Action Research: Teacher In-Service M...
Action Research:
URL: http://tinyurl.com/action-research-smartboard for this document
Topic: Teacher In-Service Model and the impact on Student Engagement
The Thames Valley District School Board has been involved in an systemic change project focused on instruction for the last five years. The rational for this study is to impact student learning – with a focus on literacy. This year, in year six, a group of teachers were nominated to be involved in the action research to inquire into their classroom use of different aspects of the project. As part of that we were provided with five days from November to February to plan and share our planning. Tangentially, our school has focused on how this....our students
Research Question:
The purpose of this study is explore the concerns that new teachers to using the SmartBoard have following the Introduction to the SmartBoard workshop.
Rationale
The effectiveness of teachers integration of the smartboard as a teaching tool can have a impact on how students learn and retain information. A teacher's ability to effectively design lesson plans that effectively integrate the interactiveness of the smartboard in various classroom applications can impacts student engagement. The SmartBoard software is the key to enabling teachers to create situations to engage students in situations that are more difficult in more traditional tools. The effective use of all the features of the Notebook software can be challenging and formative task when first introduced to the software. Teachers express concerns about the learning curve of using the smartboard, the software, lesson design incorporating the smartboard and classroom management.
Background
Thames Valley District School Board has been purchasing interactive whiteboards for over 10 years. Over the last 5 years we have gone from a few dozen Interactive Whiteboards to over 1,300 SmartBoard in classrooms across the valley. More smartboards are being ordered every month. Introduction to the SmartBoard workshops are being run during school time, after school and on weekends. The sessions fill up quickly by teachers who are getting a SmartBoard in their classroom, have a SmartBoard in their classroom, want a Smartboard in their classroom or are an occasionally teacher who wants to be able to use a smartboard in a classroom when they are called to supply in a classroom with a smartboard.
TVDSB has run a SmartBoard Conference with over 300 teachers attending on a Saturday in April. Teachers have also attended a SmartBoard Conference run by Smart Tech at Appleby College in Feb and April. Thames Valley teachers made up the large percentage of the teachers attending. In the past we have run Introductory workshops for teachers with Intermediate and Advanced workshops occasionally being offered during the Summer Institutes and school year.
This research project will look at teachers concerns related to the use of the smartboard and their professional development with this tool. I will use the CBAM model ( Concerns-Based Adoption Model), Technology Matrix and the How are they using the SmartBoard Matrix that I have developed. See the resources below.* As teachers move from non-users to orientation to preparation, mechanical, routine, refined, integrative and finally refocusing their concerns change. Their concerns need to be addressed. This research project will look at the different levels of concern as they move upwards from the non user status with no concerns, awareness, information, personal, impact on students and then to collaborative. What are the teachers concerns as they move through the different levels of growth and learning.?
This project will follow a number of teachers who are new to the smartboard and how teacher in-service and post -in-service help teacher's growth. Teachers who attend the Introduction to The SmartBoard Part A and Part B will be asked to be involved. Two schools Eagle Heights and Masonville PS will be followed more closely. Data on a few classes will be collected.
Andrea's Grade ½ class is part of a large primary division at Eagle Heights Public School in London, Ontario. There are over 500 students at the school, 65% of the student body have come to our school from another country or speak another primary language at home, creating a diverse culture around the school. My class is made up of 10 boys and 8 girls. 10 of the students fall under the qualifications of ESL and 2 of the students have special needs. The parent community is very supportive of the work that is done at the school. Many of our parents are completing degrees, teaching or working at the University
of Western Ontario.
Strategies: Mentoring teachers and help teachers develop a professional learning community
Survey: http://www.tvdsb.on.ca/currcomptech/SelectSurveyASPAdvanced/TakeSurvey.asp?SurveyID=90L8o42M7o61G
Development: lesson creation and development
Student Engagement: how are students using the smartboard, how are teachers teaching with the SmartBoard
Evaluation: reflective / annotative comments from students and teachers, Google Doc that teachers and students have access to
Evaluation: reflective / annotative comments from students and teachers, Google Doc that teachers and students have access to
Research Articles
Bloom's Taxonomy and Technology: http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/#more-209
Technology Integration Matrix http://fcit.usf.edu/matrix/download/indicators.pdf
| Stages of Concern for Teachers using Technology | |
| Priority One | Setting up / Connecting the technology |
| Making the technology work / trouble shooting | |
| Finding resources / Lesson plans / Activities | |
| Managing the technology in the classroom | |
| Enriching the classroom learning environment with the technology | |
| Making the classroom learning environment more engaging for students | |
| Expanding or applying what has been learned in a new way | |
| Increasing personal productivity | |
| Instructional Design of the lessons |
Starting Point for the above list:http://www.kent.k12.wa.us/KSD/it/inst_tech/ProfDevelopment/prof_dev_matrix.html
| Menus | Side Tabs | Page Sorter |
| Objects and their properties | Handwriting and Text conversion | Fonts and Typed Text and its properties |
| Spell check | The Gallery | Inserting Images |
| Camera and Capturing images | Attachments | Smart Notebook Print Capture |
The Menu Bar | Floating Tool Bar | Dual Pages and Pinned pages |
| Lesson Activity Tool Kit | Adding Sound | Adding Video |
| Screen Shade | Presentation Mode | Spot Light |
| Hide and Reveal | Pull Tabs | Interactive Resources |
SmartBoard Resources
Teacher Center's SmartActive Conference
TVDSB Learning Object Repository
Smart Tech's Teacher Hub
Technology Integration Matrix - modified for this project
| Technology Integration Matrix | Entry: teacher uses technology to deliver content to students
| Adoption: the teacher directs students in the conventional use of tool-based software.
