cpsuniv
Registered Member # 458
|
 Posted 04/20/2007 06:00 PM |
|
Would like to know if anyone has developed some "Best Practices Ideas" for using RF Clickers for an English IA Class.null null null
Jim Knight
|
| Posts: 2 | Location: San Francisco Bay Area | Email: | Signup: 06/10/06 | IP: Logged |
|
chel714
Member # 953
|
 Posted 08/01/2007 08:52 PM |
|
I teach Basic Writing, a pre-English comp. class and while I originally used CPS (3 years ago) to make introductions to lessons on grammar/mechanics more interesting and to test prior knowledge, I have evolved to use more types of lessons/questions, including student self-assessments (on the day they hand in an essay) getting them to talk about their process on the paper, self-reflecting on their performance on various aspects... I also do "before" and "after" sessions at portfolio time. I have them hand in 2 portfolio revisions a week apart, and with the first one, I have them do a "before" and "after" snippet and I put those up on a split screen and ask students which is the revision and why... It helps them see and discuss good models of revision. I am always finding ways to use CPS in writing classes. And I am curious about your ideas as well as those of others.
Michelle
|
| Posts: 1 | Location: Akron OH | Email: | Signup: 08/01/07 | IP: Logged |
|
marquis
Member # 626
|
 Posted 08/03/2007 08:09 AM |
|
Here are some Best Practices that we use:
CPS Best Practices Draft
Implement the technology modestly during your first semester:
Develop more ambitious applications as you become comfortable with the uses and limitations of CPS.
Seek advice from experienced users:
Explore how fellow faculty members in your department or throughout your university that are using e-Instruction to enhance their teaching.
Allow – and plan for - extra time in your lecture due to the technology:
There will be occasional technical problems, and it takes extra set up time before each class.
Have an instructional development support person attend your class the first time (or more) that you use clickers:
Hopefully everything will run smooth, but if problems arise someone will be there to offer help and answer yours and your students questions.
Be clear in your class syllabus:
State whether purchasing a clicker is optional or required. State if it will be used for grading, attendance, extra credit, or no grade. List student instructions for purchasing and registering clickers. Provide instructions concerning where students go for help should they have problems with their clickers. Clearly state policies and consequences concerning cheating.
Before using clickers each semester, discuss with your students the pedagogy of peer response systems:
Increased interaction, collaboration, instant feedback… Discuss policies and consequences concerning cheating.
Do not assign points until a week or two after use:
Wait a few classes until both you and your students are comfortable using the clickers before using them for any type of credit.
If you choose to give credit for clicker use, consider giving the credit for participation – not just for answering ‘correct’ answers and do not use the clickers solely for attendance or as a quizzing tool:
This emphasizes to the students that the exercise is about learning and not assessment.
Use for low-stake assessment:
Remember that the technology will sometime malfunction.
Use regularly in the classroom:
A study in Hong Kong showed that students approve of clicker use – and have greater attendance – if the clickers are used more than once a week (Cue, 1998). But with that said – be careful not to overuse the clickers or they will lose their ‘engagement’ potential.
Check to see if your book publisher supports classroom response systems:
Many publishers provide lesson plans and questions that work in CPS - this can be a time saver.
Use the technology to increase student–to–student interaction:
Besides improving faculty–student interaction questions can also be designed to improve student–to–student interaction. Ask a question, let them answer, and then have them discuss their answers amongst themselves or in small groups.
Design questions aimed at providing insight into whether your students are grasping the information you are covering:
It’s great for generating immediate feedback on student comprehension of core concepts. Also consider having a “do not know” option as an answer. This will help prevent guessing and give you an idea of where your students stand.
Repeat concept questions for better comprehension:
Ask the question – view the students’ response – discuss the responses – ask the question again.
Limit you number of polling responses (answers) to 4:
It’s hard to read and comprehend more than 4 different answers at one time.
|
| Posts: 15 | Location: University of New Hampshire | Email: | Signup: 01/24/07 | IP: Logged |
|
| (Messages 1 - 3)
|
|
