Peer Instruction: Engaging students one-on-one, all at once
Catherine Crouch, Jessica Watkins, Adam Fagen and Eric Mazur
In this excerpt, the concept of Peer Instruction is reviewed as well as the benefits it has on collaborative and individual student performance. This proven methodology is reinforced with over 10 years of data compiled from Harvard University. The application of student response systems used collaboratively with Peer Instruction is also discussed, citing significant improvement in student understanding and engagement.
Clickers in the Large Classroom: Current Research and Best-Practice Tips
Jane E. Caldwell
Jane Caldwell discusses how audience response systems (ARS) create engaging learning environments in large classrooms. Topics covered include Goals of ARS questions, compensating for reduced lecture time, examples of ARS use, guidelines and best practices as well as both student and instructor feedback. Caldwell's research supports the value response systems have on student learning and the positive effects they have when used with the peer learning approach to instruction.
Increasing Interactivity in Lectures Using an Electronic Voting System
S. W. Draper & M. I. Brown
Read about the use of student response as it is used in eight different educational departments with lecture sizes up to 300 students. An evaluation of the most common student and teacher benefits is also presented and shows that most students found the technology to be beneficial to their learning. Further analysis of the positive outcomes associated with the use of student response in conjunction with peer discussion is reviewed.
Teaching with Technology White Paper: Classroom Response Systems
Ashley Deal, Carnegie Mellon Publisher N. W. Reay, Pengfei Li, and Lei Bao
The effective use of student response technology as a means of assessing student understanding and comprehension, maintaining student attention and increasing student engagement is reviewed in this research paper. Discover how student response can assist in the creation of class activities and lesson plans.
Testing a New Voting Machine Methodology
N.W. Reay, Pengfei Li, and Lei Bao
Student performance is compared during a three quarter evaluation of the use of student response systems. Data gathered from this study indicated that students using student response technology achieved significant gains in conceptual learning. Additionally, students received the technology quite favorably and felt that the technology did help improve their learning.
Pedagogy Correlation Charts
Turning Technologies Student Response Systems: A Performance-Based Accountability Solution
Dr. Eric Mazur - Introduction to Peer Instruction
Balkanski Professor of Physics and Applied Physics, Harvard University
Author of Peer Instruction: A User's Manual
Dr. Derek Bruff - Teaching with Classroom Response Systems
Assistant Director of the University Center for Teaching and Senior Lecturer in the Department of Mathematics, Vanderbilt University
Author of Teaching with Classroom Response Systems: Creating Active Learning Environments
California State University - Chico: Mathematics, Jan Costenbader
Turning Technologies student response systems have been used for two years at Chico State and has dramatically increased participation in class. Jan Costenbader states, "We can make adjustments to how we delivery the lecture based on the understanding of the students."
Vanderbilt University: Mathematics, Dr. Derek Bruff
Dr. Derek Bruff engages students and assess understanding with the use of TurningPoint and ResponseCard XR keypads.
The dynamics of Bill Reay's classroom changed with the introduction of Turning Technologies student response system. "We do show increased learning gains," stated Professor Bill Reay.
Ohio State University: Student/Parent Orientation, Matt Couch
- Use an "Ice Breaker" to introduce use of the student response system.
- Include an "Answer Now" prompt to differentiate between lecture slides and interactive polling slides.
- Use a "Correct Answer" indicator to visually identify the appropriate answer.
- Increase responsiveness by using a "Countdown Timer" which will close polling after a set amount of time.
- Not all questions have to have a right answer. Use the response system to reveal opinions and insights.
- Assign point values to questions instead of simply setting them as right or wrong. Use point values to award attendance and/or participation points.
- Use low-stakes quizzing composed of 10 items to make sure that students have done their reading before they come to class.
- Include short bursts of 3-4 questions mixed in with other more traditional presentations and activities to keep your students and participants engaged.
- Respond to meeting or classroom discussions-Insert questions on-the-fly by pressing F5 on your keyboard or selecting the arrow next to the on-the-fly icon in the TurningPoint ShowBar.
- TurningPoint is SMART Aware. This means that if you have a SMART Board interactive whiteboard in your classroom, you can just pick up your pens and start annotating over your slides. For more information refer to your SMART Board user guides.
