From Keith Overbaugh, D.V.M. Science, Biology Instructor
I’ve been using a classroom response system (clickers) so long I forgot where or when I was first introduced to them. The only reason I was drawn to this technology was that I had just 
realized that the two students in the front row, that always knew the answers to my verbal questions, were not typical of the other 95 students in class. In those days I did have anatomy and physiology lectures with 96 students per class. The sheer size of the class made it impractical/impossible to call on each student. I needed another way to assess student understanding of current topics before I moved on.
Most of us have a course that starts with an assumption that the student know very little about the subject, or worse yet, has already formed assumptions that are incorrect and will hinder their progress. AS instructors, we start laying a foundation that must be solid enough to support layer upon layer of progressive knowledge and understanding. Each layer builds upon the previous layers. In my class, we start with chemistry to understand molecular structure and function of cells. We need to know cells to understand tissues. We need to understand tissues to understand the structure of organs, like the heart and blood vessels. We need to understand organs to understand systems, like the cardiovascular system. We need to understand a system to understand how the body only functions when all eleven systems interact correctly to support life. As my students move through the foundational layers, I needed continuous feedback from them to know what fraction of the class is building a solid foundation and understands how the components fit together and what fraction didn’t. Clickers were my answer.
I begin each session with a knowledge based questions from our previous meeting. I encourage discussion within groups of students before they submit their answer choice. This exchange has shown me the value of peer to peer instruction. By eves dropping on groups, I am reminded of my student days when I felt understanding was just out of reach. Peers at the same level in construction of their knowledge, can often use examples of what finally made the topic “click”. Usually these are examples I had never considered. It’s a learning moment for them and for me as I add this example to my pedagogical tool box.
When I call for responses I will either smile, if the bar chart of responses is good, and move on to the next layer with certainty that the majority of the class is ready, or I will have to take a step backwards and try to figure out what else I can do to get us all to the required level. That’s ok too. It’s better that I know now than the day before the exam, or worse yet, the day after the exam.
I never show answers associated with student names, but I do get a record of the responses of each student. From this record I can help a student narrow in on the topics that are preventing them from successful progress. How often do you ask a struggling student, “What part of this material don’t you get?” Is the answer was usually, “I don’t get any of it.”? Now I don’t have to ask, because I know right where they began to struggle and have a logical starting point for our meeting and to pass on to help our tutors.
I mainly use the technology for “pop quizzes” as we cover important principles, but I can also ask opinion questions, “Are you ready for tomorrows lab quiz?” As the responses are anonymous, I can get honest and immediate feedback and offer help if needed. I also use them for guided case studies and graded quizzes and to ask a closing question about each days’ activity. This helps me determine where I should start our next meeting.
So you see, I start and end each class session with questions students must answer. That gives me a record of not only if the student was present that day, but also if the student was on time for class and if he stayed for the entire class period. This helps me make early contact with an absent student when there is still time to make a difference. It may only be encouraging attendance but often there are extenuating circumstances that, if addressed early, can make the difference allowing the student to complete the course successfully.
I have stopped keeping statistics on how much clickers have improved student success in my classes. My rooky year of clicker use improved my success rate by 10%. That was significant in a class that averaged 40% to 60% attrition between the first and second semester. Part of the success I attribute to knowing where each student stands at any one moment. The folks that study this kind of stuff for a living also attribute the increase in success to the fact that every student now must respond to every question. They can no longer hide behind those two students in the front row that always know the right answer. That’s the definition of active learning and immediate feedback.
As far as the technology is concerned, students buy a clicker at the bookstore for about $60 (covered by financial aid). The instructor plugs a receiver into the classroom computer and starts the polling program. That’s it. When the student no longer needs the instrument, the bookstore will buy back clickers the same as used books. As an alternative, students can buy a software license and use their cell phones. Once NMC has implemented wireless coverage in all areas, any mobile device will work.
If you are not sure how clickers can be used in your discipline, please follow these links: to a list of application in all disciplines by Derek Bruff, director of the Vanderbilt University Center for Teaching and senior lecturer in the Vanderbilt Department of Mathematics. His book, Teaching with Classroom Response Systems: Creating Active Learning Environments, is available in the CIE library.
This is Derek Bruffs’ blog. It is more current but has fewer discipline specific examples.
What Faculty Members Can Do, by Jillian Kinzie is a compilation of other (non electronic) strategies for faculty that can improve student success rates. I hope you can find one or two suggestions you can adopt.
If you have any further questions you can Contact Keith Overbaugh 5-1274