Personal Response System in the Classroom Turning Point Clicker

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Personal Response System in the Classroom
Turning Point Clicker
Judy VondruskaSouth Dakota State University SD
Science and Math Teachers ConferenceHuron,
SDFeb. 6 7, 2009
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Which of the following would you like to
change/improve in your classroom? (Choose two)

• Immediate feedback for students
• Student-student interaction
• Student-teacher interaction
• Involving all students
• Improving student attention

3
Which two of these activities do you undertake on
a regular basis in your largest class?

• Group work/discussions
• Use of clickers
• Daily assignments
• Case studies
• Demonstrations
• Lecture

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Presentation Overview

• Components of Student Response System (SRS)
• Rationale for use
• Research
• Sample slides
• Considerations for use

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What is a Student Response System?

• Handheld clicker system
• Hardware
• Computer
• Projection system for student viewing
• USB radio receiver
• Software
• TurningPoint software integrates with Microsoft
  PowerPoint
• new toolbar

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What does it look like?
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What is a Student Response System?

• Student clickers can be used anonymously
• If clickers used for grading, they need to be
  registered with the instructor

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Sample Class Registrationcreated in MS Excel
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Why Use a Student Response System?

• Engage students in active learning
• Improve instructor understanding of students'
  comprehension of curriculum.
• Provide students with immediate feedback about
  the accuracy of their understanding of the
  curriculum.
• Use analysis of student responses as the basis
  for class discussion

Research
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Who Should Use a Student Response System?

• Very useful in large lecture sections
• typically difficult to get student-teacher
  interaction
• Turning Technologies claims up to 1000 students
  can use at one time
• Can be used with any class size
• Not meant as a replacement for student-student
  and student-teacher verbal interaction

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Uses

• Interject questions during lecture
• determine what students dont yet understand and
  take time to reteach
• Peer Instruction model
• Discussion model
• Review questions
• Team/Group work
• Timing
• Elicit opinions

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Types of Slides(Partial List)

• Basic multiple choice
• Yes/No and True/False
• Likert scale
• Ranking
• Word or Pictures
• Moment to Moment

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How to Create Interactive Slides

• Demo

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Lets Try It
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Which of the following toys was used by the U.S.
military in WWII?

• View Master
• Silly Putty
• Play-doh
• Etch-A-Sketch

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Why did Isaac Newton put ridges on coins when he
was Master of the British Mint?

• To help blind people identify the type of coin
• To help remove the coins from the molds
• To prevent people from cutting off the edges
• To keep the coins from rolling on a ships table

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Who is NOT on Mt. Rushmore?

• Jefferson
• FDR
• T. Roosevelt
• Washington

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Analyzing Student Responses

• TurningPoint software allows for a variety of
  reporting options
• graded/ungraded
• by student
• by question
• attendance
• group results

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Attendance Slide
View Todays Reports
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Grouping/Teaming Students

• Students can be pre-grouped for later analysis
• Can group on the fly based on some desired
  characteristic
• create teams during class

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Samples of Physics 101 Slides
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Using graphics
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Which object(s) experiences the greatest buoyant
force?

• A
• B
• C
• A C
• B C
• A B
• They all experience the same buoyant force.

C
A
B
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Which of the following objects has the least
kinetic energy? Calculate its KE.

• A
• B
• C
• D

A)
C)
m 414,000 kg v 304 m/s
m 1100 kg v 16 m/s
D)
B)
m 730 kg v 22 m/s
m 8100 kg v 5 m/s
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Problems
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A race car can be slowed with a deceleration of
-11 m/s2. If its initial velocity is 55 m/s,
what distance will it take to bring it to a stop?

• 130 m
• 150 m
• 140 m
• 110 m
• None of the above.
• Did not finish the problem.

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Which object would have the greatest momentum?

• A 30 kg bike traveling at 5 m/s
• A 70 kg student jogging at 1 m/s
• A 0.001 kg bullet traveling at 300 m/s
• a 10 kg ball falling at 2 m/s

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Intravenous injectionsPressure varies with
depth/height

• A) To work properly the pressure of the fluid
  containing medication must be at 109 kPa at the
  injection point. If the fluid density is 1020
  kg/m3, find the height at which the IV bag of
  fluid must be suspended above the patient.
  Assume the pressure in the bag is at 1 atm (101
  kPa).
• B) If a less dense fluid is used instead, must
  the height of IV bag be increased, decreased, or
  remain the same?

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To work properly the pressure of the fluid
containing medication must be at 109 kPa at the
injection point. If the fluid density is 1020
kg/m3, find the height at which the IV bag of
fluid must be suspended above the patient.
Assume the pressure in the bag is at 1 atm (101
kPa).