- Change TurningPoint's default settings to match your presentation color scheme. Click on the Spectacles icon on the TurningPoint toolbar.
- Add a fun, competitive element-track individual teams, groups, or students using a "Participant List". Add a "Fastest Responder" slide or view group results.
- To find out who has yet to respond to a question, press F7 or F8. This will show a "Response Grid" on screen with ResponseCard keypad numbers and names.
- Track changes in understanding or opinions by asking the same question at the beginning and end or your presentation. See side-by-side results using a "Comparison Slide."
California Polytechnic State University
Associate Dean of the College of Science and Mathematics, Roxy Peck, found TurningPoint to be the ideal solution for classroom instruction. TurningPoint allows Roxy to check whether or not her students have learned concepts at the point they are being discussed. This advanced knowledge helps Roxy better direct discussions as well as set the pace for the rest of the course.
Cleveland State University
With a reputation of "engaged learning," Cleveland State University continually seeks ways to make classes more dynamic and reach its approximately 16,000 students. Instead of lecturing to a classroom of blank stares, Dr. Connor McLennan, Assistant Professor of Psychology at CSU, wanted to engage his class and confirm their comprehension of course material. He thought that a TurningPoint® student response system would be a welcome addition to his teaching. During the course, Dr. McLennan discovered that not only did the system facilitate in-class participation and assessment, but grades also noticeably increased.
Leeward Community College, Educational Media Center
The University of Hawaii-Leeward Community College's Educational Media Center (EMC) supports teaching and learning through the integration and use of technology. Its strategic objective is to encourage the application of technology and enhance the quality of instruction and services delivered to students both on and off campus. Leanne Chun, the EMC Coordinator and the Educational Technology Developer, was in search of tools that would not only promote active learning and discussion in the classroom but also have the ability to enhance student retention of information.
Ohio State University
Bill Reay, a veteran professor with decades of experience at Ohio State University and Kansas State University, that is compelled to change the landscape of education for lecture classrooms through the usage of audience response systems. Because lectures are "not necessarily learning efficient," Bill has spent years researching active learning techniques for the lecture hall. With over six years of experience using response systems in the classroom, Bill became increasingly convinced that their usage could have a major impact on students' education.
Robert Wood Johnson Medical School
Dr. Archana Pradhan, an assistant professor and director of undergraduate education for the OB/GYN program at Robert Wood Johnson Medical School, originally used a basic didactic lecture for an hour and a half with PowerPoint® slides, but knew that the considerable amount of material and long presentation would be to her disadvantage. Because of her previous exposure to an audience response system at an American College of Obstetrics and Gynecology national conference, she was aware that it was a great tool for engaging audiences.
Rochester Institute of Technology
Katie McDonald is an Instructional Technologist at Rochester Institute of Technology's Online Learning Department. Founded in 1829, RIT is an internationally recognized leader in professional and career-oriented education enrolling more than 15,000 students in eight colleges. One of the many roles the Online Learning Department plays on RIT's campus is to assist faculty in their use of technology to enhance teaching and learning across campus.
Unhappy with their current student response system, Simmons College turned to Turning Technologies' response solution TurningPoint, as a replacement. It didn't take long for TurningPoint to pique the interest of educators from every department. With TurningPoint, ordinary courses were transformed into interactive and effective academic presentations.
University of Maryland
Chris Higgins, the Manager of Instructional Design and Development at the University of Maryland, and his team is responsible for the instructional technology needs of faculty on campus. They handle the exploration of new tools and resources for the faculty to improve, enhance and support the teaching and learning process. Because of the considerable size of the university, a committee was assembled to explore ways to improve the experience for students in large classes.
University of Washington
Scott Freeman is a lecturer in the biology department and works primarily with students in the first course of a year-long sequence for biology majors. His large course averages around 345 students per quarter. After seeing the chemistry department effectively using student response systems in their courses, he began a series of demonstrations and workshops with different vendors that offer radio frequency technology. After weighing the advantages and disadvantages of a variety of companies, he selected Turning Technologies becoming the first professor in the sequence to start using TurningPoint® in his classroom.