Wilmington University’s
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Wilmington University’s Student Response System “Clickers” 1
description
Wilmington University’s . Student Response System “Clickers”. Student Response System “Clickers”. Technology used for polling, surveying RF Technology Up to 82 Channels can be used at once in close proximity Transmission range is @200’ Supports 1000 participants per receiver - PowerPoint PPT Presentation
Transcript of Wilmington University’s
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Wilmington University’s
Student Response System“Clickers”
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Student Response System“Clickers”
• Technology used for polling, surveying• RF Technology• Up to 82 Channels can be used at once in close proximity • Transmission range is @200’• Supports 1000 participants per receiver• Default Channel ID = 41• USB Receiver• Students may change their mind, simply press another button before polling closes
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Why Should I Implement theStudent Response System in My Course?
• Active participation• Offers instant feedback• Promotes positive reinforcement through
drilling course content• Offers a change of pace during class time
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Use of Clickers Promote Active Participation
• Ice Breakers• Voting• Review • Opinion Polls/Discussion Starters• Problem Solving/Peer Interaction• Assessment
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How Do I Get Started?• Download the TurningPoint Software from the website and Install:
http://www.turningtechnologies.com/responsesystemsupport/downloads/
One Download, One Dashboard• TurningPoint – Requires PowerPoint – Open up TurningPoint software first– Then, open your .ppt file
• TurningPoint Anywhere– Poll on top of any window
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Download OptionsInstall Your Version, Mac or PC
One Download, One Dashboard
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Turning Point PPT
TurningPoint Anywhere
The Dashboard
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• Toolbar• Share 9 Steps to Success• Create Questions• Tools and Settings
Learn the Tools in TurningPoint PPT
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Create the QuestionsTurning Point in PPT
• Select New, Choose a question type
• Type in your question• Type in answer choices• Click outside the text box• Mark correct answers as
needed• Add optional timer• “File, Save As” the PPT• To poll, make sure the
receiver is plugged in before launching software
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Run PPT Polling
• Have the receiver plugged in• Open up TurningPoint• Open up the PPT• Run in Slide Show view– Polling show bar opens on polling slides– Advance to see close polling– Advance to see Chart– Advance to see Correct Answer Indicators and other
objects
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Troubleshoot Polling• Another classroom in the same range at same time?
– Reset the Receiver Channel ID – use the Dashboard Receiver icon and change the channel ID different from 41
– Then change all ResponseCards “Clickers”– Go/Ch/Channel button, Press the new channel number, and then press the
Go.Ch/Channel button again
• Test the Clickers– On the ResponseCard RF press Ch/GO/Channel– (Channel number, default number is 41) – Press Ch/GO – A green light will display
• Test the Clickers– Click the Receiver icon– Click on the Connections link– Click on the “Test” button– Students can then press any key on their response device.– TurningPoint displays the Device ID, Channel, and the key entry from each
response device in the order in which they were tested. – Have students check if their ID displays on the screen.– Click Close on the Polling Test window.– Click Close on the Preference Window. – The device communication check is now complete.
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TurningPoint AnywhereSet up Hardware
• 9 Steps to Success
Polling Environments1. Poll with verbal questioning
• Poll on the fly2. Poll with a question List
• Create your questions under the Content Tab
• Or select content already created3. Poll on top of any application
• Select your content, .PDF file, Word Document
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Running TurningPoint Anywhere• Start Polling – Click the Start button
on the floating showbar
• End Polling – Click the Stop button on the floating showbar
• (Optional) Set Chart as correct – Right click on the bar and select menu
item, left click and select “Mark Answer as Correct”
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Insert Slide: Multiple ChoicePlease make your selection...
What day are you most likely to read for leisure?
1. Choice One - Friday2. Choice Two - Saturday 3. Choice Three - Sunday4. Choice Four - Monday
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Moment to Moment SlideOn a scale of 1 to 5 rate:__________
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2
3
4
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Duration: 0 Seconds
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Priority Ranking SlideRank your top two choices on how to assess a patient’s health.
1. Ask Questions2. Take BP3. Look at their feet4. Look at their hair
Ask Questions
Take BP
Look at t
heir feet
Look at t
heir hair
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Multiple ChoiceChoose your favorite vacation spot.
