CLICKERS!

The use of clickers in the classroom is something I plan to incorporate into my classroom. I have had two different experiences with them as a student, and I think these have helped me determine how I could use them in my courses.

MY EXPERIENCES

I took two courses that used clickers in the classroom: Microbiology and Oral Radiography. The two experience could not be any different.

The first time I used one was in Microbiology 509, and I had no idea what it was.. All I knew was that it was required on the syllabus and I better go buy one before the first class. This lecture was in Independence 100. Any student who attended OSU  is likely to have had a 500+ person course in this room. It is large, loud, and tightly packed with a small platform up front. Anyway, I purchased a new clicker from Barnes and Noble for $30 (I think). I used it maybe two times for each lecture. The instructor more or less used it to take an attendance/participation grade. She did ask questions relevant to the material being presented, but the questions were simple and we did not spend much time with them. I still have my clicker…

In Oral Radiography, I was provided with a clicker that was assigned to me. It was passed out and collected at the beginning and end of each class session. Each day we had class, we were asked to 10-20 questions with our clickers. This class was much smaller, made up of only my dental hygiene class. The purpose was not to take attendance–the instructor and rest of the class knew who was missing. The clickers were used to assess our learning and understanding, and to keep us alert in class.

WHAT DOES THE RESEARCH SAY?

Most research I found supports the use of clickers not only in higher education, but at all levels. The first study showed that clickers have a positive impact on students’ final grades. In fact, students who used clickers scored 4.7% higher on average than students who did not (1). The next study looked at the use of clickers in a college psychology course. What I found important about this study is that students perceived their understanding level to be greater with the use of clickers (2). If students think they are learning more, aren’t they? I would think so. In this same study, only 1/3 of the students thought the clickers were worth their financial investment. This is another interesting point, and something I struggled with as a jobless college sophomore. A third study looked at the viewpoints on clickers from instructors and students. The instructors appreciated the immediate feedback, improved attendance, and improved participation. The students in this study also felt more engaged, and felt they were learning more than without clickers. These students requested to use them more (3)!

CLICKERS IN MY CLASSROOM

I think clickers, or any student response systems, are great for both formative and summative assessments. I would use them during the course when I have lecture, to keep students alert and increase their understanding. This provides feedback for me and allows me to see what concepts students fully grasp and which may need clarification. For summative assessments, the limitation would be that questions could only be multiple choice. However, they are great for quizzes and those kinds of assessments. If the university allowed, I would provide students with clickers to borrow while they are in the classroom. Like the second article found, students do not want to buy their own clickers to use for one course. If I could not provide them, I would require students to purchase them. I would recommend the class sell their clickers to the next class of students, or sell them online. I know plenty of people (now) that had clickers to sell… even my brother! I could have looked into that option more, and would encourage my students to do the same. Clickers are a great, anonymous way for students to actively participate in what may otherwise be a boring part of the course.

1. Bojinova, Emma, and James Oigara. “Teaching and Learning with Clickers in Higher Education.” International Journal of Teaching and Learning in Higher Education 25.2 (2013): 154-65. ERIC. Web. 14 Apr. 2015

2. Powell, Selma, Carrie Straub, Jacqueline Rodriguez, and Barbara VanHorn. “Using Clickers in Large College Psychology Classes: Academic Achievement and Perceptions.” Journal of the Scholarship of Teaching and Learning 11.4 (2011): 1-11. ERIC. Web. 14 Apr. 2015.

3. Gok, Tolga. “An Evaluation of Student Response Systems from the Viewpoint of Instructors and Students.” The Turkish Online Journal of Educational Technology 10.4 (2011): 67-83. ERIC. Web. 14 Apr. 2015.

Assessment is one of the most important steps of learning. Not only is it required for accreditation, but also as a tool to make a program successful. There are many types of necessary assessment: self assessment for students and instructors, assessment of students, assessment of staff, and many more. This is the way we learn and make corrections, no matter what level of education we are going through. As individuals, we can expect to be assessed our entire lives. Some may be formal and graded, while others may be just one person’s judgement.