| Adaptation: The teacher encourages adaption of tool-based software by allowing students to select tool and modify its use to accomplish the task at hand | Infusion: the teacher creates a learning environment that infuses the power of the technology tools throughout the day and across the subject areas.
| Transformation: The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without the technology |
Non-User: Students are using technology
| Students use technology occasionally for drill, practice and computer based training
| Students learn to use some of the technology software available to them in the classroom or computer lab | Students e selected technology tools to accomplish specific purposes.
| Throughout the school day, students select appropriate technology tools and actively apply them to different tasks | Students have access to online resources, students select and purse topics beyond the limitations of even their school library |
Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology | Students use technology for drill, practice and computer based training
| Students begin to utilize technology tools to create products for class presentations | Students have opportunities to select and modify technology tools to accomplish specific purposes.
| Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand | Given ongoing access to online resources, students actively select and purse topics beyond the limitations of even the best school libraries |
Collaboratively: Students use technology tools to collaborate with others rather than working individually where it is possible | Students primarily work alone when using technology
| Students have opportunities to utilize collaborative tools, such as email,Google Docs, shared files in conventional ways | Students have opportunities to select and modify technology tools to facilitate collaborative work
| Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning
| Technology enables students o collaborate with peers and experts irrespective of time zone or physical distances
|
Constructive: Students use technology tools to build understanding rather than simply receive information | Technology is used to deliver information to students
| Students have opportunities to utilize constructive tool such as graphic organizers to build upon prior knowledge and construct meaning | Students have opportunities to select and modify technology tools to assist them in construction of understanding
| Students utilize technology to make connections and construct understanding across disciplines and throughout the day | Students use technology to construct, share, and publish knowledge to a worldwide audience
|
Authentic: Students use technology tools to solve real world problems meaningful to them rather than working on artificial assignments | Students use technology to complete activities that are generally unrelated to real world problems
| Students have opportunities to apply technology tools to some content-specific-activities that are based on real-world problems
| Students have opportunities to select and modify technology tools to solve problems based on real-world issues
| Students select appropriate technology tools to complete authentic tasks across disciplines
| By means of technology tools, students participate in outside-of-school projects and problem- solving activities that have meaning for the students and the community |
Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completion assignments without reflection. | Students receive directions, guidance, and feedback from technology rather than using technology tools to set goals, plan activities, mentor progress, ore self-evaluate
| From time to time, students have the opportunity to use technology to either plan, monitor or evaluate an activity
| Students have opportunities to select and modify technology tools to facilitate goal-setting, planning, monitoring and evaluating specific activities
| Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum
| Students engage in ongoing meatacognative activities at a level that would be unattainable without the support of technology tools
|
Typical Expressions of Concern about Innovation (http://www.nas.edu/rise/backg4a.htm)
| Stage of Concern | Expression of Concern |
| 0.Awareness | I am not concerned about it. |
| 1. Informational | I would like to know more about it. |
| 2. Personal | How will it affect me? |
| 3. Management | I seem to be spending all my time getting material ready. |
| 4. Consequential | How is my use affecting learning? How can I refine it to have more impact? |
| 5. Collaborative | How can I relate what I am doing to what others are doing? |
| 6. Refocused | I have some ideas about something that would work even better. |
Levels of Use of the Innovation: Typical Behaviors
| Levels of Use | Behavioral Indicators of Level |
| 0. Non-User | The user has no interest, is taking no action. |
| 1. Orientation | The user is taking the initiative to learn more about the innovation |
| 2. Preparation | The user has definite plans to begin using the innovation |
| 3. Mechanical | The user is making changes to better organize use of the innovation |
| 4a. Routine | The user is making a few or no changes and has an established pattern of use |
| 4b. Refinement | The user is making changes to increase outcomes |
| 5. Integration | The user is making deliberate efforts to coordinate with others in using the innovation |
| 6. Renewal | The user is seeking more effective alternatives to established use of th innovation. |
copyright 2005 National Academy of Science, 500 Fifth St. N.W. Washington DC 2001
Phase |
How are they using the SMART Board? |
Novice SmartBoard User (Phase 1)
| Little Interactive Use: - Teach as if it is a Blackboard or Overhead * Displaying existing resources from documents or web sites. * Using and annotating existing digital resources (eg. drawing on the board) * Using basic features of Notebook to create and display notes * Using the Gallery images to enhance notes. * Engaging students through Socratic lessons (Talking Head) * Teacher centered use of the board * Little interactiveness with the board * Aware of where to locate resources - WEB sites * Downloading and using Smart Notebook files and lessons without much modification * Saving Smart Notebook files to personal folder * Instructional Intelligence (teaching skills, strategies and tactics) and Differentiated Instruction are not evident in the lesson design
|
Level One Interactive (Phase 2)
| Emerging Interactive Use: - Teachers and Students begin to Interactively use the SmartBoard * Actively search and collect Smart Notebook files and lessons * Increase the modifications to downloaded Smart Notebooks files and lessons to adapt them to the curriculum and the needs of their students. * Creating simple lessons and interactive activities in the Smart Notebook software from scratch or duplicating/ scanning older paper driven activities * Adding frequently used Gallery items to the My Content folder in the Gallery * Sharing Smart Notebook lessons occasionally with teaching partners and other staff members. * Starting to incorporate web based content (links, digital images via the Camera) into Smart Notebook Lessons * Starting to incorporate flash (animated) objects from the Gallery and Lesson Activity Toolkit into Smart Notebook files and lessons. * Shifting from whole class teacher centered demonstrations to small group or individual student presentations using the SmartBoard * Students begin to use the Smart Notebook software on computers not attached to the SmartBoard as a learning tool. * Students start to create assignments using the notebook software to be presented on the smartboard * Teachers begin to use Smart Notebooks tools such as dice, timers and spinners to facilitate Cooperative Learning instructional strategies.
