Using Clickers In The Classroom
•Download as PPT, PDF•
11 likes•5,704 views
A quick overview of some practical applications of student response systems (clickers) in the classroom. Feel free to use these slides and please post any new ideas as comments.
![[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Using Clickers In The Classroom
Similar to Using Clickers In The Classroom (20)
More from Russell James
More from Russell James (20)
Recently uploaded
Recently uploaded (20)
Using Clickers In The Classroom
- 1. Using Clickers in the Classroom Dr. Russell James III Texas Tech University
- 4. OK, so what can I do with them?
- 6. In class choice experiments
- 15. Show Class Clicker Results
- 16. 22% 78% Tversky, A. & Kahneman, D., 1981, The framing of decisions and the psychology of choice. Science, 211, 453-458. Show Published Study Results
- 23. Predict the outcome of an experiment
- 27. Show experiment results and discuss M. Shih (Harvard), T. Pittinsky (Harvard), & N. Ambady (Harvard), 1999, Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science, 10(1), 80-83.
- 28. Click when finished with a task
- 31. Collect student opinions to begin a discussion
- 32. Advanced applications When you want to try more experiments in class!
- 41. High stakes, low stakes, or no stakes? Giving credit for clickers
Editor's Notes
- In the female-identity-salient condition, participants ( n = 14) were asked (a) whether they lived on or off campus, (b) whether they had a roommate, (c) whether their floors were coed or single sex, (d) whether they preferred coed or single-sex floors, (e) to list three reasons why they would prefer a coed floor, and (f) to list three reasons why they would prefer a single-sex floor. In the Asianidentity- salient condition, participants ( n = 16) were asked (a) whether their parents or grandparents spoke any languages other than English, (b) what languages they knew, (c) what languages they spoke at home, (d) what opportunities they had to speak other languages on campus, (e) what percentage of these opportunities were found in their residence halls, and (f) how many generations of their family had lived in America. In the control condition, participants ( n = 16) were asked (a) whether they lived on or off campus, (b) whether they used the university telephone service, (c) to rate on a 7- point scale how satisfied they were with the service, (d) whether they would consider subscribing to cable television, (e) how much they would be willing to pay per month for cable television, and (f) to list one or two reasons why they would or would not subscribe to cable television.
- In the female-identity-salient condition, participants ( n = 14) were asked (a) whether they lived on or off campus, (b) whether they had a roommate, (c) whether their floors were coed or single sex, (d) whether they preferred coed or single-sex floors, (e) to list three reasons why they would prefer a coed floor, and (f) to list three reasons why they would prefer a single-sex floor. In the Asianidentity- salient condition, participants ( n = 16) were asked (a) whether their parents or grandparents spoke any languages other than English, (b) what languages they knew, (c) what languages they spoke at home, (d) what opportunities they had to speak other languages on campus, (e) what percentage of these opportunities were found in their residence halls, and (f) how many generations of their family had lived in America. In the control condition, participants ( n = 16) were asked (a) whether they lived on or off campus, (b) whether they used the university telephone service, (c) to rate on a 7- point scale how satisfied they were with the service, (d) whether they would consider subscribing to cable television, (e) how much they would be willing to pay per month for cable television, and (f) to list one or two reasons why they would or would not subscribe to cable television.
- In the female-identity-salient condition, participants ( n = 14) were asked (a) whether they lived on or off campus, (b) whether they had a roommate, (c) whether their floors were coed or single sex, (d) whether they preferred coed or single-sex floors, (e) to list three reasons why they would prefer a coed floor, and (f) to list three reasons why they would prefer a single-sex floor. In the Asianidentity- salient condition, participants ( n = 16) were asked (a) whether their parents or grandparents spoke any languages other than English, (b) what languages they knew, (c) what languages they spoke at home, (d) what opportunities they had to speak other languages on campus, (e) what percentage of these opportunities were found in their residence halls, and (f) how many generations of their family had lived in America. In the control condition, participants ( n = 16) were asked (a) whether they lived on or off campus, (b) whether they used the university telephone service, (c) to rate on a 7- point scale how satisfied they were with the service, (d) whether they would consider subscribing to cable television, (e) how much they would be willing to pay per month for cable television, and (f) to list one or two reasons why they would or would not subscribe to cable television.