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Multiple-Choice Questions You Wouldn’T Put On A Test: Promoting Deep Learning Using Clickers, Derek Bruff
Multiple-Choice Questions You Wouldn’T Put On A Test: Promoting Deep Learning Using Clickers, Derek Bruff
Professional and Organizational Development Network in Higher Education: Archives
Classroom response systems (“clickers”) can turn multiple-choice questions—often seen to be as limited as assessment tools—into effective tools for engaging students during class. When using this technology, an instructor first poses a multiple-choice question. Each student responds using a handheld transmitter (or “clicker”). Software on the classroom computer displays the distribution of student responses. Although many multiple-choice questions found on exams work well as clicker questions, there are several kinds of multiple-choice questions less appropriate for exams that function very well to promote learning, particularly deep learning, during class when used with clickers.
Engaging Students, Assessing Learning: Just A Click Away, Linda C. Hodges
Engaging Students, Assessing Learning: Just A Click Away, Linda C. Hodges
Professional and Organizational Development Network in Higher Education: Archives
Three ongoing challenges for those of us teaching today’s college students, especially in large lecture classes, are: getting students engaged in their learning, assessing what learning is actually taking place, and competing with students’ technology in keeping their attention. One teaching innovation that holds great promise for addressing these concerns is the use of personal response systems, also known as clickers. Clickers allow you to determine the level of student understanding at any given time with relatively little effort, and in the process encourage students to engage with class material by using the hook of technology. In this paper I …