|
Level Two Interactive (Phase 3)
| Interactive Use: Students and Teachers * Creating and delivering highly interactive lessons in Notebook format to their classes * Regularly sharing lessons with other teachers in their school * Teachers design lessons and activities that promote higher order thinking skill and incorporate digital images, graphic organizers, etc. * Occasional collaboration on lesson and unit designs. * Teachers increasingly engage students using instructional skills, tactics, strategies and the Smart Board. * Using Differentiated Instruction theory and the Smart board to create a variety of activities within the same lesson that meet a variety of different learning styles and needs * Addresses Multiple Intelligences through the use of current Web 2.0 tools to cater to different learning styles * Developing alternative methods of assessment through differentiated assignments * Using Action Research to inform instruction * Teachers involve students in the creation of SMART Board resources * Mentoring other teachers * Teachers are involved in Professional Learning Community * Teachers sharing resources system wide * Students begin to incorporate web links and attachments to the Smart Notebook files. * Students use the Smart Notebook software to create presentations that demonstrate application of their knowledge. |
Exemplary (Phase 4)
| Collaborative Use: Students and Teachers * Developing new and innovative content, strategies and templates that can be adapted for any subject (constantly expanding teacher tool kit) * Creating, maintaining and contributing to online professional learning communities * Actively sharing resources * Mentoring and training other users * Speaking, advocating, promoting the use of technology * Sharing results of Action Research * Self sufficient * Encouraging students to collaboratively use the software to create presentations, activities and assignments. |
Thursday, October 30, 2008
10 Introduction to Clickers
Introduction to Clicker Student Response Systems in the Classroom
"The 'Introduction to Clicker Student Response Systems in the Classroom for
Beginners' will cover basic hardware setup, using the Clicker software (CPS
software) to set up classes, add students, working in anonymous mode, creating lessons, learning how to engaging students, use the systems for Assessment of learning and assessment of learning, delivery of content, assessing student results and Introduction to resources available."
"The 'Introduction to Clicker Student Response Systems in the Classroom for
Beginners' will cover basic hardware setup, using the Clicker software (CPS
software) to set up classes, add students, working in anonymous mode, creating lessons, learning how to engaging students, use the systems for Assessment of learning and assessment of learning, delivery of content, assessing student results and Introduction to resources available."
URL for this handout:
Workshop Agenda:
Introductions
Questions:
- What is your definition of Technology?
- What technology fo you have in your classroom?
Overview:
- What are Student Response Systems?
- Handout
. How can we use them in the Classroom?
- Handout
- Types of Activities
- What are the benefits?
- Handout
The Details
- How do you:
- Set up:
- Hardware
- connect hardware before starting laptop
- Response Pads (Radio Frequency):
- Question Types:True/False, Yes/ No, Numeric, Multiple Choice questions,
- Options : Gen 2 RF- auto send and indicate Correct Alpha on pad
- Software:
- Training Video: http://tinyurl.com/clicker-videos
- CPS: Classroom Performance System - software floats on top of other software
- CPS for PowerPoint: add-on for PowerPoint
- ExamView: Assessment Suite (Test Generator, Test Manager, Test Player),
- CPS for PowerPoint: add-on for PowerPoint
- ExamView Learning Series (22 grade-level products that contain more than 9,500 test questions)
- use same database
- Prepare- New- Class
- Add new students
- Importing Class list
- Import as a CSV file: comma separated values
- New - Lesson or
- New - FastGrade
- "On the Fly" questions
- Insert Questions into PowerPoint
- Examview
- Handout
- Handout
- Quizzes and Tests: "Where are they and where do you want to go"
- Assessment of Learning
- Assessment for Learning
- Anonymous Mode
- Add folder - use add files to bring in files from ExamView etc...
- Handout
- Student Reports,
- Class Reports
- Handout
- Handout
Creating a Database
Classes
Quizzes and Tests
Types of Questions
Content Creation Options
Deliver:
Content Delivery Options
Reports:
Types of Reports:
Exporting the Results
Best Practices
Challenges in Using CRS units
Resources
Introductions:
General Question:"Food for Thought"
What is your definition of technology?
A strict definition is elusive; "technology" can refer to material objects of use to humanity, such as machines, hardware or utensils, but can also encompass broader themes, including systems, methods of organization, and techniques.
