CFE’s Faculty Showcase

Let’s Hear from the Entire Class

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David SmithPhysics and AstronomyRita BalabanEconomicsAdam PerskyEshelman School of Pharmacy

Clicker Question 1Which of the following best describes your

experience with classroom response systems (clickers)?

A: I use clickers extensively in my courses.

B: I use clickers sparingly in my courses.

C: I am familiar with clickers but have not yet used them in my courses.

D: I’m completely new to clickers and their use in the classroom.

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Introduction

My experience with clickers

Effective use of clickers in the

classroom

Administrative overheads

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ExperienceFirst experience in graduate school (Ireland

~ 2008) but no personal experience.

Extensive use during my postdoc at the University of Washington

Use was motivated by recent physics education research, in addition to personal preference.

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Physics Education Research“Interactive-engagement versus traditional

methods: A six-thousand student survey of mechanics test data for introductory physics courses,” R.R. Hake, Am. J. Phys. 66, 64-74 (1998).

Significant findings included that courses that used interactive-engagement methods had much larger gains that courses using traditional methods

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Physics Education ResearchUnderstanding How Physics Faculty Use

Peer Instruction,  C. Turpen and N. Finkelstein, PERC 2007 Proceedings, 204-207.

Peer Instruction: A User's Manual,  E. Mazur; Publisher: Prentice Hall - Book

Designing effective questions for classroom response system teaching,  I. Beatty, W. Gerace, W. Leonard, and R. Dufresne, Am. J. Phys., 74 (1), 31-39 (2006).

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Two gliders, A and B, collide on a level, frictionless track, as shown below. The mass of glider A is less than that of glider B (i.e., mA < mB). The final speed of glider A is greater than that of glider B (i.e., vAf > vBf).

Is the magnitude of the final momentum of glider A, |pAf|, greater than, less than, or equal to that of glider B, |pBf|?

A: Greater than B: Less than C: Equal to D: Not sure

Clicker Question Example

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Clicker Question 3

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Clicker Question 3

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Effective UseClicker questions should ideally foster

discussion, and challenge student ideas.

Effective questions often address conceptual difficulties.

Other questions can be useful in judging the effectiveness of the lecture, by gauging the level at which students understand the material.

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Administrative ConsiderationsShould I award course credit for clicker

responses? If yes, how much?

Should I award credit for correct responses?

Shared responsibility between instructor and student.

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Let’s Hear from the Entire Class!

Rita A BalabanSenior LecturerDepartment of Economics

Audience Response SystemTurning Point, Turning Technologies

History of VTC at UNC

• Elizabeth City State University (circa 2005)– Historically underserved part of the state

• Asheville (circa 2011)• Class size upon admission– 10 to 15 students (ECSU)– 142 students (CH)– 25-30 students (Asheville)

Primary Uses

• Knowledge checks (Beginning, Middle, End)

• Conversation starters• Attention Maintainers

• Team-Based Learning

• Student presentations

• Grade Quizzes

More Common

Less Common

Conditional BranchingHow do you want to

treat the patient?

Do Nothing Hemodialysis Stop Meds

Meds are stopped, now

what?

Do Nothing

Pt is hypotensive, now what?

Pt BP is normal but refuses

dialysis, now what?

Patient DiesHemodialysisGet BP up

Patient Dies

Class response system support

CFE’s Poll Everywhere accounts cfe.unc.edu/100plus/crs.html

Developing activities for class response systemsCenter for Faculty Excellence Contact: Bob Henshaw