Rationale. Traditional form of lecture instruction is passivenot effective for all learners.: Students who are not engaged with the contentwill not learn. Large classes make interaction difficult.: Clickers offer students opportunity to interactwith content, instructor, and each other
Rationale • Traditional form of lecture instruction is passive, not effective for all learners. • Students who are not engaged with the content will not learn. • Large classes make interaction difficult. • Clickers offer students opportunity to interact with content, instructor, and each other
UsesTake Attendance Facilitate Class Discussion?P6Guide Lectures· Formative AssessmentQuizzes and Exams
Uses • Take Attendance • Facilitate Class Discussion • Guide Lectures • Formative Assessment • Quizzes and Exams
Asking Good Questions: Keep questions and answer options short andsimple.: Avoid confusing questions with multiple correctanswers.Have no more than five answer options: Number all answer options to match the keypadsystem (i.e. do not use letters). Prepare the audience with a warm up question.: Don't ask too many in one session
Asking Good Questions • Keep questions and answer options short and simple. • Avoid confusing questions with multiple correct answers. • Have no more than five answer options. • Number all answer options to match the keypad system (i.e. do not use letters). • Prepare the audience with a warm up question. • Don’t ask too many in one session
MethodologyResearchers recommend use of athree-question sequence in which all three questionsfocus on the same concept, but have differentfeatures.: Voting summaries are shown to the class aftereach question, followed by a discussion withstudents
Methodology • Researchers recommend use of a threequestion sequence in which all three questions focus on the same concept, but have different features. • Voting summaries are shown to the class after each question, followed by a discussion with students
To learn, students must see concepts inseveral contextsvelocitySTUDENT: 3 unrelated problems (initially)EXPERT:Conservation of energy
To learn, students must see concepts in several contexts STUDENT: 3 unrelated problems (initially) EXPERT: Conservation of energy