University of Arizona

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Classroom Performance System

• a/k/a CLICKERS

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We would all rather have this
Than this
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What we will talk about

• 1. How we use the clickers.
• 2. Technical and Recordkeeping.
• 3. What students think about the clickers.
• 4. What we think about the clickers.

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Do you ever

• Use questions to ascertain if students have
  understood factual material? In other words, did
  they read the statute?
• A. Yes, I do this.
• B. No, I do not.

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An example Do the students have the factual
information they need?

• You can get FMLA leave for
• A. Birth or adoption of a child.
• B. Care of an immediate family member with a
  serious health condition.
• C. Your own serious health condition.
• D. All of the above.

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Do you ever

• Do you sometimes ask questions to see if students
  actually understood the holding of a case?
• A. Yes
• B. No

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Example Do students understand the holding of
a case?

• A. If no arbitration decision on the
  discrimination claim, the plaintiff gets a trial
  de novo on that claim.
• B. If there is an arbitration decision on the
  discrimination claim, the plaintiff is precluded
  from suing in court.
• C. Regardless of whether there is an arbitration
  decision on the discrimination claim, the
  plaintiff gets a trial de novo and the court
  gives the arbitration decision whatever weight it
  thinks is appropriate.
• D. If the arbitrator rules on the discrimination
  claim, the trial court should defer to it.

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Application

• Do you ever use hypos to see if students can
  apply what they have learned?
• A. Yes
• B. No

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• Tanya is about to accept an offer of employment
  at ABC Co. In accepting the offer, Tanya agrees
  to arbitrate all employment disputes. You should
  tell her that
• I. Sign because the FAA does not cover
  employment contracts.
• II. Sign but the FAA only excludes contracts of
  transportation workers, not all employees.
• III. Sign but realize that if she is
  discriminated against, she might still be able to
  file with EEOC.
• IV. Sign but realize that if she is
  discriminated against in a non-unionized
  workplace, she will not be able to file with
  EEOC.
• A. I and IV. B. II and IV C. III. D. II
  and III

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Clickers can also be used to ascertain student
opinion

• Which do you feel is most invasive
• A. Urine testing
• B. Blood testing
• C. Hair testing
• What arguments can you make that each is invasive
  in its own way?

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To ascertain student views on a controversial
topic

• If we are studying affirmative action, I could
  ask
• A. I agree with the Courts view of affirmative
  action.
• B. I do not agree with the Courts view of
  affirmative action.

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CPS is more than just PowerPoint with Questions

• It can take and record attendance.
• It can call on a student with machine-like
  randomness.
• It can measure and grade a kind of class
  participation.

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Question

• In grading, do you take into account class
  participation?
• Yes
• No

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Class Participation

• Every student can participate in every question,
  every day.
• Automatically recorded and calculated.

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If you use questions as reading checks.

• Under the Katz test, a search is
• An invasion of a reasonable expectation of
  privacy.
• Trespass under state law.
• Always unconstitutional.
• If so, questions like this can be scored right or
  wrong.

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You probably use questions to spur discussion.

• Under the current state of the law, do you think
  the Court would hold a dog sniff of a middle
  school child without reasonable suspicion to be a
  search?
• Yes
• No

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You probably use questions to spur discussion.

• Under the current state of the law, do you think
  the Court would hold a dog sniff of a middle
  school child without reasonable suspicion to be a
  search?
• Yes
• No

You can give credit for an open-ended question
like this regardless of how the student answers,
so long as they answer.
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Students

• What students say about the clickers

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Question 1

• A. I like the clickers.
• B. I do not like the clickers.

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Question 1 Responses
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Question 2

• I like the clickers because
• A. They are interactive.
• B. They are fun.
• C. They keep me awake.
• D. They help me participate.
• E. I do not like the clickers.

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Question 2 Responses
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Question 3

• I like the clickers because
• A. I like the review.
• B. I like that I can test my knowledge.
• C. I like that I can give my opinion
  .anonymously.
• D. I like that I can see whether people agree
  with me.
• E. I dont like the clickers.

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Question 3 Responses
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Question 4 - What I like least

• A. I dislike everything about the clickers.
• B. I dislike that sometimes the receivers do not
  work well.
• C. I dislike having to move around a lot to get
  the receivers to work.
• D. I dislike that the lights are off in the
  middle of the classroom.
• E. I really dont mind any of the above.

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Question 4 - Responses
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Question 5 Professor Korn

• A. I think Prof. Korn should use them in classes
  next year.
• B. I dont think Prof. Korn should use them in
  classes next year.

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Question 5 Responses
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Question 6 - Other Professors

• A. I think clickers should only be used by a few
  professors.
• B. I would like to have clickers in more of my
  classes.

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Question 6 Responses
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What we think

• What we like about the clickers
• Increases class participation.
• Interactive learning keeps students engaged.
• Feedback, for me and for students.
• Way to open class discussion, especially
  difficult or controversial topics without putting
  someone on the spot.
• What we dislike about the clickers
• Technology is not perfect.
• Darkened room.
• Cost to students.