Transcript Slide 1

Engaging Students:
Piloting “Clickers” in AUC Classrooms
Azza Awwad, Maha Bali, Riham Moawad
Center for Learning and Teaching
Objectives
ToTodiscuss
the
advantages
of thein the
To explore
the potential
ofpedagogical
“clickers”
explore
various
context
of activetechnology
learning
in theatclassroom
applications
of “clickers”
AUC
ACTIVITY #1
You
will
use your
“clickers”
Tell
usneed
moretoabout
yourself…
My School is…
1. BEC (Business,
Economics and
Communication)
2. HUSS (Humanities
and Social
Sciences)
3. SSE (Sciences and
Engineering)
0%
0%
...
d
s
an
iti
e
s
ce
ie
n
(S
c
E
SS
SS
U
H
B
EC
(B
us
i
ne
s
(H
um
an
s,
Ec
...
a.
.
0%
How often do you do debates/competitions in class?
Often
Sometimes
Rarely
Never
ev
N
R
0%
er
0%
ar
el
y
0%
m
et
im
es
So
fte
n
0%
O
1.
2.
3.
4.
How often do you do debates/competitions
in class?
14%
SSE (Scienc...
HUSS (Human...
BEC (Busine...
0%
29%
29%
22%
29%
44%
0%
33%
100%
0%
20%
Never
40%
Rarely
0%
60%
Sometimes
80%
100%
Often
How often do you do peer review/evaluation in class?
Often
Sometimes
Rarely
Never
ev
N
R
0%
er
0%
ar
el
y
0%
m
et
im
es
So
fte
n
0%
O
1.
2.
3.
4.
How often do you do peer review/evaluation
in class?
29%
SSE (Scienc...
25%
HUSS (Human...
14%
0%
43%
38%
14%
38%
100%
BEC (Busine...
0%
20%
Never
40%
Rarely
0%
60%
Sometimes
80%
100%
Often
Agenda
Activity
1: Demographic Polling
Active vs. Passive Learning
Why Use “Clickers”?
Pedagogical Applications
Activity 2: Think-Pair-Share
Best Practices
Activity 3: Do-it-yourself!
Activity 4: Workshop Evaluation
The Case for Active Learning
Limitations
of the traditional lecture:
most students cannot listen for a sustained
period of time
reinforces passive learning

Examples
of active learning strategies
include: in-class case studies, peer
review, debates, competitions, etc…
Passive Learning
Occurs when teaching emphasizes knowledge transfer
Active Learning
Active Learning
occurs when
teaching provides
students with
opportunities to
learn
independently and
from one another
Active Learning
General Characteristics*
Less emphasis is placed on transmitting
Students are involved in more than just
information and more on developing
listening and taking notes
students' higher order thinking skills
Students are engaged in activities -often
Greater emphasis is placed on students'
with one another.
exploration of attitudes and values
*E.C. Bonwell and J. A. Eison
*E.C. Bonwell and J. A. Eison
Why Use “Clickers”?
e.g. Looking at a particular
student’s responses over
time;
Analysis of
Increasing
Student
Immediate
Responses
Engagement,
Feedback
Using a
Motivation
and
e.g. Comparing responses
Participation
Variety
of
by student background
Reporting
Options
Students’ Quotes
University of Missouri – Rolla
You
canhelped
see the
areas
you
need in
to go
They
you
pay
attention
Our row the
found
the
clickers
helpful
to
Through
use
of
the
clickers
you
back
and look
atknew
whenyou
youhad
get a
class
because
you
learn what the
professor
wanted us to
interact
more
questions
wrong
question
coming.
get out of the reading.
Different Applications for Clickers
 Formative
Assessment of Teaching
and Learning
 Stimulating
Group Discussions/Peer
Instruction
 Competitions
and Debates
Example at AUC:
Formative Assessment of
Teaching Approach
Instructor tried a “simulation game”
and wanted to assess its impact on
student learning
ax
im
um
nt
ity
in
ce
m
re
a
ax
im
um
in
c
ee
n
qu
a
Post
of
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nt
i..
ip
...
in
ce
sh
nt
ity
si
ng
of
...
nt
i..
ip
...
in
fla
...
nt
ity
at
io
n
tw
qu
a
sh
in
fla
...
in
ce
at
io
n
ee
n
si
ng
re
l
be
e
eo
ff
si
tiv
e
po
th
re
a
re
l
tw
85%
of
...
nt
i..
ip
...
Post
qu
a
si
ng
sh
0%
m
re
a
6%
in
c
at
io
n
29%
e
re
l
in
fla
...
65%
th
e
ee
n
in
c
e
ax
im
um
e
tr
ad
Pre
si
tiv
tw
m
th
si
tiv
be
8%
po
be
0%
eo
ff
of
...
Judge
nt
ity
nt
i..
ip
...
value of activity in
improving student
understanding
in
ce
sh
po
eo
ff
0%
qu
a
si
ng
at
io
n
in
fla
...
Pre
tr
ad
re
a
re
l
ee
n
tr
ad
course –
different background
knowledge
ax
im
um
in
c
e
tw
Introductory
m
e
si
tiv
be
a new activity
th
po
eo
ff
Introducing
tr
ad
Pre-test/Activity/Post-test
69%

