[PDF] - Polls apar Polls apar t? Using t? Using c lic ke r c lic ke r s PDF Document

SLIDE 1

19/06/2015 1

Polls apar t? Using c lic ke r s to make le ar ning visible ! Polls apar t? Using c lic ke r s to make le ar ning visible !

De b b ie Ca rte r, Pa ul F

xa ll a nd Da nie lle Hinto n

De b b ie Ca rte r, Pa ul F

xa ll a nd Da nie lle Hinto n

Whic h c olle ge ar e you fr

m?

Whic h c olle ge ar e you fr

m?

1 2 3 4 5 6

17% 17% 17% 17% 17% 17%

1. CAL
2. Co SS
3. E

PS

4. L

E S

5. MDS
6. Othe r
1. CAL
2. Co SS
3. E

PS

4. L

E S

5. MDS
6. Othe r

SLIDE 2

19/06/2015 2

Have you use d “c lic ke r s be for e ?” Have you use d “c lic ke r s be for e ?”

A. No t a t a ll, a nd I

ha ve n’ t se e n the m use d

B. No t a t a ll, b ut I

’ ve

b se rve d the ir use

so me wha t

C. I

’ ve use d the m a little

D. I

’ ve use d the m a lo t E . I c o uld b e (sho uld b e ? ) g iving this wo rksho p

A. No t a t a ll, a nd I

ha ve n’ t se e n the m use d

B. No t a t a ll, b ut I

’ ve

b se rve d the ir use

so me wha t

C. I

’ ve use d the m a little

D. I

’ ve use d the m a lo t E . I c o uld b e (sho uld b e ? ) g iving this wo rksho p

N

t

a t a l l , a n d I h a v e n ’ t s e e n . . . N

t

a t a l l , b u t I ’ v e

b

s e r v e d . . . I ’ v e u s e d t h e m a l i t t l e I ’ v e u s e d t h e m a l

t

I c

u

l d b e ( s h

u

l d b e ? ) g i v i n . . .

20% 20% 20% 20% 20%

What ar e you he r e to le ar n about? What ar e you he r e to le ar n about?

A. Mo re a b o ut c lic ke rs in

g e ne ra l

B. Ho w to a c c ura te ly te st my

stude nts’ unde rsta nding

C. Ho w to write q ue stio ns tha t

g e t stude nts thinking o r ta lking

D. I

de a s a b o ut diffe re nt type s

f q ue stio ns

E . Mo re tha n o ne / so me thing e lse

A. Mo re a b o ut c lic ke rs in

g e ne ra l

B. Ho w to a c c ura te ly te st my

stude nts’ unde rsta nding

C. Ho w to write q ue stio ns tha t

g e t stude nts thinking o r ta lking

D. I

de a s a b o ut diffe re nt type s

f q ue stio ns

E . Mo re tha n o ne / so me thing e lse

M

r

e a b

u

t c l i c k e r s i n g e n e r a l H

w

t

a

c c u r a t e l y t e s t m y s . . . H

w

t

w

r i t e q u e s t i

n

s t h a t . . . I d e a s a b

u

t d i f f e r e n t t y p e s . . M

r

e t h a n

n

e / s

m

e t h i n g . . .

20% 20% 20% 20% 20%

SLIDE 3

19/06/2015 3

T hink – Pair – Shar e T hink – Pair – Shar e

 By yo urse lf think a b o ut yo ur te a c hing

e xpe rie nc e s fo r 60 se c o nds

 Wha t a re two c ommon que stions you might

ask your se lf about your stude nts?

 No w turn to yo ur ne ig hb o urs a nd sha re yo ur

tho ug hts fo r 2 mins

 Co mmo n e xpe rie nc e s / diffe re nc e s?  By yo urse lf think a b o ut yo ur te a c hing

e xpe rie nc e s fo r 60 se c o nds

 Wha t a re two c ommon que stions you might

ask your se lf about your stude nts?