Hardware
Set-up
Plug in the receiver before starting the software
Creating Classes
Adding Classes
Use the Green + to set up a new class
Question Types
Different types of questions
Engaging- Delivering the Lesson
Reports
Reports
Gradebook
Resources
Benefit Overview(s)
CPS
Always plug the Receiver into the computer before starting the CPS software.
Autodetect the receiver.
verbal mode - ask a question
Engage
Verbal question Setup
Floating toolbar
Verbal - select question type
Numeric responses require that you push the send button
Questions that require only single letters can be programmed to automatically send the response.
How to be Up Up and Running Quickly and Easily
Fast Grade - can use old test or questions from a textbook
Can practice questions on paper or homework
Answering Questions at Own Pace
Put in answer key - types of qustions
Using FastGrade
New lesson - Prepare - +
Engage
Select Test Key - created earlier
Select Assessment Setup
Select - Student pace
Then Engage
Paper Based Questions
Some Question Ideas:
Please find an Elbow partner and interview him/her. Be prepared to tell the group your partner's
- Name
- School
- Grade/subject taught
- What they want out of this workshop
- new way of testing
- instant feedback
- knowing that they are being used at the university level
- individual feedback
- heard a lot about them
- new way of testing
General Question:"Food for Thought"
What is your definition of technology?
- anything that you have to turn on . machines and information
- machines to allow you to do something easier . tools - easier faster better
- manage information, Example: pencil . What makes the thought concrete
Question 1
What Technology was in your Classroom when you were a Student?
Range of experiences –
Starters: Blackboard, overhead, VCR, Filmstrip, DVD, Computer
Question 2
What Technology do you have in the Classroom where you teach today?
- Give some Examples:
- blackboard/whiteboard, flipping chalkboard- on a stand, rolling blackboard, calculator - $150.00 coloured chalkoverhead projector,
Question 3
What other technologies do you have in your classroom - NOW?
What other technologies do you have in your classroom - NOW?
- Smartboards, data projectors, VCR, DVDs, GPS, computers,
Question 4
What impact has the use of technology had in your classroom?
High impact,
- Explain how it is having a strong impact?
Moderate impact,
- Why is it having a moderate impact
Discussion
GOALS: (Student Response System- Questionnaire)
Improve student learning
- Assessment: Assessment of Learning, for learning - immediatacy
- Engaging Students: Getting students involved and ongoing engaged
Literacy and Numeracy tests:
- How can it be improved by Clickers (Student Response Systems)
- Differentiated Instruction
Instructional Intelligence
Good Teaching Practices
Strategy:
Think Pair Share
Question: How can Student Response Systems improve student learning?
Rank the Answers
– Expand on answers – random student to expand…
Wikipedia Definition (http://en.wikipedia.org/wiki/Technology)
Technology is a broad concept that deals with a species' usage and knowledge of tools and crafts, and how it affects a species' ability to control and adapt to its environment.
In human society, it is a consequence of science and engineering, although several technological advances predate the two concepts. Technology is a term with origins in the Greek "technologia", "τεχνολογία" — "techne", "Ï„Îχνη" ("craft") and "logia", "λογία" ("saying").[1]
A strict definition is elusive; "technology" can refer to material objects of use to humanity, such as machines, hardware or utensils, but can also encompass broader themes, including systems, methods of organization, and techniques.
The term can either be applied generally or to specific areas: examples include "construction technology", "medical technology", or "state-of-the-art technology".
Hardware
Set-up
Plug in the receiver before starting the software
Creating Classes
Adding Classes
Use the Green + to set up a new class
Question Types
Different types of questions
Engaging- Delivering the Lesson
Reports
Reports
Gradebook
Resources
Lessons in EQAO Grade 6 - Language (ISBN: eICEQAO6LAN; AdoptionCode: eIn07204102337
Lessons in Eqao Grade 3 (ISBN: eICEQAO3; AdoptionCode: eIn07124111133
Lessons in Grade 3 Language (ISBN: oqregrade3; AdoptionCode: eIn08106094848)
Lessons in EQAO Grade 9 - Math (ISBN: eIcEQAO9MATH; AdoptionCode: eIn07242104611
Lessons in OSSLT - 2007 (ISBN: OSSLT 2007; AdoptionCode: eIn07297154620
eInstruction Resources are available here.
Lessons in Eqao Grade 3 (ISBN: eICEQAO3; AdoptionCode: eIn07124111133
Lessons in Grade 3 Language (ISBN: oqregrade3; AdoptionCode: eIn08106094848)
Lessons in EQAO Grade 9 - Math (ISBN: eIcEQAO9MATH; AdoptionCode: eIn07242104611
Lessons in OSSLT - 2007 (ISBN: OSSLT 2007; AdoptionCode: eIn07297154620
eInstruction Resources are available here.
CPS Clicker Software Download
- REMEMBER /KNOWLEDGE
- remembering; memorizing; recognizing; recalling identification and
- recall of information
- Who, what, when, where, how ...? Describe
- remembering; memorizing; recognizing; recalling identification and
- UNDERSTANDING/ COMPREHENSION
- interpreting; translating from one medium to another; describing in one's own words;
- organization and selection of facts and ideas, Retell...