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1. The Beach2. Mountains3. Museums4. Historical Places5. Home
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Analogypumpkin pie : cool whip :: lemon pie :
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1. ice cream2. crust3. meringue4. nuts
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Immediate Feedback Slide
Insert Slide: Icebreaker\Word ScrambleB_N_N_ _A_E
1. A A A C K2. W U O K E3. R O E A G4. E D L A O
Banana Cake
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Sample of “Convert to Picture Slide”Dover is the capital of what state?
1. Maryland2. Delaware3. Pennsylvania4. NewJersey
Maryland
Delaware
Pennsylvania
NewJersey
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1.
2.
3.
4.
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Lickert :What is your opinion?I am comfortable using new technology
in my classes.
1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly Disagree
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Example of Review of Content What is the longest phase of the cell cycle?
1. Interphase2. Mitosis3. Prophase4. Metaphase5. Telophase6. Anaphase7. Cytokinesis
1 2 3 4 5 6 7
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Multiple Choice
1. College of Arts and Sciences2. College of Education3. College of Health Professions4. College of Business5. College of Technology6. College of Social and Behavioral
Sciences7. DTCC8. K-12 Teacher
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Multiple Choice… This is how to do a short answer using our RF clickers
The activities in my course are primarily ________________?
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1. Lecture2. Group Discussion3. Interactive
(Discussion, Movies, Role Play, Collaboration, Simulations)
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True/FalseUsing Clickers can be engaging for students.
A. TrueB. False
TrueFa
lse
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Teaching with Clickers
• Present questions before instruction ---Repeat after instruction
• Change the delivery… talk a few minutes and then ask a question…. Poll again
• Find misconceptions to discuss• See how students are responding to open ended
questions ..gather questions/answers from previous student work
• One clicker per group – promote peer instruction and discussion
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Assessment Stages & ObjectivesTo assess student learning, use student clicker responses at the beginning, middle, or end of the learning process.
• Pre-Assessments Questioning Strategies – Occurs at the beginning of a semester, topic, or classroom session.– Helps you to determine what students already know and identify any student misconceptions.
• Mid-Topic Assessments Questioning Strategies– Occurs at the middle of a topic or lecture– Helps you determine if the students understand a principle, term, or concept– Helps you discover if a student can apply a concept in a real-world scenario– Helps you determine if their ideas are changing
• Post-Assessments Questioning Strategies– Occurs at the end of a topic, lecture, or semester– Helps you determine the students’ overall conceptual structure– Helps you determine if the students can synthesize concepts and principles to solve problems– Again, helps you determine if their ideas are changing– Each stage focuses on the different cognitive levels of student understanding ranging from
knowledge comprehension to application to synthesis.
As taken from http://www2.nau.edu/~d-elearn/support/tutorials/clickers/designingQuestions.php
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How Do I Sign-Out the Clickers at WilmU?• Student Response System
Informationhttp://www.wilmu.edu/avsupport/clickers.aspx
• Use the link on the University’s webpage http://www.wilmu.edu/avsupport/reservation.aspx
References• [email protected]. (NA). Designing clicker questions that promote classroom
discussion. Retrieved from http://www2.nau.edu/~d-elearn/support/tutorials/clickers/designingQuestions
• Office of the CIO , O. S. (2012). Designing good questions. Retrieved from https://ocio.osu.edu/elearning/toolbox/depth/clickers/teaching-with-clickers/designing-good-questions/
• Product guides & manuals. (2010). Retrieved from http://www.turningtechnologies.com/responsesystemsupport/productguidesmanuals/
• Radosevich, D. (2008, September 30). Using student response systems to increase motivation, learning, and knowledge. Retrieved from http://www.innovateonline.info/pdf/vol5_issue1/Using_Student_Response_Systems_to_Increase_Motivation,_Learning,_and_Knowledge_Retention.pdf
• Seiferth, M. (1997, September 16). Socratic teaching. Retrieved from http://lonestar.texas.net/~mseifert/crit3.html
• Wilson, T. (2010, September 13). High-tech gadget transforming college teaching and learning. Retrieved from http://www.philly.com/inquirer/front_page/20100913_High-tech_gadget_transforming_college_teaching_-_and_learning.html?viewAll=y
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