Know What They Know
Carnegie Horton – Session Chair
Stephen Nodine - Clemson University
- We want to engage students.
- We need to assess students to be able to make the most of the time we have with them in class.
- We can adjust during class, too.
- We used the i>clicker brand clickers in this session. (This version doesn’t require powerpoint.)
- Efficiency and effectiveness: evaluate existing knowledge & anticipate potential misconceptions
- Clarified pre-flight surveys: avoid recitation, do ask explanation, application, or reflection type questions
- Can use delivery methods like blackboard or a survey tool to get a pre-flight survey done before class.
- Once used a pre-flight survey: review results anonymously at start of class, skip points they all know (with some caution), find examples to build on weakness, start a discussion
- In-class surveys: are they understanding a concept, can they apply an idea to a new setting, are they awake?
- In-class is scary, you might have to restructure class to go in another direction.
- Colored cards: low tech version of clickers, talked about muddiest point, etc.
- Clicker benefits: Improve attentiveness, increase knowledge retention, stimulate active learning, enhance peer learning, anonymous or tracked answers, immediate results, interactive and fun (mostly anecdotal at this point, still doing research on this)
- Types of questions: multiple choice, true/false, strongly agree ->disagree, voting preferences
- If answer wrong (as a group): take 60 seconds for students to convince their neighbor that you’re right, then revote
- Could have a series of slides to show what it would have meant if they had given the other answers
- Good for traditional classrooms, anonymous voting in faculty meetings, outdoor settings