Both formative and summative assessments are important for effective learning for entry level dental hygiene students. With formative evaluations, students have the opportunity to show their knowledge in an informal way throughout the course. They can reflect on themselves, test their own knowledge, and provide feedback that can be helpful for the instructor.

Summative assessments provide a formal evaluation of learning. With it being graded and at the conclusion of the course, students are expected to perform well and demonstrate their knowledge to the best of their abilities. It reinforces the material learned throughout the entire semester or quarter, rather than at just a moment in time like formative assessment.

I thought it was interesting in Amy’s presentation that formative assessment is often spur of the moment. I think as instructors, we are constantly performing formative assessments, even if we do not realize. It can be as simple as, ‘Would you rather create a PowerPoint or an infographic?’ We may not think of this as assessment, but it actually is a way to improve the course and accommodate students.

I think the most effective formative assessments for entry level students are short response papers (timed) and classroom discussions. When writing these papers on various topics, students can self-assess and identify their strengths and weaknesses. This gives an opportunity to complete this without the pressure of being right or wrong, so I think students are more likely to be open and really expand on what they have to say. The muddiest point helps them and the instructor realize what topics may need a little more attention. This is also a great opportunity for students to give the instructor feedback to improve the course. Class discussions lead to opening of minds and bringing new ideas into the thoughts of other students. It is always interesting to hear another side of an issue or different ways to approach clinical situations. It can encourage critical thinking outside of the box.

Summative assessments need to be clear and effective. I think the most important summative assessments are short answer questions in the classroom and competency skill assessments in the clinic. In the classroom, short answer questions provide students the chance to expand on their own thoughts and prove why they think the way they do. Multiple choice questions can be very one-sided, with one correct answer. Short answer questions encourage critical thinking, and make students elaborate on concepts. In the clinic, it is important for entry level hygienists to acquire the skills to effectively treat patients. The best way to evaluate their effectiveness is to watch them perform a skill. It would be most effective on a live patient, rather than a typodont.

The syllabus. The master document.

I saw my first syllabus in my senior English class. My teacher said he wanted to prepare us for college, and designed his course on a college level. He told us to keep it somewhere easily accessible because we would be referencing it often. I’m pretty sure mine ended up in the trash within a week.

At that point, I did not know the purpose of the syllabus. I thought, ‘well won’t he just tell me when assignments are due?’ Now I realize that a syllabus is much more than a list of due dates.

A good syllabus is concise but covers many common questions from students. In my opinion, it MUST include course specifics (title, meeting times, etc.), instructor info (name, contact info, etc.), a brief description of the course, required texts, course objectives, a grading scale, a brief description of assignments and their course weight, and a schedule by class with assignments and due dates.

This is the very minimum that would make a syllabus ‘sufficient’. However, no one aims for their work to be just ok, so more details are often included. I have seen attendance policies, plagiarism policies, university guidelines, and even a signed contract stating that the student understands the classroom rules.

Personally, I would begin my syllabus with basic course information, such as the meeting time and location. This is necessary so that students are certain they are in the correct place and there are no discrepancies between the university schedule and my schedule. I would then identify myself as the instructor, and provide the best modes of contact for me and my office hours. Students need this information so that I can help them in the best way I can, whether it is a quick email they need or if they need to know when to meet with me face to face. Following the basics, I would give a brief description of the course and the main topics we will be covering. This gives the students a general overview of what to expect. I would outline my course objectives, so they know exactly what they need to learn. I think it is important to include a section about academic misconduct, so that students know it will not be tolerated. I would then reference the university guidelines, and give students a resource to find them if needed. I would provide any course texts that the student may need to purchase, so they can plan ahead for that before it is needed.

I think the next section is where I would get a little more personal with students, and provide them with my own expectations and goals for them. Here, I would lay ground rules such as attendance, cell phone policies, classroom etiquette, and things along these lines. I would include responsibilities and participation as well. This is important because it informs students of exactly what I expect of them. They can see what standards they are being held to. In the same section, I would provide my expectations of myself to them. This would include feedback in a timely manner, punctuality, informative classes, and an open door policy. I think it is important for students to see that not only do I set standards for them, but that they can have standards for me as well.