- interpreting; translating from one medium to another; describing in one's own words;
- APLY/ APPLICATION
- problem solving; applying information to produce some result;
- use of facts, rules and principles
- How is...an example of...? How is...related to...? Why is...significant?
- problem solving; applying information to produce some result;
- ANALYSIS
- subdividing something to show how it is put together; finding the underlying structure of a communication;
- identifying motives;
- separation of a whole into component parts
- What are the parts or features of...? Classify...according to... Outline/diagram...
- How does...compare/contrast with...? What evidence can you list for...?
- What are the parts or features of...? Classify...according to... Outline/diagram...
- subdividing something to show how it is put together; finding the underlying structure of a communication;
- CREATING/ SYNTHESIS
- creating a unique, original product that may be in verbal form or may be a physical object;
- combination of ideas to form a new whole
- What would you predict/infer from...? What ideas can you add to...?
- How would you create/design a new...? What might happen if you combined...?
- What solutions would you suggest for...?
- What would you predict/infer from...? What ideas can you add to...?
- creating a unique, original product that may be in verbal form or may be a physical object;
- EVALUATION
- making value decisions about issues; resolving controversies or differences of opinion;
- development of opinions, judgements or decisions
- Do you agree...? What do you think about...? What is the most important...?
- Place the following in order of priority... How would you decide about...? What criteria would you use to assess...?
- Do you agree...? What do you think about...? What is the most important...?
- making value decisions about issues; resolving controversies or differences of opinion;
Benefit Overview(s)
CPS
Implication Questions
Where do you want to be at the end of this session?
Strategy: Placemat/ Gallery Walk
If you have the Clickers in the classroom- How do you see the Clickers helping your students?
Starter Benefits and Strategies/ Applications:
Anonymous-
Quick question starts during a lesson
Recording results…
Handouts
Why Use a Classroom Response System or Student Response Systems?
Classroom response systems (CPS) are also called Student Response Systems (SRS)
The Classroom Response Systems provides a direct wireless connection between you and your students. Interactive response system are designed to enhance interactive teaching and learning. The receiver hooks up via a USB connection to a computer and doesn’t need an additional power adaptor.
Formative and summative assessments are a critical part of teaching. The Student Response Systems allows you to conduct assessments more frequently because of the speed and ease by which they can be created and delivered, and tallied. Student feedback can be almost instant. The reports generated helps you record and track the progress of each student over the whole school year. A teacher can use the response systems to :
...Maintain students’ attention during a lecture. Studies show
that most people’s attention lapses after 10 to 18 minutes of passive listening. Inserting a few CRS-facilitated activities every so often during a lecture can help maintain students’ attention. http://www.indiana.edu/\\u126 ~teaching/allabout/pubs/changeups.shtml
...Promote active student engagement during a lecture. Posing well-chosen questions to students during lecture and expecting answers from each student can cause students to reflect on and assimilate course content during class.
...Promote discussion and collaboration among students during class with group exercises that require students to discuss and come to a consensus.
...Encourage participation from each and every student in a class. Asking a question verbally and calling on the first student to raise his or her hand results in one student participating. A CRS-facilitated activity can involve not one, but all of the students in the class.
...Create a safe space for shy and unsure students to participate in class. A CRS gives students a chance to respond to a teacher’s question silently and privately, enabling student who might not typically speak up in class to express their thoughts and opinions. A CRS also enables students to respond anonymously to sensitive ethical, legal, and moral questions.
...Check for student understanding during class. By asking CRS-facilitated questions, teachers can determine if students understand important points or distinctions raised in class. They need not wait until homework is turned in or exams are completed to do so. Instead they can receive feedback on a lecture during that same lecture.
...Teach in a way that adapts to the immediate learning needs of his or her students. If a histogram of student answers shows that a significant number of students chose wrong answers to a question, then the teacher can revisit or clarify the points he or she just made in class. If a histogram shows that most students chose the correct answers to a question, then the teacher can move on to another topic.
...Take attendance and to rapidly grade in-class quizzes, provided that each transmitter is assigned to a unique student over the length of a course. Note that different CRS systems provide different levels of support for anonymous and non-anonymous usage.
...Add a little drama to class. There is often a sense of expectation as wait for the histogram to appear showing how their classmates answered a given question.Source:
http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm
Vanderbilt Center for teaching
Best Practices
Use clickers for low-stakes assessments. Assign points for clicker use but recognize that technologies sometimes malfunction. Clicker use should be non-threatening and should be advertised to the students as fun.
Pedagogic benefits of class participation :
student engagement, collaborative learning, instant feedback,
Clicker questions engage student attention and participation. Use clickers in different ways to engage students and keep their attention.
A common mistake is to use too many clicker questions during a class.
On average, it is suggested that clicker questions should be spaced at 10-20 minute intervals to bring students back to attention! That means 3-4 per typical class session.
Use clickers often; it has been reported that student attention begins to drift after 10 minutes of traditional lecturing. Therefore 3-4 well-paced clicker exercises per 50 minute class session are reasonable.
When "too many" students answer a question incorrectly, go over the material again.
Have students discuss the question among themselves.
Then allow them to re-answer (i.e., re-poll) the question(s). Students enjoy the "lighter" moments of peer discussion in a big lecture class.
Start and end a class or topical unit with a key conceptual question.
Such pre- and post testing tells you how well you got the information across, and lets the students see what they have learned.
