"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."
- What is your definition of Technology?
- What technology fo you have in your classroom?
Overview:
- What are Student Response Systems?
- Handout
- 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),
- ExamView Learning Series (22 grade-level products that contain more than 9,500 test questions)
Creating a Database- use same database
Classes- Prepare- New- Class
- Add new students
- Importing Class list
- Import as a CSV file: comma separated values
- Add new students
Quizzes and Tests- New - Lesson or
- New - FastGrade
- "On the Fly" questions
- Insert Questions into PowerPoint
- Examview
- ExamView Learning Series (22 grade-level products that contain more than 9,500 test questions)
Types of Questions- Handout
Content Creation Options- Handout
Deliver:- 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...
Content Delivery Options- Handout
Reports:Types of Reports:- Student Reports,
- Class Reports
Exporting the ResultsBest Practices- Handout
Challenges in Using CRS units- Handout
Resources - CPS for PowerPoint: add-on for PowerPoint
- 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
- blackboard/whiteboard, flipping chalkboard- on a stand, rolling blackboard, calculator - $150.00 coloured chalkoverhead projector,
What other technologies do you have in your classroom - NOW?
- Smartboards, data projectors, VCR, DVDs, GPS, computers,
-
Question 4
- Explain how it is having a strong impact?
- Why is it having a moderate impact
- Assessment: Assessment of Learning, for learning - immediatacy
- Engaging Students: Getting students involved and ongoing engaged
- How can it be improved by Clickers (Student Response Systems)
- Differentiated Instruction
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
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.
- 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
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
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
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
Advanced portion of Clickers
options -
- Discuss
- Look at Reports - to summarize knowledge
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 |
| 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 |
Some Question Ideas:
