5. LOGISTICS
Grading and timing issues (and recommended approaches) are described in the “Frequently
asked questions” at the end of this paper.
Student peer groups: There are three main ways of setting up student peer (discussion)
groups. Instructors have discovered pros and cons for each method with respect to set-up,
ease and quality of student discussions, and student response, summarized below. In typical
theatre-style lecture room, maximum group size should be no more than four students in
adjacent seats. Discussion involving 3 or 4 people is often more substantial than with only two.
With formal groups it can be effective to announce on some questions that groups are required
to reach consensus, thus voting the same. This strategy substantially increases the amount of
discussion and being able to do this is one of the primary virtues of formal groups. This works
even if one never checks if group actually did reach consensus.
Formal group (instructor-defined):
Pros
- Good student conversation
- Focus of discussion more on topic
Cons
- Takes time to set up
- Minor student complaints (major if not
done early in term and reasons doing
not explained first day!)
- Early discussions may be “sluggish” as they get to know each other
Formal group (self-assembled):
Pros
- Few student complaints
- Little hassle - computerized signup
- Better discussion than no formal groups
Cons
- Can be more off-topic discussions
Informal (neighbours only):
Pros
- Few student complaints
- No hassles
Cons
- Many students not very involved
- More off-topic discussions (about weekend)
6. COVERAGE OF MATERIAL
Using clickers extensively will reduce the amount of content you can cover during class, as will
any classroom intervention promoting mentally active learning. Clickers also typically result
in far more and deeper questions from a broader range of students, because they are more
engaged in thinking about the material. Responding to those questions takes additional time.
However, while the coverage of material in class may be reduced, there is good evidence that
the learning will be considerably increased. Multiple studies across a variety of disciplines show that students in courses incorporating active learning retain and can apply key/central/most important concepts better than students taught in traditional lectures.1, Clicker use also promotes more in-depth learning and understanding.
This provides students with a greater capacity to cover topics on their own; for example, they can be capable of doing homework questions on topics that were not covered in class. Having them learn material outside of class in this way can compensate for much of the reduced coverage in class. Also, much
of the time in a traditional lecture is spent providing students with information that they can
easily get elsewhere and, in some cases, repeating information students already know. Clicker
questions allow one to better gauge what students know and thereby avoid unnecessary
repetition of coverage. If used appropriately, the questions can also compel students to read
material to learn basic information before coming to class.
While these strategies can increase the amount of material covered in a course, nevertheless,
we have seen that most instructors do end up deciding to cover less material in their courses
after they have started using clickers effectively. However, this is usually a choice made as
a result of their recognizing that it takes longer than they had realized for the students to
achieve the desired learning. This recognition is a result of the improved communication made
possible through their use of clickers.
5. LOGISTICS
Grading and timing issues (and recommended approaches) are described in the “Frequently
asked questions” at the end of this paper.
Student peer groups: There are three main ways of setting up student peer (discussion)
groups. Instructors have discovered pros and cons for each method with respect to set-up,
ease and quality of student discussions, and student response, summarized below. In typical
theatre-style lecture room, maximum group size should be no more than four students in
adjacent seats. Discussion involving 3 or 4 people is often more substantial than with only two.
With formal groups it can be effective to announce on some questions that groups are required
to reach consensus, thus voting the same. This strategy substantially increases the amount of
discussion and being able to do this is one of the primary virtues of formal groups. This works
even if one never checks if group actually did reach consensus.
Formal group (instructor-defined):
Pros
- Good student conversation
- Focus of discussion more on topic
Cons
- Takes time to set up
- Minor student complaints (major if not
done early in term and reasons doing
not explained first day!)
- Early discussions may be “sluggish” as they get to know each other
Formal group (self-assembled):
Pros
- Few student complaints
- Little hassle - computerized signup
- Better discussion than no formal groups
Cons
- Can be more off-topic discussions
Informal (neighbours only):
Pros
- Few student complaints
- No hassles
Cons
- Many students not very involved
- More off-topic discussions (about weekend)
6. COVERAGE OF MATERIAL
Using clickers extensively will reduce the amount of content you can cover during class, as will
any classroom intervention promoting mentally active learning. Clickers also typically result
in far more and deeper questions from a broader range of students, because they are more
engaged in thinking about the material. Responding to those questions takes additional time.