Students appreciate the instant feedback that clickers provide.
If you assign homework readings, use the first 5 minutes of class to ask a few (5-10) questions to see if students have read and understood the assignment.
This is a great chance to be sure all students start your class session with the same prior knowledge.
Try ask students' opinions about issues relevant to your course and use their responses to present new information and correct misinformation or misunderstanding.
Source:
http://www4.uwm.edu/ltc/srs/faculty/best_practices.cfm
University of Wisconsin Milwaukee
Types of Questions
In addition to facilitating a variety of teaching activities, CRSs enable a teacher to ask a variety of types of questions. Notes that each of the following question types can be appropriate to the multiple-choice question format.
Factual Questions:These questions might be used to see if students did the reading, remember important points from prior classes, or have memorized key facts.Conceptual Questions:
While difficult, it is possible to write multiple-choice questions that demonstrate whether or not students understand important concepts and principles.One-Best-Answer Questions:
These questions include multiple answer choices, more than one of which could be argued as correct. Students are asked to select the one best answer from these choices. These are also referred to as "partially correct multiple-choice questions" (Burnstein & Lederman, 2006). Opinion Questions:
Evaluative and opinion questions may not have correct answers, but asking these questions can engage students and provoke rich discussions, particularly in response to ethical, legal, or moral issues.Data Gathering Questions
: A CRS can be used to quickly gather demographic, opinion, or other data from a class full of students. This is often useful in social science classes that utilize social or economic experiments in the classroom. Questions Asking for Predictions:
In science classes, students can be asked to predict the outcome of an experiment prior to being shown the experiment. This gives the teacher a sense of the students’ preconceptions and increases the surprise value of the experiment when students see just how many of their classmates expected different outcomes.Games:
In social science classes, particularly economics, classroom games are played to illustrate points about human behavior. A CRS can facilitate data-gathering in such games. Feedback on Teaching:
CRSs can also be used to ask students to provide direct feedback on how well a particular class is going. For example, one might ask students to rate their level of understanding of the lecture thus far on a scale of 1 to 4.
Source: http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm#teaching Vanderbilt Center for teaching
Types of Activities
Teaching with a CRS can take a number of directions. Teachers will want to match activities to course content, time constraints, learning objectives, and their own teaching styles.
Attendance:Clickers can be used to take attendance directly or indirectly by determining which students used their clickers during class.Summative Assessment:
Clickers can be used for graded activities, such as multiple-choice quizzes or even tests. CPS clickers allow for a "student-paced" mode in which students answer questions on a printed test at their own pace.Formative Assessment:
Clickers can be used to pose questions to students and collect their answers for the purpose of providing real-time information about student learning to both the instructor and the students. Students can use this feedback to monitor their own learning, and instructors can use it to change how they manage students’ learning needsHomework Collection:
CPS clickers allow students to record their answers to multiple-choice or free response homework questions outside of class and submit their answers via the clickers at the start of class. Discussion Warm-Up:
Posing a question, giving students time to think about it and record their answers via clickers, and then displaying the results can be an effective way to warm a class up for a class-wide discussion. This approach gives all students time to think about and commit to an answer, setting the stage for greater discussion participation. Contingent Teaching:
Since it can occasionally be challenging to determine what students understand and what they do not understand, clickers can be used to gauge that in real-time during class and modify one's lesson plan accordingly. If the clicker data show that students understand a given topic, then the instructor can move on to the next one. If not, then more time can be spent on the topic, perhaps involving more lecture, class discussion, or another clicker question.
Peer Instruction: The teacher poses a question to his or her students. The students ponder the question silently and transmit their individual answers using the clickers. The teacher checks the histogram of student responses. If significant numbers of students choose the wrong answer, the teacher instructs the students to discuss the question with their neighbor. After a few minutes of discussion, the students submit their answers again.
Repeated Questions: In the peer instruction approach described above, students respond to a given question twice--once after thinking about their answer individually and again after discussing it with their neighbor. Some instructors ask the same question several times, with different activities in between rounds of voting designed to help students better answer the question. Question-Driven Instruction:
This approach combines contingent teaching and peer instruction. Lesson plans consist entirely of clicker questions. Which questions are asked depends entirely on how students answer the questions. An instructor might come into class with a stack of clicker questions, with multiple questions on each topic. As students perform well on clicker questions, the instructor moves on to questions on new topics. As students perform poorly, the instructor asks further questions on the same topic.
"Choose Your Own Adventure" Classes: In this technique, an instructor poses a problem along with several possible approaches to solving it--perhaps approaches suggested by students during class. The instructor has the students vote on which approach to pursue first, then explores that approach with the students.
Source: http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm#teaching
Vanderbilt Center for teaching
Challenges in Using a CRS
While a CRS can facilitate a variety of student-active teaching activities, a teacher using a CRS should be aware of the following challenges.
As with any use of computer technology in the classroom, technical problems can arise. A teacher using a CRS should allow time at the beginning of class to set-up and troubleshoot the CRS. Also, non-CRS back-up activities should be planned in the event of a total CRS failure.Getting started with a CRS takes some time.
Current systems are easier to learn and use than older systems, but there is still some start-up time required. Having an experienced user around is helpful.
Adapting lesson plans to take advantage of clickers takes time, too. However, it is often not hard to start small by adding a question or two to each class, particularly if the instructor has a good idea where students are likely to have difficulties.