31%
8%
0%
0%
89%

6%
6%
Activity 2: think-pair-share
Formative Assessment of Student
Understanding
Competition
Two instructors in History
Please select a Team (table number)
Team 1
Team 2
Team 3
Team 4
Team 5
am
Te
am
Te
5
0%
4
0%
3
am
Te
am
Te
am
0%
2
0%
1
0%
Te
1.
2.
3.
4.
5.
Which of the following acronyms, if painted
vertically from top to bottom on a glass door, would
read the same from either side of the door
TIME
NONA
DOOD
MITA
WEEM
15
EE
M
0%
W
M
D
O
O
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O
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0%
IT
A
0%
A
0%
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M
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0%
TI
1.
2.
3.
4.
5.
Which of the following acronyms, if painted
vertically from top to bottom on a glass door, would
read the same from either side of the door
TIME
NONA
DOOD
MITA
WEEM
EE
M
0%
W
M
D
O
O
D
O
N
0%
IT
A
0%
A
0%
N
M
E
0%
TI
1.
2.
3.
4.
5.
Team Scores
166.67
Team 1
100
100
100
Team 2
Team 4
Team 5
50
Team 3
In which subject is the balance of
male/female students closest to that for
music?
Female
26
32
12
0%
y
0%
ci
ol
og
10
0%
So
6
0%
at
h
Music
0%
M
67
er
m
an
5.Sociology
16
G
61
y
104
gr
ap
h
4.Math
eo
41
G
24
og
y
3.German
io
l
2.Geography 3
B
1.Biology
Male
In which subject is the balance of
male/female students closest to that for
music?
Female
26
32
12
0%
y
0%
ci
ol
og
10
0%
So
6
0%
at
h
Music
0%
M
67
er
m
an
5.Sociology
16
G
61
y
104
gr
ap
h
4.Math
eo
41
G
24
og
y
3.German
io
l
2.Geography 3
B
1.Biology
Male
Team Scores
450
Team 1
400
300
266.67
Team 2
Team 5
Team 4
100
Team 3
Examples at AUC:
Formative Assessment Of Student
Understanding And Stimulating Discussions
ConcepTests –
Construction Engineering, Mechanical Engineering;
Review –
Economics, Scientific Thinking
Peer Instruction/Think-Pair-Share
29%
21%
29%
21%
93%
4
Te
am
3
7%
...
d
w
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ap
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ap
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in
e
d
tr
ai
gh
ap
e
Lsh
re
am
Te
am
Te
am
Te
2
is in designing
good questions
1
Key
Best Practices
Refer to Handout
Do-it-yourself!
Quick Evaluation of this Workshop
AUC Student Quote
A student for the Dept. of Construction Engineering
“It feels like you’re in an American
University!!!”
I can see how clickers could make my
students more engaged
Strongly Agree
Agree
Disagree
Strongly Disagree
0%
0%
ag
re
e
gr
ee
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s
is
a
ly
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ro
ng
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gr
ee
0%
D
ly
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re
e
0%
St
ro
ng
1.
2.
3.
4.
I am most interested in using clickers in my
classes for…
1. Assessment of
student
understanding
2. Assessment of my
teaching approach
3. In-class games
4. Stimulating
discussion
5. None of the above
e
ab
ov
on
th
e
of
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on
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de
..
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I would not use clickers mainly because…
1. I fear the technology
might be complex
2. I don’t know how this
could work in my
classes
3. I need to think more
about it
4. Actually, I would like to
use clickers right away
..
A
ct
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Contact Us
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Tel: (202) 797-6658/9
Email: [email protected]
Website: www.aucegypt.edu/academic/clt
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