Tell Us About You!

Sarah Grison, Ph.D. [email protected] Tech Help: 1-866-229-3239

Tell Us About You!

Sarah and Grace will be with you soon. For now, please:

1.Click on Polling bar at right and select answer about

clickers.2.Click on Chat bar at right and briefly answer: “What do you

want to learn from the webinar?”

3.Notice number for tech support if needed!

Tech Help: 1-866-229-3239


Our Common Goals

Teacher StudentUni-Directional

Teaching

Teacher StudentBi-Directional

Teaching


How to Work Towards These Goals

Great learning depends on great teaching and both are improved by empirical research


Educator Opinion

“Like any classroom technology, clickers will not automatically improve teaching or

enhance student learning. Clickers can be detrimental if poorly used, but highly

beneficial if good practices are followed, as documented by a growing body of

educational literature.”

Barber & Njus, 2007, pp. 1(For a review see Caldwell, 2007)


Using Clickers To Help Students Get More Out of Your Psychology

Course

Sarah GrisonUniversity of Illinois, Urbana-Champaign

[email protected] at Twitter

Twitter Tag: #ClickersForPsych

Tech Help: 1-866-229-3239


Thank You To Our Sponsors

http://www.iclicker.com/dnn/

Tech Help: 1-866-229-3239

http://www.psychologicalscience.org/

http://theactiveclass.com/


Goals of Webinar

Interactive Session on Evidence-Based Use of Clickers

1.How can clickers increase student interest?

2.How can clickers increase active engagement?

3.How can clickers ensure students are learning?

4.How can clickers be implemented successfully?


Virtual Clicker

What percentage attendance do you usually have in your classes?

A. 0-20%B. 21-40%C. 41-60%D. 61-80%E. 81-100%


1. How Can Clickers Increase Interest?

Improve attendance when SRS linked to grades (Jackson & Trees, 2003)Increase student enjoyment of class (Stowell & Nelson, 2007; Simpson & Oliver, 2006)Increase student interest in class (Preszler, Dawe, Schuster & Schuster, 2007)Can make instructors seem warm, friendly, caring, and aware of student needs, (Jackson & Trees, 2003; Knight & Wood, 2005)



Preszler et al., 2007 6 biology classes (101 - 377) Low (0-2), med (3-4), high (5-6) MCQs/lecture/ day Clickers associated with increased interest (81%) Clickers associated with increased likelihood of

attending (71%)



By Improving Rapport

1. Encourage timely attendance with “forgiving” grading (e.g., 75% response for 10% of grade)

2. Ask questions about them (e.g., major)


Tell Us About You!

Sarah and Grace will be with you soon. For now, please:

1.Click on Polling bar at right and select answer about

clickers.2.Click on Chat bar at right and briefly answer: “What do you

learn from the webinar?”3.Notice number for tech

support if needed!

Tech Help: 1-866-229-3239





2. Ask questions about them (e.g., major)3. Ask students to apply concepts to “real life”


How Stressed Are You?How much stress have you felt in your life in

the past month?Let’s have men answer first, then women.

A. No stressB. A little stressC. Some stressD. A lot of stressE. A great deal of stress

Was there any difference? If so, how might you explain this difference?


What are your stressors?A. Catastrophic events: Sudden, unexpected,

life-threatening events

B. Life changes: Events create demands, require a lot of adjustment

C. Chronic stressors: Continue a long time

D. Acute: Highly disruptive, short-lived events

E. Daily hassles: Irritations, not big alone, but effects add up





2. Ask questions about them (e.g., their major)3. Ask students to apply concepts to “real life”4. Ask their opinions (e.g., frontal lobe & law)5. Allow democratic voting (e.g., color of slides)6. Ask for student feedback and use it (micro-

assessment)


How is the pacing of this webinar?

A. Way too fastB. A bit too fastC. Just rightD. A bit too slowE. Way too slow

Your Feedback Please!


Student Feedback on Clickers

“The best aspect of the course is how the instructor uses clickers to interact with

students. She actually tries to get to know her students.”


Goals of Webinar







Virtual ClickerWhat percentage of students answer

questions in your classes?

