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3. how many clicker questions should i give in a lecture?

Most instructors find that between four and six questions that involve serious discussion and reflection in a 50-minute class period works well. These should be distributed throughout the lecture rather than all clumped at beginning or end. In general, students’ attention often starts waning after about 10 minutes of straight lecturing. If one is using other active learning techniques in a lecture period, the number of clicker questions will likely be lower. For a review before an exam, it can often be more effective to fill the lecture period with many clicker questions rather than using other types of review.

4. how do i promote discussion between students?

Achieving good discussion between students is often the hardest but most important part to maximizing the benefit of clickers. This is a change in the culture of the class, and so you should not expect it to happen automatically. You should not give up if it takes a little while to develop, and you should actively encourage it, and explain and model scientific discourse for them.

On the first day and a couple of subsequent days, encourage the students to learn the names and shake hands with everyone around them (in front and behind included). Also giving the students permission to ask names they’ve forgotten can be surprisingly helpful. We may not be able to learn the names of the whole class, but students appreciate knowing someone knows their name.

Students need to feel that the classroom is a safe place to discuss questions, and everyone can potentially be wrong without consequences. Instructors can promote this by explicitly informing students of what they expect and why the interactive/discussion approach helps students learn. This should be done repeatedly during the term as opposed to just at the beginning. We recommend that you also tell students that you’ll be asking them to share their reasoning about the answer so they should discuss it, and then have them share their reasoning at least some of the time in the follow up whole class discussion.

Some techniques for directly encouraging discussion are to require groups to submit consensus votes on a question. Calling on students to ask them what reason their group gave for why an answer is correct or incorrect can also help. Students find it less threatening to offer the reasoning for an answer the answer is seen as coming from the group rather than them, individually. If possible, it’s good to also require students to give reasons for answers on homework and exam answers.

5. how do i get students to get back on task after a clicker question, and stop talking?

A good signal that students are finishing their discussions is when the voting gets up towards 75% of the class. Having an established signal for when discussion needs to end works well, such as a gong tone, whistle, or switching off the lights.

6. don’t “strong” students just give “weak” students the answer if there is discussion?

Research suggests that this isn’t a great concern, and that both “strong” and “weak” students benefit from interacting in peer discussion. However, one study M.C. James, “The effect of grading incentive on student discourse in Peer Instruction,” American Journal of Physics, 74(8), pp. 689-691 (2006). has suggested that the way credit is given for answering questions can impact this. In a class with “low stakes” grading (equal credit for any response, with questions counting 12.5% of overall grade), peer discussion was more balanced, with both students in a pair contributing equally to discussion and more likely to vote differently. In contrast, a class with “high stakes” grading (incorrect responses earning 1/3rd the credit earned by a correct response, questions counting 20% of total grade), students earning higher grades dominated peer discussion, and both students in a discussion pair more often voted the same. In a small study we did in a different course, we found the correlation between students’ clicker question answers and their course grade was surprisingly low, indicating that as students were first learning new material, there was little distinction between “weak” and “strong” students. No matter what the achievement level of the student is, encouraging them to articulate their thinking is beneficial.

Questions & Answers

how do they get the third part x = (32)5/4
kinnecy Reply
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
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Tamia
hii
Uday
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
Dearan Reply
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Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
Kim
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Al
y=10×
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
is it 3×y ?
Joan Reply
J, combine like terms 7x-4y
Bridget Reply
how do you translate this in Algebraic Expressions
linda Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
Stotaw
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Clicker resource guide. OpenStax CNX. Apr 11, 2010 Download for free at http://cnx.org/content/col10724/1.2
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