 No w turn to yo ur ne ig hb o urs a nd sha re yo ur

tho ug hts fo r 2 mins

 Co mmo n e xpe rie nc e s / diffe re nc e s?

Common Que stions… Common Que stions…

 Ha ve stude nts e ng a g e d with ma te ria ls b e fo re c la ss?  Are stude nt pa ying a tte ntio n?  Do stude nts re c o g nise a nd g ra sp c o nc e pts?  Are stude nts thinking ?  Do stude nt re me mb e r the impo rta nt fa c ts?  Ca n stude nts wo rk in a g ro up?  Wha t do stude nts sa y a b o ut the pa c e a nd inte re st o f the le c ture ?  Ho w do I e ng a g e a mixe d g ro up (a b ilitie s a nd inte rna tio na l stude nts)  Ha ve stude nts e ng a g e d with ma te ria ls b e fo re c la ss?  Are stude nt pa ying a tte ntio n?  Do stude nts re c o g nise a nd g ra sp c o nc e pts?  Are stude nts thinking ?  Do stude nt re me mb e r the impo rta nt fa c ts?  Ca n stude nts wo rk in a g ro up?  Wha t do stude nts sa y a b o ut the pa c e a nd inte re st o f the le c ture ?  Ho w do I e ng a g e a mixe d g ro up (a b ilitie s a nd inte rna tio na l stude nts)

SLIDE 4

19/06/2015 4

Clic ke r s ar e tools that c an he lp… Clic ke r s ar e tools that c an he lp…

 E

ng a g e stude nts in pe e r & a c tive le a rning (inc luding the flippe d c la ssro o m)

 E

nc o ura g e stude nts to ta ke risk, c o mmit to a n a nswe r a nd think c ritic a lly

 Suppo rt e xpe rie ntia l le a rning / fe e db a c k lo o p  I

de ntify stre ng ths a nd we a kne ss

 E

nc o ura g ing fun

 Suppo rt a g ile te a c hing (fo c using o n stude nt

no t te a c he r ne e ds)

 Pro mo te de ve lo pme nt o f “e mplo ya b ility” skills  E

ng a g e stude nts in pe e r & a c tive le a rning (inc luding the flippe d c la ssro o m)

 E

nc o ura g e stude nts to ta ke risk, c o mmit to a n a nswe r a nd think c ritic a lly

 Suppo rt e xpe rie ntia l le a rning / fe e db a c k lo o p  I

de ntify stre ng ths a nd we a kne ss

 E

nc o ura g ing fun

 Suppo rt a g ile te a c hing (fo c using o n stude nt

no t te a c he r ne e ds)

 Pro mo te de ve lo pme nt o f “e mplo ya b ility” skills

SLIDE 5

19/06/2015 5

T he L e c tur e E nvir

nme nt

T he L e c tur e E nvir

nme nt

A que stion… A que stion… I f a pe rso n ha s a dise a se tha t will ultima te ly de stro y the ir mind o r b o dy a nd the y wa nt to ta ke the ir o wn life , sho uld a do c to r b e a llo we d to a ssist the pe rso n in ta king the ir o wn life ,

r no t?

I

f a pe rso n ha s a dise a se tha t will ultima te ly de stro y the ir mind o r b o dy a nd the y wa nt to ta ke the ir o wn life , sho uld a do c to r b e a llo we d to a ssist the pe rso n in ta king the ir o wn life ,

r no t?

SLIDE 6

19/06/2015 6

Sho uld a do c to r b e a llo we d to a ssist a pe rso n in ta king the ir o wn life , o r no t? Sho uld a do c to r b e a llo we d to a ssist a pe rso n in ta king the ir o wn life , o r no t?