However, while the coverage of material in class may be reduced, there is good evidence that
the learning will be considerably increased. Multiple studies across a variety of disciplines show that students in courses incorporating active learning retain and can apply key/central/most important concepts better than students taught in traditional lectures.1, Clicker use also promotes more in-depth learning and understanding.
This provides students with a greater capacity to cover topics on their own; for example, they can be capable of doing homework questions on topics that were not covered in class. Having them learn material outside of class in this way can compensate for much of the reduced coverage in class. Also, much
of the time in a traditional lecture is spent providing students with information that they can
easily get elsewhere and, in some cases, repeating information students already know. Clicker
questions allow one to better gauge what students know and thereby avoid unnecessary
repetition of coverage. If used appropriately, the questions can also compel students to read
material to learn basic information before coming to class.
While these strategies can increase the amount of material covered in a course, nevertheless,
we have seen that most instructors do end up deciding to cover less material in their courses
after they have started using clickers effectively. However, this is usually a choice made as
a result of their recognizing that it takes longer than they had realized for the students to
achieve the desired learning. This recognition is a result of the improved communication made
possible through their use of clickers.
การแปล กรุณารอสักครู่..
5. LOGISTICS
Grading and timing issues (and recommended approaches) are described in the “Frequently
asked questions” at the end of this paper.
Student peer groups: There are three main ways of setting up student peer (discussion)
groups. Instructors have discovered pros and cons for each method with respect to set-up,
ease and quality of student discussions, and student response, summarized below. In typical
theatre-style lecture room, maximum group size should be no more than four students in
adjacent seats. Discussion involving 3 or 4 people is often more substantial than with only two.
With formal groups it can be effective to announce on some questions that groups are required
to reach consensus, thus voting the same. This strategy substantially increases the amount of
discussion and being able to do this is one of the primary virtues of formal groups. This works
even if one never checks if group actually did reach consensus.
Formal group (instructor-defined):
Pros
- Good student conversation
- Focus of discussion more on topic
Cons
- Takes time to set up
- Minor student complaints (major if not
done early in term and reasons doing
not explained first day!)
- Early discussions may be “sluggish” as they get to know each other
Formal group (self-assembled):
Pros
- Few student complaints
- Little hassle - computerized signup
- Better discussion than no formal groups
Cons
- Can be more off-topic discussions
Informal (neighbours only):
Pros
- Few student complaints
- No hassles
Cons
- Many students not very involved
- More off-topic discussions (about weekend)
6. COVERAGE OF MATERIAL
Using clickers extensively will reduce the amount of content you can cover during class, as will
any classroom intervention promoting mentally active learning. Clickers also typically result
in far more and deeper questions from a broader range of students, because they are more
engaged in thinking about the material. Responding to those questions takes additional time.
However, while the coverage of material in class may be reduced, there is good evidence that
the learning will be considerably increased. Multiple studies across a variety of disciplines show that students in courses incorporating active learning retain and can apply key/central/most important concepts better than students taught in traditional lectures.1, Clicker use also promotes more in-depth learning and understanding.
This provides students with a greater capacity to cover topics on their own; for example, they can be capable of doing homework questions on topics that were not covered in class. Having them learn material outside of class in this way can compensate for much of the reduced coverage in class. Also, much
of the time in a traditional lecture is spent providing students with information that they can
easily get elsewhere and, in some cases, repeating information students already know. Clicker
questions allow one to better gauge what students know and thereby avoid unnecessary
repetition of coverage. If used appropriately, the questions can also compel students to read
material to learn basic information before coming to class.
While these strategies can increase the amount of material covered in a course, nevertheless,
we have seen that most instructors do end up deciding to cover less material in their courses
after they have started using clickers effectively. However, this is usually a choice made as
a result of their recognizing that it takes longer than they had realized for the students to
achieve the desired learning. This recognition is a result of the improved communication made
possible through their use of clickers.
การแปล กรุณารอสักครู่..