Teaching in the “Clicker” Classroom

CTLT. Information gathered from handout by: Cyndy Ruszkowski

Research reflects that teachers often overestimate how much students learn, but classroom response systems (or “clickers”) allow a teacher to access the thinking of all students in attendance immediately and without embarrassment to the students. Clicker technology is transforming classrooms and becoming increasingly popular as a pedagogical tool. But there are many issues to consider before deciding on the best use of this technology for your classroom.

Why use a Classroom Response System?

Retain student attention/involvement longer
Involve more than the typical 10-20%
Increase critical thinking
Identify misconceptions/misunderstandings
Improve attendance typically
Create a “small class feel” in large classes
Use technology pedagogy that students typically relate to
Allow students to experience immediate feedback on their thinking
Create a “safe” way for all students to participate
Add some drama as students wait for immediate response charts

What are your class goals, and how can clickers help achieve them?

Be cognizant of why you are using this pedagogy and how it impacts learning
Explain to students how clicker use helps them be engaged in learning
Ask questions that support your class goals
Spend time on priority topics, then include thorough discussion also
Use a variety of types of questions: factual, conceptual, thought-provoking
Use questions that have some degree of difficulty and require thought
Don’t necessarily supply all answers by the end of class
Develop flexible lesson plans for immediate response to class needs
Have a technology back-up plan

Should clicker responses be graded? How are grades earned?

Award points for clicker use as a motivator to participate
Consider including partial credit for incorrect responses
Create grading flexibility for technology failure (non-working clickers)

What types of problems might you expect, and what can you do about them?

Students don’t necessarily expect to “work” in class: explain how clickers support learning goals, early and often
Poorly implemented clicker system discourages students: practice with the technology before classes begin, be familiar with accessing technical support quickly, put careful thought into “why THAT question?”
Clickers provide new ways to cheat: register all students’ clicker numbers, set up system so it reflects what clickers have been used for each question, monitor closely as clickers used

How do I prepare to use clickers in my classroom?

Make sure the classroom is set up appropriately
Test the clickers in that classroom, software and registration system
Plan how you will grade responses and capture responses for grades
Prepare clicker questions ahead of time with reasonable class time involved
Discuss the how and why of clickers the first day of class with students
Have a back-up plan in case of technology break-down

What “clicker best practices” are proving to be most helpful for student learning?

(with thanks to “Clickers in the Classroom” by Douglas Duncan for info in this section)

Enhance interactive teaching (rather than merely attendance or graded “pop” quizzes)
Keep the points for in-class clicker quizzes at a low percentage of grade
Rather than requiring a calculation, focus on critical thinking, conceptual understanding, and active learning uses
Keep the level of difficulty at an intermediate level—not trivial but not so difficult students tend to pick answers randomly
Use the Clicker system regularly, at least once a class period or once a week
Make time for peer discussion of responses—learning is not effective without it
Test students on their conceptual understanding not just problem-solving so they see the benefit to the classroom discussion time

For further information: Cyndy Ruszkowski, clruszk@ilstu.edu, 438-5848