A.Sho uld b e a llo we d B.Sho uld no t b e a llo we d C.Do n’ t kno w / No a nswe r A.Sho uld b e a llo we d B.Sho uld no t b e a llo we d C.Do n’ t kno w / No a nswe r

S h

u

l d b e a l l

w

e d S h

u

l d n

t

b e a l l

w

e d D

n

’ t k n

w

/ N

a

n s w e r

33% 33% 33%

Ac tive L e ar ning F r ame wor ks Ac tive L e ar ning F r ame wor ks

Bruff Framework (2012) Beatty Framework (2010)

SLIDE 7

19/06/2015 7

T hink – Pair – Shar e T hink – Pair – Shar e

 L

e t’ s e xplo re fir

st ye ar stude nt’s e xpe r ie nc e s and tr ansition (ne w to a disc ipline o r le ve l o f study)

 Ske tc h in 60 se c o nds - g ro up size , le ve l, to pic ,

g ut fe e ling a b o ut e ffe c tive ne ss

 No w turn to yo ur ne ig hb o urs a nd sha re yo ur

tho ug hts fo r 2 mins

 Co mmo n e xpe rie nc e s / diffe re nc e s?  L

e t’ s e xplo re fir

st ye ar stude nt’s e xpe r ie nc e s and tr ansition (ne w to a disc ipline o r le ve l o f study)

 Ske tc h in 60 se c o nds - g ro up size , le ve l, to pic ,

g ut fe e ling a b o ut e ffe c tive ne ss

 No w turn to yo ur ne ig hb o urs a nd sha re yo ur

tho ug hts fo r 2 mins

 Co mmo n e xpe rie nc e s / diffe re nc e s?

Suppor ting F ir st Ye ar E xpe r ie nc e and T r ansition Suppor ting F ir st Ye ar E xpe r ie nc e and T r ansition

 Ofte n in “la rg e ” a nd dive rse g ro ups Sc a ry a nd b e wilde re d? Pa ssive ? F

rie ndly?

 Co mmunity do e sn’ t ha ppe n spo nta ne o usly  I

nfo rma tio n o ve rlo a d

 Ofte n in “la rg e ” a nd dive rse g ro ups Sc a ry a nd b e wilde re d? Pa ssive ? F

rie ndly?

 Co mmunity do e sn’ t ha ppe n spo nta ne o usly  I

nfo rma tio n o ve rlo a d

SLIDE 8

19/06/2015 8

Suppor ting F ir st Ye ar E xpe r ie nc e and T r ansition Suppor ting F ir st Ye ar E xpe r ie nc e and T r ansition

 Mutua l c o mmunity a wa re ne ss b uilding

(de mo g ra phic s, pe rc e ptio ns & e xpe c ta tio ns)

 E

va lua tio n o f stude nts’ unde rsta nding o f c o nc e pts

 Ba sis fo r o b ta ining stude nts’ vie ws o n to pic s in o rde r

to sta rt disc ussio ns

 I

nc re a se disc ussio n o n se nsitive to pic s (e thic a l, mo ra l o r le g a l issue s)

 Mutua l c o mmunity a wa re ne ss b uilding

(de mo g ra phic s, pe rc e ptio ns & e xpe c ta tio ns)

 E

va lua tio n o f stude nts’ unde rsta nding o f c o nc e pts

 Ba sis fo r o b ta ining stude nts’ vie ws o n to pic s in o rde r

to sta rt disc ussio ns

 I

nc re a se disc ussio n o n se nsitive to pic s (e thic a l, mo ra l o r le g a l issue s)

Othe r situations Othe r situations

 L

a rg e g ro up (100 – 450) le c ture s

 L

a rg e g ro up se mina rs (25 – 50)

 Mixe d a b ility se mina rs  Mix o f ho me a nd inte rna tio na l stude nts  E

xa m pre pa ra tio n

 We e kly fe e db a c k me c ha nism  Yo ur e xa mple s…  L

a rg e g ro up (100 – 450) le c ture s

 L

a rg e g ro up se mina rs (25 – 50)

 Mixe d a b ility se mina rs  Mix o f ho me a nd inte rna tio na l stude nts  E

xa m pre pa ra tio n

 We e kly fe e db a c k me c ha nism  Yo ur e xa mple s…

SLIDE 9

19/06/2015 9

Conside r Be for e Cr e ating a Que stion... Conside r Be for e Cr e ating a Que stion...

