We use the Response clicker system,
in a similar way (albeit for a class of only 50-students, 9-teams, in a
3-period evening class, 6:30-9:20.. so we have time to do a variety of
things!):
1. iRAT distributed on paper at
start of class (typically 20-25 4-point questions): Individual students
use the Homework feature in Response to "click" in their answers.
2. Classroom computer immediately
grades the Homework, gives us the summary data by question... we process,
study this for purposes of a "mini-lecture" later in the class,
while the Teams are working. Also, we just "copy and paste" the
individual grades from the Excel spreadsheet produced in Response into
our Excel gradebook for the course
2. tRAT is done on IF-AT forms
by the 9-teams; however, each Team is also given a Team clicker during
class, and asked to key in their FIRST choice, the one they "scratch"
first.
3. Classroom computer also gives
us the data on the "first scratch" results from the Teams
4. Team IF AT forms are collected;
these grades hand-entered into the class gradebook (but, only 9-of these,
so not so burdensome)
5. Mini-lectures based on the
data collected into the Response system from both the iRAT and tRAT
6. All students see the IF AT
forms again at Exam time.. drawing mulitiple choice questions out of the
same data base used in designing the iRAT and tRAT exams, for 1/2 the points
on the Exam (but we also use tRAT scores at this point, 60% individual,
40% tRAT). The other 1/2 of the points on each of the 3-semester
exams is from applications... problem solving, essays, etc., helped
by in-class problem solving and the RATs
7. Using RATs mainly for the concepts
and constructs, mainly in the early part of the semester. Late in
the semester, we focus on guest presenters from the "real world"
(this is a 200 level course, albeit we get mainly juniors and seniors,
in natural resource, environmental and ecological economics... so
lots of real world issues to bring to their attention!), and applications
of constructs...
Anyone see "holes" in this
approach? Ways to improve it? We have gone to Response clickers
because the University supports same... they seem to be working just
fine... albeit no way to use an IF AT form within the clicker system. We
lose the IF AT in the iRATs, but do gain the benefits of same in
the tRATs and in the 3-course Exams.
Gary
Gary D. Lynne, Professor
Department of Agricultural Economics and
School of Natural Resources
103B Filley
University of Nebraska-Lincoln
Lincoln, NE 68583-0922 USA
Website: http://www.agecon.unl.edu/facultystaff/directory/lynne.html
Phone: 1-402-472-8281 Cell: 1-402-430-3100
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"We are always only one failed generational transfer of knowledge
away from darkest ignorance" (Herman Daly)
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Solomon)
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----- Forwarded by Gary
D Lynne/AgEcon/IANR/UNEBR on 10/17/2009 09:41 AM -----
i-Clicker strategy for very large TBL
class: Your feedback?
Friends,
I am working with someone in history to overhaul a 80-300 student class
into full-on TBL.
Due to the volume of paperwork that so many students would generate, we
are planning to use clickers for RATs and Application activities.
Our two choices are CPS and i-Clicker. CPS allows students/groups
to be working on different questions at the same time, while i-Clicker
does not. However, we have had many, Many, MANY stability/reliability
problems with CPS, so we're going with i-Clicker.
Here's my plan:
(1) In addition to each student having a clicker, each team will
have one additional clicker that the teacher brings to and takes from class,
distributed and collected on RAT days.
(2) Students will be given the quiz form on paper, upon which they
circle their individual answers. The quiz will consist of 10 knowledge-level
questions and 5 conceptual/analytical/application questions.
(3) At the given time, the teacher will activate the i-Clicker receiver
and the whole class will march through the quiz, keying in their individual
answers one-at-a-time using their individual clickers.
(4) Once that is complete, then the teams will convene and march
through ONLY the five higher-level questions, using their team clicker.
They will have, say, five minutes to talk about question number 11,
after which the teacher opens up the response system and they key in their
answers to get immediate feedback. Then they have five minutes to
talk about question number 12, after which they teacher opens up the response
system and they key in their answers to get immediate feedback. Then
question 13, and so on.
Obviously, this is not ideal, as it makes the team discussions a little
herky-jerky. But that is an inconvenience/awkwardness that will be
predictable and shared by everyone, as opposed to the different handful
of random folks every time who's clicker will not register, does not work,
etc.. In a large, lower-division, REQUIRED class, we are going to
have plenty on our plates to get students on board with TBL ("Navigating
the bumpy road" and so on), and I am loathe to introduced the extra
anxiety and frustration of a flaky clicker system into it.
Your thoughts?
-M
Michael Sweet, Ph.D.
Faculty Development Specialist
Division of Instructional Innovation and Assessment (DIIA)
University of Texas Austin
MAI 2206 * (512) 232-1775
"Teaching is the profession that makes all other professions possible."
- Todd Witaker