A. 0-20%B. 21-40%C. 41-60%D. 61-80%E. 81-100%Is it possible that some of these students don’t

feel comfortable talking in class?


2. How Can Clickers Increase Engagement?

Increase student alertness (Burnstein & Lederman, 2001)Encourage anonymous, honest assessment of attitudes (Stowell & Nelson, 2007)Increase involvement of all students regardless of culture, sex, etc. (Reay, Li, & Bao, 2008)Require students to use and manipulate concepts (Freeman et al., 2007)Provide foot-in-the-door for discussion, one-minute writing, think-pair-share (Lyman, 1981)Help students process information more deeply (i.e., understanding, reasoning) (Beatty, 2004; Beatty et al., 2006)



Reay, Li, & Bao, 2008 Tested in 3 quarters in large physics classes One section used clickers, one did not Clicker section did better on common exams (22-

26%) and had greater gains on post test Women showed greater gains when using clickers

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Freeman et al., 2007 Two Bio 180 classes: 1 w/

clickers, 1 w/ cards Both got better exam

scores vs prior term (14 points on average)

Across both, fewer students got less than C- (4.7%)

Trend for high risk students using clickers to perform better vs cards



By “Pulling” Active Engagement

1. “Warm them up” with class starter questions


Psych 100: Monday, 10/11/2010

Announcements Exam grades are up

Final NOT cumulative! Estimated midterm grade

coming…. Last day to drop without a W

is Friday 10/15 Homework!!

Read for Wed: (106) 133-151

What color is this large box?




1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement


We just watched a video of Terri Schiavo. Was she conscious or not in the video?

A. YesB. No

Now, turn to your neighbor and explain your answer.

Let’s Think About It!

http://www.sacramentolifechain.org/schiavo.html

http://images.google.com/imgres?imgurl=http://msnbcmedia4.msn.com/j/msnbc/Components/Photos/050124/050124_schiavo_hmed_730a.hmedium.jpg&imgrefurl=http://www.msnbc.msn.com/id/6861377/&usg=__5EYXnKnB-IxNulGODhXs5-Cjsh0=&h=273&w=410&sz=14&hl=en&start=2&um=1&tbnid=FzidCN96wqaW7M:&tbnh=83&tbnw=125&prev=/images%3Fq%3DTerri%2BSchiavo,%2Btalking%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft:en-us




1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Play the “devil’s advocate”


What is Psychology?

AB

C

DE



“The instructor does a great job keeping our attention and I love the interactive nature of

the class.”




1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Play the “devil’s advocate”5. Demonstrate concepts so they experience them


A. blue; activation of the s-conesB. yellow; activation of the s-conesC. blue; opponent processes in the ganglion

cellsD. yellow; opponent processes in the ganglion

cells

Did you get it?

If you stare at the color blue long enough, and then look at a white piece of paper, you will

see the color _____ due to _____.




1. “Warm them up” with class starter questions2. Prime videos with questions to ensure attention3. Get “foot in the door” for deeper engagement4. Ask students “what should happen” in a scenario5. Play the “devil’s advocate”6. Demonstrate concepts so they experience them7. Do in class experiments and graphically display

answers for groups


Mini-ExperimentRIGHT half of the room, please close

eyes!

LEFT half of the room, please keep looking.


Mini-ExperimentLeft half of room put pen in mouth with the tip in front of your nose. See me!

Now look at this…


Mini-ExperimentHow funny was the picture?

A. Very unfunny B. Rather unfunny

C. Neither unfunny nor funny D. Rather funny

E. Very funny


Mini-ExperimentLEFT half of the room, please close eyes!

RIGHT half of the room, please keep looking.


Mini-ExperimentPlease try to be quiet! Right half of room

put pen in mouth with the tip by your cheek. See me! Now look at this…


Mini-ExperimentHow funny was the picture?

A. Very unfunny B. Rather unfunny

C. Neither unfunny nor funny D. Rather funny

E. Very funny


Mini-ExperimentAny difference in funniness ratings?

If so, how does this demonstrate

the facial feedback Hypothesis?


Mini-Experiment

Explain why we got these results on your activity sheet. Be sure to refer to James’ theory!