 Wha t stude nt le a rning g o a ls do I ha ve fo r the q ue stio n?  Wha t do I ho pe to le a rn a b o ut my stude nts b y a sking this q ue stio n?  Wha t will my stude nts le a rn a b o ut e a c h o the r whe n the y se e the re sults o f this q ue stio n?  Ho w mig ht this q ue stio n b e use d to e ng a g e stude nts with c o urse c o nte nt in sma ll-g ro up o r c la sswide disc ussio ns o r b y c re a ting a time fo r te lling ?  Wha t distrib utio n o f re spo nse s do I e xpe c t fro m my stude nts?  Wha t mig ht I do if the a c tua l distrib utio n turns o ut ve ry diffe re ntly?  Wha t stude nt le a rning g o a ls do I ha ve fo r the q ue stio n?  Wha t do I ho pe to le a rn a b o ut my stude nts b y a sking this q ue stio n?  Wha t will my stude nts le a rn a b o ut e a c h o the r whe n the y se e the re sults o f this q ue stio n?  Ho w mig ht this q ue stio n b e use d to e ng a g e stude nts with c o urse c o nte nt in sma ll-g ro up o r c la sswide disc ussio ns o r b y c re a ting a time fo r te lling ?  Wha t distrib utio n o f re spo nse s do I e xpe c t fro m my stude nts?  Wha t mig ht I do if the a c tua l distrib utio n turns o ut ve ry diffe re ntly?

De signing Que stions De signing Que stions

 Dra wing o ut stude nt’ s b a c kg ro und kno wle dg e

r b e lie fs

 Ma king stude nts a wa re o f the ir o wn a nd

the rs’ pe rc e ptio ns & inte rpre ta tio ns

 Disc o ve ring c o nfusio ns, misc o nc e ptio ns &

kno wle dg e g a ps

 Disting uishing simila r c o nc e pts  Re a lising c o nne c tio ns o r simila ritie s  E

la b o ra ting unde rsta nding o f a c o nc e pt

 E

xplo ring implic a tio ns o f a n ide a in a ne w o r e xte nde d c o nte xt

 Dra wing o ut stude nt’ s b a c kg ro und kno wle dg e

r b e lie fs

 Ma king stude nts a wa re o f the ir o wn a nd

the rs’ pe rc e ptio ns & inte rpre ta tio ns

 Disc o ve ring c o nfusio ns, misc o nc e ptio ns &

kno wle dg e g a ps

 Disting uishing simila r c o nc e pts  Re a lising c o nne c tio ns o r simila ritie s  E

la b o ra ting unde rsta nding o f a c o nc e pt

 E

xplo ring implic a tio ns o f a n ide a in a ne w o r e xte nde d c o nte xt

SLIDE 10

19/06/2015 10

T ype s of Clic ke r Que stions T ype s of Clic ke r Que stions

 Re c a ll  Co nc e ptua l unde rsta nding  Applic a tio n  Critic a l T

hinking

 Stude nt Pe rspe c tive  Co nfide nc e le ve l  Mo nito ring  Cla ssro o m e xpe rime nt  Re c a ll  Co nc e ptua l unde rsta nding  Applic a tio n  Critic a l T

hinking

 Stude nt Pe rspe c tive  Co nfide nc e le ve l  Mo nito ring  Cla ssro o m e xpe rime nt

Se lling c lic ke r s to stude nts Se lling c lic ke r s to stude nts

 Se tting e xpe c ta tio ns is ke y  E

xpla in why yo u a re using c lic ke rs wha t yo u wa nt to a c hie ve

 Be c o nfide nt a b o ut the ir use (pra c tise )  Ha ve a b a c kup pla n  Se tting e xpe c ta tio ns is ke y  E

xpla in why yo u a re using c lic ke rs wha t yo u wa nt to a c hie ve

 Be c o nfide nt a b o ut the ir use (pra c tise )  Ha ve a b a c kup pla n

SLIDE 11

19/06/2015 11

T ur ningPoint T ur ningPoint

 So ftwa re –

T urning Po int is use d in c o njunc tio n with Po we rPo int to c re a te inte ra c tive pre se nta tio ns