Most CRS technology restricts teachers to posing multiple-choice questions, and writing effective multiple-choice questions can be challenging. Knowledge of common student mistakes and misconceptions can be useful in designing wrong answers to multiple-choice questions. Asking students open-ended questions and then adapting their responses into later multiple-choice questions can also be effective. Some instructors take student suggestions for answer choices during class.
http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.pdf
Using a CRS in class takes up class time. Some time will be spent at the beginning of class distributing the transmitters. Moreover, a few minutes will be needed for students to transmit their answers, and class time will be used discussing student responses.
The time limit function of a CRS Students are given only so much time to respond to a given question - helps manage class time.
Students need to master certain material before moving on, and using clickers to ensure that mastery is worth the extra time.
Using clickers to get feedback on student understanding actually allows them to progress through material more quickly by determining what topics they can safely omit.
The wrong answers that students choose in response to a multiple-choice question can reveal that the students have misconceptions, but knowing that students have misconceptions does not necessarily reveal what those misconceptions are. Teachers using CRS questions sometimes find it surprising when large numbers of students choose certain wrong answers, and further classroom discussion is sometimes needed to explore why students chose the wrong answers they did.
When a teacher uses a CRS to check for student understanding during class, if it turns out the students do not understanding a particular concept or application, then the teacher may have to change his or her lesson plan "on the fly."
Many instructors use clickers to lead into class-wide discussions, and leading class-wide discussions can be challenging for instructors used to just lecturing.
Source:
http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm#teaching
Vanderbilt Center for teaching
Content Creation Options:
Verbal Questions: asking questions on the fly with the verbal question mode
Chalkboard Questions: draw on the tablet to ask a question on the fly
Random Student Picker: ask higher-level synthesis questions by having the student picker choose a student to verbally respond to the question
Fast Grade: Create an answer key in CPS and have students refer to a print version of the questions while using the CPS pads to input answers
ExamView Files: import tests created in ExamView from the Learning Series content or banks of publisher-produced test questions
Search: Download lessons, quizzes and testsWord Import: Take any assessment you have created in Microsoft Word and add a few lines to make it easily imported into CPS
Lesson and Question Templates
Builder: Use the Builder Tool to easily copy questions from other lessons or databases
PowerPoint Files: use any PowerPoint presentation to deliver content and or questions
Challenge Board: Use CPS or ExamView formatted questions to create a "Jeopardy" style game
Source: TSP Training Workbook page 20
Content Delivery Options:
Verbal Questions: Ask questions on the fly with the verbal question modeChalkboard Questions: Draw on a tablet and ask questions on the fly
Random Student Picker: Ask questions by having student picker choose the student top verbally respond to the question
Teaching/ Standard Mode (Default Option): the instructor/ teacher paces the questioning mode by having all students view the same question on the screen at the same time.
Teacher Led: The instructor/ teacher paces this questioning mode by having all students answer the same question at the same time using a printed version of the test
Student Paced: Students pace themselves with a paper test while inputting answers independently with their CPS pads
Student Practice: Students pace themselves with a paper test while inputting answers independently with their CPS pads.
PowerPoint: Use any PowerPoint presentation to deliver content and or questions that can be answered with the CPS pads
Challenge Board: A Jeopardy-style learning activity that allows teachers to group questions by category and difficulty
There It Is!: Randomly generates questions and rewards participant for quickly answering questions correctly.
Source: TSP Training Workbook, 2008 eInstruction Corporation, page 21
ExamView Overview
Creating quick assessments that can be delivered in CPS
Benefits: ExamView
Print multiple versions of a test for worksheets, assessment or instructions
Create multiple versions of test, worksheets for assessment of learning and for learning
Recalculate features of the test content – student engagement
Ability to track student achievement
Criteria search to identify specific concepts for testing
Learning Series – volume of resources
Format in EQAO style (multiple question formats)
What are the top benefits?
Content for developing questions:
Literacy and Numeracy Resources
HOW To Do That! Notes
Always plug the Receiver into the computer before starting the CPS software.
Autodetect the receiver.
verbal mode - ask a question
Engage
Verbal question Setup
Floating toolbar
Verbal - select question type
Numeric responses require that you push the send button
Questions that require only single letters can be programmed to automatically send the response.
How to be Up Up and Running Quickly and Easily
plug in all euqipment before starting software
Don’t assign a CLASS don’t prepare questions
Go to :
CPS - Create Class
Class Title
Range - use the numbered series - number on the Clicker
Engage Verbal
Simple Question- quick feedback
Can be
-Yes or No
-True or False
- Gaging the audience
Settings - Delivery Options - remote and display options
Click -show large screen - question can be typed in - for the record
Mis-Concept
Can link video through CPS
- how many times does Tiger Woods hit the golf ball? - embed a video when the question is being created.
- Clickers can only be used for correct or wrong questions
CPS - Create Class
Class Title
Range - use the numbered series - number on the Clicker
Engage Verbal
Simple Question- quick feedback
Can be
-Yes or No
-True or False
- Gaging the audience
Settings - Delivery Options - remote and display options
Click -show large screen - question can be typed in - for the record
Mis-Concept
Can link video through CPS
- how many times does Tiger Woods hit the golf ball? - embed a video when the question is being created.