Next, I would give overviews of the assignments. This would include a brief description, how many points it is worth, the weight, and when it is due. No need to provide a rubric here, because that can come later with the assignment specifics. It is helpful for students to see every assignment that will be done over the semester so they can be prepared.

I would end with a course schedule with specific assignments, due dates, and a checklist for students once they complete the week.

Most of what I have included follows the article ‘How to Improve Your Teaching With the Course Syllabus’ by Drew Appleby. He describes the syllabus as a form of communication between instructor and students, and that is exactly what it is. It keeps everyone on track and on the same page. It is a resource.

Mr. Appleby also made the point to include a caveat in the syllabus to protect yourself and the university. As far as I can remember, all the syllabi I have seen have included some sort of caveat, but I did not realize how important it is. There must be something in the syllabus that says it is subject to change at your discretion. Things are always changing. My senior year of college, we had 3 snow days! Ohio State never closes! This year, we had Carmen go down. It is hard to do an online course when the online system is not working. All of these events made days and weeks shift, so assignments had to shift as well.

I would provide my students with a paper copy (assuming it is not an exclusively online course) and also post it online for quick reference. I know some paper copies go straight to recycling, but some students need that hard piece and keep it in a certain place. I do think it is a must to begin the first class by going through the syllabus and discussing a little more in depth. You can clarify and concerns right from the beginning. However, I think if a course is 1.5 hours long, there is no need to only cover the syllabus. Use this time to begin the first module. If you do not have enough content to stretch it over the entire course, I’m sure students would not mind having a break somewhere mid-semester.

I understand that when students are involved in developing the course schedule, they can work it out so they do not run into 3 big exams in one week or situations like this. I know we had that a lot during undergrad. Our instructors were flexible for the most part, and usually one was willing to change their exam date. However, I do not think students need to be a part of designing the course. If a scenario arises that there is a conflict, then adjustments can be made if the instructor wants to.

Similarities and Differences: Online vs. Face to Face Instruction

The goals of online instruction and face to face instruction are very similar. They both aim to effectively educate students and provide the necessary knowledge, skills, and resources required in the area of study. Each method of instruction usually involves one main instructor with multiple students, and both often involve class meetings. Both methods involve independent work and assignment deadlines and guidelines.

Face to face instruction is typically at one designated time on designated days of the week. Students arrive by this set time and material is presented in front of them in some way. There are often hard copies of assignments or notes, and students have the opportunity to discuss questions and material verbally. Students and instructors get immediate answers or feedback when asked.

Online Instruction and learning involves a lot of independent work. Some online classes have few or no class sessions, where all students are present ‘in class’ at one time. As the Computer Based-Teaching article by James Davis and others point out, this allows flexibility in the students’ schedules. Work can be completed at any time from time posted to the due date. Students can study based on their work or other class schedule. Online instruction and learning is also accessible to students who cannot commute to campus to meet. This allows out of town or out of state students to take the same courses as someone 5 minutes away from the school. All assignments are posted online, and there are no hard copies unless the student prints them. Feedback or responses are not usually immediate, as they are often communicated through email.

Benefits/Challenges of Online Learning

The best advantage of online learning that I have noticed is the flexibility. I am able to work as a full-time hygienist, usually 5-6 days/week, and still be a full-time student. I am able to complete assignments during my own free time, and do not have to follow a set schedule. For me, not having a set structure is a blessing and a curse. While I enjoy the ability to work and attend school, online learning requires a large amount of discipline. I usually have a week or so to complete my assignments, but I often wait until the last 1-2 days before it is due. I think procrastination is the biggest challenge of online learning. Other challenges include technology requirements and skill, delayed communication, and student dedication.