Pen with tip in front of your nose. Pen with tip by cheek.



“I really enjoyed using the clickers for in-class experiments. I think they are an awesome way for the student to fully understand the

material.”


Goals of Webinar







Virtual Clicker

What percentage of students can you demonstrate showing learning over your

course?

A. 0-20%B. 21-40%C. 41-60%D. 61-80%E. 81-100%


3. How Can Clickers Increase Learning?

Provide comprehension checks for self-evaluation (Morling, McAuliffe, Cohen, & DiLorenzo, 2008)Especially valuable for analysis questions (Slain, Abate, Hodges, Stamatakis, & Wolak, 2004)Encourage peer interaction and peer instruction (Mazur, 1997; Crouch & Mazur, 2001)Allow flexible response to confusion with contingent teaching (Draper & Brown, 2004; Beatty, Gerace, Leonard, & Dufresne, 2006)Augment long-term retention (Crossgrove & Curran, 2008; Grison et al, in preparation)Improve exam scores (Preszler et al., 2007; Morling et al., 2008; Grison et al, in preparation)



Grison, Luke, Shigeto & Watson, in prep 30 sections of Intro Psych were in-class experiment f Low/High nums clicker MCQs (4/8) for 2 chapters Either for material presented in class or not (i.e., text) Clickers improved post test performance at 2 weeks

and 3 months



Preszler, et al., 2007 Recall used 6 bio classes (101-377) Across classes, low (0-2), med (3-4), high (5-6)

questions/lecture/day Better exam grades were associated with having

received more questions on that topic



By Checking Learning of Content “Push” 1. Check learning of class and text content at different

cognitive levels (e.g., Bloom’s taxonomy)2. Use peer instruction to correct understanding3. Permits flexible, contingent teaching to address

problems


Did you get it?After suffering a large bruise during a

somewhat wild game of Twister, Rachel feels a throbbing pain in her leg. This dull pain is

carried byA. A–delta fibers.B. ganglion cells.C. C fibers.D. hair cells.

Why is C correct?

How can you remember this?


Can you apply the concept? The residents of a burning

apartment complex had to decide whether or not to throw their 9-month old infant out the window into the arms of a police officer

waiting 4 floors below. The uncle said “I looked into his eyes and saw that he would catch her.

Then I let her go”. His decision was made based on

A. utility.B. expected value.C. the gambler’s fallacy.D. decision making flaws.

Why is A correct?Example of B?





problems4. Ask students “what should happen” in a scenario


A person volunteered on Saturday to help pick up trash along a highway. The work was

strenuous and the person was sore the next day. What does cognitive dissonance theory

predict will happen?

A) The person will not volunteer again B) The person will volunteer again

What should happen?

Discuss with your neighbor under what conditions A and B could be correct.





problems4. Ask students “what should happen” in a scenario5. Use classroom assessment techniques to check

learning (e.g., quick write, muddiest point, etc.)6. Do quick low stakes testing with immediate feedback

(e.g., pre/post term assessment, quiz, practice exam)


Student Feedback

“The clicker questions are extremely effective and help us to understand the

material better.”


Goals of Webinar







4. How Can Clickers Be Implemented?

Summary Clickers are a tool…Neither necessary nor

sufficient for improving learning Research suggests clickers help increase

student interest, engagement and learning But! Only if we use pedagogical techniques

that research has shown supports our goals


Educator Opinion“Ultimately…the pedagogical practices of the instructor, not the incorporation

of technology, [are] key to student comprehension.”

Judson & Sawada, 2002, pp. 167


If clickers were available to you next year, what is the likelihood you would use them?

A. Almost definitely (81-100%)B. Very likely (61-80%)C. Maybe (41-60%)D. Very unlikely (21-40%)E. Almost definitely not (0-20%)

What Do You Think?



Practices That Tend to Lead to Success

1. Be sure your goals match what pedagogical gain can

be provided by SRS.2. Choose SRS carefully based on needs, constraints.3. Train yourself to use the SRS well before class starts. 4. Make appropriate changes to your course and

lectures to incorporate SRS.5. Explain SRS to students, why you are using them,

how they will be graded, and other expectations.6. Be prepared to troubleshoot a lot at first and

reassure students their data are being collected. 7. Learn about and use best practice in SRS pedagogy.8. And last but not least….Back up data, back up data,

back up data!