• 0.011 m
• 1.01 m
• 0.630 m
• 0.800 m
• None of the above
• Did not finish the problem

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Opinions
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I am ready for the test on Friday

• Strongly Agree
• Agree
• Neutral
• Disagree
• Strongly Disagree

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What topics would you like covered in contact
hour this week? (Choose 3)

• Density
• Pressure
• Pressure at depth
• Archimedes Principle
• Bernoullis Principle
• Pascals Principle

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Conceptual Questions
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A bug hits your car while you are driving 65 mph.
At the moment of impact, which experiences the
greater impact force?

• The force on the bug
• The force on the car
• Both forces (on car and on bug) are the same

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What type of motion would be observed in the
situation below?

• acceleration to right
• acceleration to left
• constant velocity to right
• constant velocity to left

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In conjunction with demonstrations
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If you shoot two darts at the same time from
equivalent dart guns but Dart A is heavier than
Dart B, what will you observe happen?

• Dart A will hit the ground first
• Dart B will hit the ground first
• Both darts will hit the ground at the same time

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Research Indications

• Questioning Sequence
• recommendation is to cover a topic in a series of
  2-4 different-looking questions.
• same concept but with different surface
  features' so that each question looks different
• if you deliver only one question followed by
  discussion, it's not clear if the message has
  gotten across

Case Study by Dr. Bill Raey, Ohio State
University. Source http//turningtechnologies.c
om .
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Issues to Consider with the SRS

• Grading with the clickers
• Technical Issues
• Software setup
• Startup sequence
• Selecting class list
• Time
• Preparation
• In class
• Cost
• Initial cost for student (new) 30
• Initial cost for student (used) 22
• Bookstore buy-back ?
• Batteries
• No OFF switch on clicker
• Tools for replacement
• Need for projector
• Can use the systems with laptops instead of
  handhelds
• Online version now available

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From EDUCAUSE

• http//connect.educause.edu/library/abstract/7Thin
  gsYouShouldKnow/39379
• Student Response Systems A University of
  Wisconsin System Study of Clickersby Robert
  Kaleta and Tanya JoostenVolume 2007, Issue 10
• Clickers in the Classroom An Active Learning
  Approach By Margie MartynVolume 30   Number 2
   2007

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Thank You Questions?
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Research Indications

• Indications of benefits
• greater student engagement
• increased student understanding of complex
  subject matter
• increased student interest and enjoyment
• heightened discussion and interactivity
• increased student awareness of individual levels
  of comprehension
• increased teacher insight into student
  difficulties

Rochelle, J., Abrahmson, L.A., and Penuel, W.R.
(2004a, April 16). DRAFT Integrating Classroom
Network Technology and Learning Theory to Improve
Classroom Science Learning A Literature
Synthesis. Paper presented a the Annual Meeting
of the American Educational Research Association,
San Diego, CA.
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How Class Time is SpentFSSE 2006
Accessed at http//fsse.iub.edu/ppt/AI2006FSSE_pre
sentation_FINAL.ppt
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Questioning Techniques

• Mazurs Peer Instruction
• Initially individual responses
• Followed by small group discussion
• Finished with second individual response
• Dufresnes Model
• Discussion in small groups first
• Followed by individual or group votes

Mazur,E. (1997). Peer Instruction A Users
Manual, Prentice-Hall, Upper Saddle River,
NJDufresne, R.J., Wenk, L., Mestre, J.P.,
Gerace, W.J., and Leonard, W. J. (1996).
Classtalk A classroom communication system
for active learning. Journal of Computing in
Higher Education 73-47.
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Research Indications

• Peer Instruction
• Grading impacts nature and quality of peer
  discussions
• When students receive credit for attempting an
  answer (not just the correct answer), a more even
  exchange of ideas occurs
• If no credit for wrong answer, discussion
  dominated by student with greater knowledge

James, M. (2006). The effect of grading
incentive on student discourse in Peer
Instruction. American Journal of Physics, 74(8),
pp. 689-691.
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Research Indications

• Question Quality
• Questions should have explicit pedagogic goal
• Direct students attention
• Stimulate specific cognitive processes
• Communicate information to the instructor and
  students
• Facilitate the articulation and confrontation of
  ideas

Beatty, I., Gerace, W., Leonard, W. Dufresne, R.
(2006). Designing effective questions for
classroom response system teaching. American
Journal of Physics, 74(1), pp. 31-39.
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Some months have 31 days, how many have 28?

• 1
• 3
• 6
• 9
• 12

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A farmer has 17 sheep, and all but 9 die. How
many are left?

• 17
• 8
• 9

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How many two cent stamps are there in a dozen?

• 6
• 9
• 12