Tell Us About You!

1
Tell Us About You!

• Sarah and Grace will be with you soon. For now,
  please
• Click on Polling bar at right and select answer
  about clickers.
• Click on Chat bar at right and briefly answer
  What do you want to learn from the webinar?
• Notice number for tech support if needed!

Tech Help 1-866-229-3239
2
Our Common Goals

• Teacher Student
• Uni-Directional Teaching

• Teacher Student
• Bi-Directional Teaching

3
How to Work Towards These Goals

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

4
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)

5
Using Clickers To Help Students Get More Out of
Your Psychology Course

• Sarah Grison
• University of Illinois, Urbana-Champaign
• sgrison_at_illinois.edu
• DocGrison at Twitter
• Twitter Tag ClickersForPsych

Tech Help 1-866-229-3239
6
Thank You To Our Sponsors

• http//www.iclicker.com/dnn/

http//theactiveclass.com/
http//www.psychologicalscience.org/
Tech Help 1-866-229-3239
7
Goals of Webinar

• Interactive Session on
• Evidence-Based Use of Clickers
• How can clickers increase student interest?
• How can clickers increase active engagement?
• How can clickers ensure students are learning?
• How can clickers be implemented successfully?

8
Virtual Clicker

• What percentage attendance do you usually have in
  your classes?
• 0-20
• 21-40
• 41-60
• 61-80
• 81-100

9
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)

10
1. How Can Clickers Increase Interest?

• 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)

11
1. How Can Clickers Increase Interest?

• By Improving Rapport
• Encourage timely attendance with forgiving
  grading (e.g., 75 response for 10 of grade)
• Ask questions about them (e.g., major)

12
Tell Us About You!

• Sarah and Grace will be with you soon. For now,
  please
• Click on Polling bar at right and select answer
  about clickers.
• Click on Chat bar at right and briefly answer
  What do you learn from the webinar?
• Notice number for tech support if needed!

Tech Help 1-866-229-3239
13
1. How Can Clickers Increase Interest?

• By Improving Rapport
• Encourage timely attendance with forgiving
  grading (e.g., 75 response for 10 of grade)
• Ask questions about them (e.g., major)
• Ask students to apply concepts to real life

14
How Stressed Are You?

• How much stress have you felt in your life in the
  past month?
• Lets have men answer first, then women.
• A. No stress
• B. A little stress
• C. Some stress
• D. A lot of stress
• E. A great deal of stress
• Was there any difference? If so, how might you
  explain this difference?

15
What are your stressors?

1. Catastrophic events Sudden, unexpected,
   life-threatening events
2. Life changes Events create demands,
   require a lot of adjustment
3. Chronic stressors Continue a long time
4. Acute Highly disruptive, short-lived events
5. Daily hassles Irritations, not big alone, but
   effects add up

16
1. How Can Clickers Increase Interest?

• By Improving Rapport
• Encourage timely attendance with forgiving
  grading (e.g., 75 response for 10 of grade)
• Ask questions about them (e.g., their major)
• Ask students to apply concepts to real life
• Ask their opinions (e.g., frontal lobe law)
• Allow democratic voting (e.g., color of slides)
• Ask for student feedback and use it
  (micro-assessment)

17
Your Feedback Please!

• How is the pacing of this webinar?
• Way too fast
• A bit too fast
• Just right
• A bit too slow
• Way too slow

18
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.

19
Goals of Webinar

• Interactive Session on
• Evidence-Based Use of Clickers
• How can clickers increase student interest?
• How can clickers increase active engagement?
• How can clickers ensure students are learning?
• How can clickers be implemented successfully?

20
Virtual Clicker

• What percentage of students answer questions in
  your classes?
• 0-20
• 21-40
• 41-60
• 61-80
• 81-100

Is it possible that some of these students dont
feel comfortable talking in class?
21
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)

22
2. How Can Clickers Increase Engagement?

• 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

23
2. How Can Clickers Increase Engagement?

• 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

24
2. How Can Clickers Increase Engagement?

• By Pulling Active Engagement
• Warm them up with class starter questions

25
Psych 100 Monday, 10/11/2010
What color is this large box?

• 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

• blue.
• purple.

26
2. How Can Clickers Increase Engagement?

• By Pulling Active Engagement
• Warm them up with class starter questions
• Prime videos with questions to ensure attention
• Get foot in the door for deeper engagement

27
Lets Think About It!

• We just watched a video of Terri Schiavo.
  Was she conscious or not in the video?
• Yes
• No
• Now, turn to your neighbor and explain your
  answer.

28
2. How Can Clickers Increase Engagement?

• By Pulling Active Engagement
• Warm them up with class starter questions
• Prime videos with questions to ensure attention
• Get foot in the door for deeper engagement
• Play the devils advocate

29
What is Psychology?
30
Student Feedback on Clickers

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

31
2. How Can Clickers Increase Engagement?

• By Pulling Active Engagement
• Warm them up with class starter questions
• Prime videos with questions to ensure attention
• Get foot in the door for deeper engagement
• Play the devils advocate
• Demonstrate concepts so they experience them

32
(No Transcript)
33
(No Transcript)
34
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. blue activation of the s-cones
2. yellow activation of the s-cones
3. blue opponent processes in the ganglion cells
4. yellow opponent processes in the ganglion cells

35
2. How Can Clickers Increase Engagement?