- Clickers can only be used for correct or wrong questions
Can be option or getting to know your audience
Favourite team or soft drink
Risk free "Check for Understanding"
Spell Checker inside Question Editor
Advanced portion of Clickers
options -
Advanced portion of Clickers
options -
Ask Question
- Discuss
Re- ask question
Show both answers - Question - Pre -Knowledge Post L€esson Knowledge - using same questions
- Look at Reports - to summarize knowledge
Asking Questions - Using Chalkboard
Floating Tool bar from Smart Notebook works with the CPS Floating menu running
Can use Smart camera to capture CPS Questions
Computer is constantly Saving - nothing is lost
Fast Grade - can use old test or questions from a textbook
Can practice questions on paper or homework
Answering Questions at Own Pace
Put in answer key - types of qustions
Using FastGrade
New lesson - Prepare - +
Engage
Select Test Key - created earlier
Select Assessment Setup
Select - Student pace
Then Engage
Paper Based Questions
| First | Last | PAD | ID | Ethnicity | Gender | Occupation |
| Ben | Afflect | 1 | 1022 | Caucasian | Male | Actor |
| Jennifer | Anistonon | 2 | 1029 | Caucasian | Female | Actor |
| Rick | Mercer | 3 | 1915 | Caucasian | Male | Actor - Canadian |
| Anne | Murray | 3 | 1008 | Caucasian | Female | Singer- Canadian |
| Drew | Barrrymore | 4 | 1111 | Caucasian | Female | Actor |
| Penelope | Cruz | 5 | 1030 | African American | Female | Actor |
| Jackie | Chan | 6 | 1234 | Asian | Male | Actor |
| Denzel | Washington | 7 | 1002 | African American | Male | Actor |
| Jennifer | Lopez | 8 | 1032 | Hispanic | Female | Actor |
| George | Lopez | 9 | 1027 | Hispanic | Male | Actor |
| Leonardo | da Vinci | 10 | 1323 | Male | Artist - Historic | |
| Vincent | Van Gogh | 11 | 1452 | Male | Artist - Historic | |
| Mary | Digman | 12 | 1860 | Female | Canadian Artist | |
| Emily | Carr | 13 | 1920 | Female | Canadian Artist | |
| Carl | Schaefer | 14 | 1903 | Male | Canadian Artist | |
| Dan | Aykroyd | 15 | 1967 | Male | Actor - Canadian | |
| Michael | Fox | 16 | 2000 | Male | Actor - Canadian | |
| Shania | Twain | 17 | 1017 | Female | Singer- Canadian | |
| Paul | Gross | 18 | 2121 | Male | Actor - Canadian | |
| Frank | Gehry | 19 | 4321 | Male | Architect- Canadian | |
| Lynn | Johnston | 20 | 2222 | Female | Cartoonist- Canadian | |
| Reberta | Bondar | 21 | 1945 | Female | Astronaut- Canadian | |
| Shalom | Harlow | 22 | 1973 | Female | Fashion Model- Canadian |
Famous Canadians
| Frederick Banting | Insulin |
| Alexander Graham Bell | Telephone |
| Don Cherry | Hockey Night in Canada |
| Tommy Douglas | Father of Medicare |
| Terry Fox | Marathon of Hope |
| Wayne Gretzky | Greatest scorer in NHL history |
| Sir John A. MacDonald | founding father of Canada |
| Lester B. Person | oversaw the introduction of the Canada Pension Plan, national Medicare |
| David Suzuki | called the "Gladiatorial Geneticist" Host of CBC's The Nature of Things" |
| Pierre Trudeau | crested a Canadian Constitution and Charter of Rights |
| Avril Lavigne | Keanu Reeves |
| Pamela Anderson | Bryan Adams |
| Shania Twain | Neil Young |
| Neily Furtado | Jim Carrey |
| Estella Warren | Leonard Cohen |
Top Ten Myths about Canada ( Not in order )
1. Canada does not have a film industry
2. Canadians all say "eh" and "aboot"
3. We live in Igloos
4. We don't get the same movies Americans do.
5. Canada's national sport is hockey
6. Canadians do not have the same technology as Americans
7. There is Snow everywhere all year round
8. Everyone in Quebec speaks French
9. Canadians police officers are all Mounties dressed in red uniforms
10. Canadians have fewer guns than Americans
What is the top myth?
Ten Canadian Inventions
1. AM Radio invented by Guglielmo Marconi
2. IMAX projector and system by Graeme Ferguson, Roman Kroitor, Robert Kerr
3. Telephone by Alexander Graham Bell
4. Television invented by Reginald A Fessendden
5. Zipper invented by Gideon Sundback
6. Music Synthesizer by Hugh LeCaine
7. Electron microscope invented by Eli Franklin Burton, Cecil Hall, James Hillier, Albert Prebus
8. Trivial Pursuit invented by Chris Haney and Scott Abbott
9. Basketball invented by James Naismith
10. Canadarm was invented by Spar Aerospace Ltd
Some Question Ideas:
Brain Space Check
1. Not even half full, bring it on
2. Can squeeze in a little more
3. Information Overload
If you drop feather and a steel ball, Which will hit the ground first?
light feather
heavy ball
hit at the same time
Subscribe to:
Posts (Atom)