Practices That Tend to Lead to Failure

1. Fail to explain why you are using SRS.2. Fail to discuss what learning means or the depth of participation and learning you expect in your class.3. Only use SRS for attendance.4. Never ask students to talk with each other. 5. Only use factual recall questions.6. Don’t make use of the student response information.7. Think of SRS as only a testing device, rather than a device to inform learning.

Douglas Duncan, 2008http://casa.colorado.edu/~dduncan/clickers/Tips.htm


How successful was this webinar in help you learn what you wanted to know?

A. Extremely successfulB. Rather successfulC. Neither successful nor unsuccessfulD. Rather unsuccessfulE. Extremely unsuccessful

Your Feedback Please!


A Big “Thank You” To…

Graduate Students and Teaching Faculty for Introductory Psychology at University of Illinois,

Urbana-Champaign

Especially our graduate TA/RA hybrids:Aya ShigetoEva Chen

Steven LukePatrick Watson


Questions?

Questions about clickers?Stick around for a bit!

You can talk with us via mic or in the chat.

Or contact me at [email protected]

Or follow DocGrison at Twitter


Resources

Barber, M., & Njus, D. (2007). Clicker Evolution: Seeking Intelligent Design. CBE-Life Sciences Education, 6(1), 1-8.

Beatty, I. D. (2004). “Transforming Student Learning with Classroom Communication Systems.” Educause Center for Applied Research (ECAR) Research Bulletin ERB0403, Feb 3.

Beatty, I. Gerace, W., Leonard, W., & Dufresne, R. (2006). Designing effective questions for classroom response system teaching. American Journal of Physics, 74, 31-39.

Burnstein, R., & Lederman, L. (2001). Using wireless keypads in lecture classes. The Physics Teacher, 39, 8-11.

Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. Life Sciences Education, 6, 9-20.

Crossgrove, K., & Curran, K. L. (2008). Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material. CBE-Life Sciences Education, 7, 146-154.

Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experiences and results. American Journal of Physics, 69, 970-977.

Duncan, D. (2008). http://casa.colorado.edu/~dduncan/clickers/Tips.htmDraper, S. W., & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system.

Journal of Computer Assisted Learning, 20, 81-94.Freeman, S., O’Conner, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., and

Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci. Educ. 6, 132–139.

Grison, S, Luke, S. G., Shigeto, A., & Watson, P. Benefits of the testing effect extend to the classroom: Answering clicker questions improves students’ long-term retention. Manuscript in preparation


Resources

Jackson, M. H., and Trees, A. R. (2003). Clicker implementation and assessment. comm.colorado.edu/mjackson/clickerreport.htm (accessed 16 July 2006).

Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21, 167-181.

Knight, J. K., and Wood, W. B. (2005). Teaching more by lecturing less. Cell Biol. Educ. 4, 298–310.Mazur, E. (1997). Peer instruction: A user's manual.Upper Saddle River, NJ: Prentice Hall.Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of personal response systems

(“clickers”) in large, introductory psychology classes. Teaching of Psychology, 35, 45-50. Preszler, R. W., Dawe, A., Shuster, C. B., and Shuster, M. (2007). Assessment of the effects of student

response systems on student learning and attitudes over a broad range of biology courses. CBE Life Sci. Educ. 6, 29–41.

Reay, N., Li, P., & Bao, L. (2008). Testing a new voting machine question methodology. American Journal of Physics, 76, 171-178.

Simpson, V., and Oliver, M. (2006). Using electronic voting systems in lectures. www.ucl.ac.uk/learningtechnology/examples/Electronic VotingSystems.pdf (accessed 12 July 2006).

Slain, D., Abate, M., Hodges, B. M., Stamatakis, M. K., & Wolak, S. (2004). An interactive response system to promote active learning in the doctor of pharmacy curriculum. American Journal of Pharmaceutical Education, 68(5), 1-9.

Stowell, J. R., &Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34, 253-258.

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