• By Pulling Active Engagement
• Warm them up with class starter questions
• Prime videos with questions to ensure attention
• Get foot in the door for deeper engagement
• Ask students what should happen in a scenario
• Play the devils advocate
• Demonstrate concepts so they experience them
• Do in class experiments and graphically display
  answers for groups

36
Mini-Experiment

• RIGHT half of the room, please close eyes!
• LEFT half of the room, please keep looking.

37
Mini-Experiment

• Left half of room put pen in mouth with the tip
  in front of your nose. See me! Now look at this

38
Mini-Experiment

• How funny was the picture?
• Very unfunny
• Rather unfunny
• Neither unfunny nor funny
• Rather funny
• E. Very funny

39
Mini-Experiment

• LEFT half of the room, please close eyes!
• RIGHT half of the room, please keep looking.

40
Mini-Experiment

• Please try to be quiet! Right half of room put
  pen in mouth with the tip by your cheek. See me!
  Now look at this

41
Mini-Experiment

• How funny was the picture?
• Very unfunny
• Rather unfunny
• Neither unfunny nor funny
• Rather funny
• E. Very funny

42
Mini-Experiment
Any difference in funniness ratings? If so, how
does this demonstrate the facial feedback
Hypothesis?
43
Mini-Experiment

• Pen with tip in front of your nose.

• Pen with tip by cheek.

44
Student Feedback on Clickers

• 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.

45
Goals of Webinar

• Interactive Session on
• Evidence-Based Use of Clickers
• How can clickers increase student interest?
• How can clickers increase active engagement?
• How can clickers ensure students are learning?
• How can clickers be implemented successfully?

46
Virtual Clicker

• What percentage of students can you demonstrate
  showing learning over your course?
• 0-20
• 21-40
• 41-60
• 61-80
• 81-100

47
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)

48
3. How Can Clickers Increase Learning?

• 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

49
3. How Can Clickers Increase Learning?

• 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

50
3. How Can Clickers Increase Learning?

• By Checking Learning of Content Push
• Check learning of class and text content at
  different cognitive levels (e.g., Blooms
  taxonomy)
• Use peer instruction to correct understanding
• Permits flexible, contingent teaching to address
  problems

51
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 by
• A. Adelta fibers.
• B. ganglion cells.
• C. C fibers.
• D. hair cells.

Why is C correct?
How can you remember this?
52
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 gamblers fallacy.
• D. decision making flaws.

Why is A correct?
Example of B?
53
3. How Can Clickers Increase Learning?

• By Checking Learning of Content Push
• Check learning of class and text content at
  different cognitive levels (e.g., Blooms
  taxonomy)
• Use peer instruction to correct understanding
• Permits flexible, contingent teaching to address
  problems
• Ask students what should happen in a scenario

54
What should happen?

• 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

Discuss with your neighbor under what conditions
A and B could be correct.
55
3. How Can Clickers Increase Learning?

• By Checking Learning of Content Push
• Check learning of class and text content at
  different cognitive levels (e.g., Blooms
  taxonomy)
• Use peer instruction to correct understanding
• Permits flexible, contingent teaching to address
  problems
• Ask students what should happen in a scenario
• Use classroom assessment techniques to check
  learning (e.g., quick write, muddiest point,
  etc.)
• Do quick low stakes testing with immediate
  feedback (e.g., pre/post term assessment, quiz,
  practice exam)

56
Student Feedback

• The clicker questions are extremely effective
  and help us to understand the material better.

57
Goals of Webinar

• Interactive Session on
• Evidence-Based Use of Clickers
• How can clickers increase student interest?
• How can clickers increase active engagement?
• How can clickers ensure students are learning?
• How can clickers be implemented successfully?

58
4. How Can Clickers Be Implemented?

• Summary
• Clickers are a toolNeither 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

59
Educator Opinion

• Ultimatelythe pedagogical practices of the
  instructor, not the incorporation of technology,
  are key to student comprehension.
• Judson Sawada, 2002, pp. 167

60
What Do You Think?

• If clickers were available to you next year, what
  is the likelihood you would use them?
• Almost definitely (81-100)
• Very likely (61-80)
• Maybe (41-60)
• Very unlikely (21-40)
• Almost definitely not (0-20)

61
4. How Can Clickers Be Implemented?

• 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!

62
4. How Can Clickers Be Implemented?

• 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. Dont 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, 2008
• http//casa.colorado.edu/dduncan/clickers/Tips.ht
  m

63
Your Feedback Please!

• How successful was this webinar in help you learn
  what you wanted to know?
• Extremely successful
• Rather successful
• Neither successful nor unsuccessful
• Rather unsuccessful
• Extremely unsuccessful

64
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 Shigeto
• Eva Chen
• Steven Luke
• Patrick Watson

65
Questions?

• Questions about clickers?
• Stick around for a bit!
• You can talk with us via mic or in the chat.
• Or contact me at
• sgrison_at_uiuc.edu
• Or follow DocGrison at Twitter

66
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/ddunc
  an/clickers/Tips.htm
• Draper, 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., OConner, 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, 132139.
• 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

67
Resources

• Jackson, M. H., and Trees, A. R. (2003). Clicker
  implementation and assessment. comm.colorado.edu/m
  jackson/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,
  298310.
• 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, 2941.
• 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/Electron
  ic 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.