– T he fr

e e so ftwa re is insta lle d o nto PCs (g o to :

http:/ / www.turning te c hno lo g ie s.c o .uk/ )

– Mo b ile a pps do wnlo a d fro m Apple iT une s a nd Go o g le Pla y  Mo b ile de vic e s: sma rtpho ne s a nd ta b le ts using Re spo nse Wa re a pp  Ha rdwa re –

Clic ke rs a nd USB re c e ive r do ng le

(NB: Spe c ia l ha rdwa re is no t re q uire d to de ve lo p the inte ra c tive pre se nta tio ns)

 So ftwa re –

T urning Po int is use d in c o njunc tio n with Po we rPo int to c re a te inte ra c tive pre se nta tio ns

– T he fr

e e so ftwa re is insta lle d o nto PCs (g o to :

http:/ / www.turning te c hno lo g ie s.c o .uk/ )

– Mo b ile a pps do wnlo a d fro m Apple iT une s a nd Go o g le Pla y  Mo b ile de vic e s: sma rtpho ne s a nd ta b le ts using Re spo nse Wa re a pp  Ha rdwa re –

Clic ke rs a nd USB re c e ive r do ng le

(NB: Spe c ia l ha rdwa re is no t re q uire d to de ve lo p the inte ra c tive pre se nta tio ns)

Nuts and Bolts Nuts and Bolts

SLIDE 12

19/06/2015 12

R e por ts R e por ts BYOD Polling BYOD Polling

 Bring Yo ur Own De vic e

 Allo ws stude nts to po lling using the ir o wn sma rtpho ne s a nd ta b le ts

 Bring Yo ur Own De vic e

 Allo ws stude nts to po lling using the ir o wn sma rtpho ne s a nd ta b le ts

SLIDE 13

19/06/2015 13

Pr ac titione r s’ F

r

um Pr ac titione r s’ F

r

um

 Re spo nse Wa re Wo rksho p

 Ha nds-o n de mo nstra tio n

 8th Ja nua ry 2015

 Busine ss Sc ho o l

 Re spo nse Wa re Wo rksho p

 Ha nds-o n de mo nstra tio n

 8th Ja nua ry 2015

 Busine ss Sc ho o l

Que stions? Que stions?

SLIDE 14

19/06/2015 14

F ur the r infor mation F ur the r infor mation

 Pe rso na l de ta ils:

 Pa ul F

xa ll:

 p.a .F

xa ll@ b ha m.a c .uk

 De b b ie Ca rte r:

 c .j.c a rte r@ b ha m.a c .uk

 Da nie lle Hinto n:

 d.m.Hinto n@ b ha m.a c .uk

 tra ining c o urse :

 https:/ / intra ne t.b irming ha m.a c .uk/ a s/ lib ra ryse rvic e s/ lib ra ry/ skills/ dig ita lt e c hno lo g yskills/ c o urse s/ turning po int.a spx

 Po lling Use rs Gro up

 Sha re b e st pra c tic e o ve r c o ffe e

 Pe rso na l de ta ils:

 Pa ul F

xa ll:

 p.a .F

xa ll@ b ha m.a c .uk

 De b b ie Ca rte r:

 c .j.c a rte r@ b ha m.a c .uk

 Da nie lle Hinto n:

 d.m.Hinto n@ b ha m.a c .uk

 tra ining c o urse :

 https:/ / intra ne t.b irming ha m.a c .uk/ a s/ lib ra ryse rvic e s/ lib ra ry/ skills/ dig ita lt e c hno lo g yskills/ c o urse s/ turning po int.a spx

 Po lling Use rs Gro up

 Sha re b e st pra c tic e o ve r c o ffe e