1. In what class did you use the system?
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| John Greiner Computer Science Lecturer |
In two classes: |
| Robin C. Sickles Reginald Henry Hargrove Professor of Economics, Professor of Statistics |
a course in energy econometrics, energy modeling for master in energy economics, 25 students |
| Fay A. Yarbrough Associate Professor, History Department |
1) the first half of the US history survey , 35 students |
| Gary Woods Professor in the Practice in Computer Technology |
a sophomore/junior level class, about 40 students |
| Rocio Doherty Research Scientist, Chemical & Biomolecular Engineering |
the first chemical engineering class the students have in their lives |
2. In what kind of situations/contexts did you use it? |
|
| John Greiner Computer Science Lecturer |
in anonymous mode, vote to respond questions |
| Robin C. Sickles Reginald Henry Hargrove Professor of Economics, Professor of Statistics |
let students to very quickly respond to a question, give the professor a quick answer and then the professor points out what the pictures really are. |
| Fay A. Yarbrough Associate Professor, History Department |
do daily timed reading quizzes |
| Gary Woods Professor in the Practice in Computer Technology |
in anonymous polling mode |
| Rocio Doherty Research Scientist, Chemical & Biomolecular Engineering |
1) test if the guys were getting the concepts in the way wanted: explain something, ask a question and check if everybody gets it or not |
3. How did it work for your teaching? Was it helpful? Effective? Engaging? Or something else? |
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| John Greiner Computer Science Lecturer |
advantages: help keep the students engaged, make sure that people are paying attention and actually getting the material |
| Robin C. Sickles Reginald Henry Hargrove Professor of Economics, Professor of Statistics |
advantages: helpful, does engage students disadvantages: 1) does take time 2)unfortunate set-up time and set-up cost |
| Fay A. Yarbrough Associate Professor, History Department |
engage with each other/ help students teach with each other/ could reward some really quiet students who didn’t want to talk in class but had clearly done all the reading and were thinking very carefully and all that have higher student evaluations |
| Gary Woods Professor in the Practice in Computer Technology |
effective, a bit of ambiguity on how to use it |
| Rocio Doherty Research Scientist, Chemical & Biomolecular Engineering |
help students learn how to manage stress, and how to be fast and how to be confident with their answers |
4. How did your students respond to it? |
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| John Greiner Computer Science Lecturer |
help students understand the material, especially when they are answering wrong and thus giving feedback to the professor |
| Robin C. Sickles Reginald Henry Hargrove Professor of Economics, Professor of Statistics |
not mentioned |
| Fay A. Yarbrough Associate Professor, History Department |
some pushback from the students who said,’It’s like a test every class!’ |
| Gary Woods Professor in the Practice in Computer Technology |
only one student mentioned anything about the clickers,’I personally think the clickers are not the way to go, I actually suggest we do more practice problems in class.’ |
| Rocio Doherty Research Scientist, Chemical & Biomolecular Engineering |
Some students were like, ‘Eh, okay’ and some students said,’They are so stressing’ and some students said,’It’s stressing!!’ |
5. Would you use it again?
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|
| John Greiner Computer Science Lecturer |
would use it again |
| Robin C. Sickles Reginald Henry Hargrove Professor of Economics, Professor of Statistics |
1) motivate histograms |
| Fay A. Yarbrough Associate Professor, History Department |
rethink the frequency of quizzes |
| Gary Woods Professor in the Practice in Computer Technology |
try to use the clickers again and use them better next time want to try some other things, like trying more live demos in the classroom, and try more of small-group questions |
| Rocio Doherty Research Scientist, Chemical & Biomolecular Engineering |
not mentioned |
Questions & Answers
1. Do you (Fay) use the reading quizzes only for attendance or do you grade them in their own right?
[Yes, graded. Threw out 4 quizzes (to adjust for missing classes for any reason). Those who did well on all got points back] – Fay A. Yarbrough
2. Did all of you use turning point or another clicker?
“Turning Point” – all 5 speakers
3. Is it possible to do anything other than multiple choice?
“Only used MC, for anything that doesn’t fit he either excluded it or just rephrased as best he could. Used 10 answer choices. It does require effort and creativity to frame questions in MC fashion. Having multiple correct answers is tricky too.” – John Greiner
4. Other poll software iclicker and tophat offer free response, are there others?
“Well so turning point cloud, you can use your own device or laptop and that allows free response.” – John Greiner
5. When the students take a quiz and it’s automatically graded is that already integrated into canvas?
“Doesn’t know. Although the developers do know that’s what faculty wants.” – Fay A. Yarbrough
6. How to start a class with a quiz?
“Integrated through PowerPoints, grab clicker before class and start quiz at the beginning of class. Used around 8 questions on average. Everyone had their own clickers, and they would turn them in at the end of class. Provided by Rice.” – John Greiner
7. How important was the physicality of the clicker?
“Was a very important intellectual link to answering the questions. Maybe test anonymous mode?” – John Greiner
“Clicker vs. phones: No excuse to have cellphones out, and much less hassle” – Robin C. Sickles
8. How to address wrong answers effectively?
“Use it as a way to anticipate material, reveal problems and then explain them through the material” – John Greiner
“Some questions: uses it mostly as a review, so most students should get the problems correct. Other questions are anticipated to be wrong, and can be used as an introduction to new material. It’s all anticipated before hand though.” – Robin C. Sickles
“Process: First, have the wrong answers explain their thought process behind picking the wrong answer. Sometimes students realize their mistakes, and sometimes other students will explain the mistakes. Second, if many people thought an incorrect response was correct, let them make their case for getting the credit anyways.” – Fay A. Yarbrough
“In the case when I use them for the contests at the end I just publish the solution. But when I use them to test their understanding of a concept I usually prepare in advance ways to explain the concept and I say if 5% of the students got the answer wrong I re-explain the concept which is pretty much all the time. 3 4 5 students got the answer wrong so I explain it again.” – Gary Woods
Audio recording of the event:
Transcripts of the audio recording: transcripts-classroom-response-systems