Overcoming these Challenges 

Being disciplined is the way to overcome procrastination. I have tried to set my own schedule, making myself complete assignments for each class on different days. I use this as a guide to where I should be for the week. With assignments being completed early, there is enough time to wait for a response if I have any questions about them. I can ask the question, wait for an answer (usually 24 hours), and fix any areas I had questions about. Yes, technology is required for online learning. Students must have access to a computer and have basic computer skills, but with practice, these are easy to learn and maintain. Keeping the end goal in mind helps overcome the challenge of dedication, even when studies get rough and work gets hectic.

My thoughts on Online Education and Learning

Quality Matters sets forth standards for online and blended courses. The QM rubric can be used to evaluate the designs of online courses. Quality Matters also provides peer reviewers to any subscribed institution. Students can be sure to choose online courses that follow the QM standards and have been peer reviewed. This helps investigate the quality of the online courses.

Online teaching is a great alternative for students and instructors that do not excel in the traditional classroom, do not like it, or are unable to attend classes.It allows students to work an further their education, or spend more time caring for their families. It involves dedication and is great for independent students that do not need constant guidance.

Right now, I appreciate the ability to obtain a Master’s Degree completely online. It is the best (and only) option that allows me to work such a busy schedule. In the future, I could see myself teaching face to face and online courses. I would like to be a clinical instructor, but also teach a public health (or similar) course online.

Davis J, Crabb S, Rogers E, Zamora J, Khan K. Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomized controlled trial. Med Teacher. 2008; 30: 302-307. 

https://www.qualitymatters.org/welcome

I think this summarizes my online teaching experience extremely well.

I had prepared myself for my role as the facilitator for my online discussion. I had read all the articles, pulled the main points to review, and developed questions to encourage discussion. I had the idea in my head that for every question I asked, all 15 students would raise their hands and have great answers. Then other students would discuss what the first had answered. Boy, was I wrong.

I logged on Carmen Connect around 7:30 p.m. and was met by the instructor by 7:40. She and I got on the same page as far as how the 30 minutes would go. Soon enough, students started logging on and suddenly, the nerves set in. I did not know what to expect. I knew that I had lots of material prepared, and wanted to give students plenty of opportunities to participate.

I introduced myself to the students and began to briefly review the material. I had my notes by my side in case I got flustered and needed a reminder. I discussed my first topic and provided the students with a scenario, and asked how they would handle it. After no one raised their hand to answer, I read that students had not heard the question. When I repeated the question, one student gave an answer, but no one could hear her. This issue continued through the night. I kept pausing to make sure students could hear me when I expected responses but did not get them. Students could not get their webcams to work, could not hear me at times, and could not hear each other at times. Toward the end, we broke out into groups with a multi-part question for students to answer. I thought I could hop between rooms and guide them in the right direction. Unfortunately, I was placed in one breakout group with a couple of undergrad students and one of my classmates. I guided them in the right direction, but was unable to help all of the groups.

I picture many students (and myself) looking like this at times:

The session had positives and negatives. I think I focused more on the negatives because I was so bummed that it did not go exactly how it was planned. I think one of my weaknesses in this session was being unable to go with the flow. I felt that there were topics I had to get to so that I could ask the questions, but did not quite know how to respond when it was not going to plan. I think this is an important lesson for teaching online, because things ARE going to happen. We just have to work with them. I do think that I was well prepared for the session and provided a brief review of the material without boring the students. I focused on main points, and then gave students a chance to provide their insights based on their new knowledge.

Online teaching is a new challenge. It was my first time in the ‘role’ of the instructor, so it felt like a lot of pressure. I am not sure that online teaching is for me after this activity. I like to be in control of situations, and I think that is easier in person than online. Some things are just beyond our control, so we just have to..

In large lectures, there is very little verbal communication between the instructor and the students. Although dental hygiene classes are often around 30 people, some people may still not want to speak up and ask questions. The muddiest point and one minute papers are ways for students to reflect on the material presented, without speaking out loud.

I do not want my students to feel like this:

Bogged down with questions. Not understanding new material. Not being comfortable enough to ask for clarification or expansion.

As stated in one of the UNC Center for Faculty Excellence paper, the minute paper is an active learning technique. It takes very little time, but allows for the instructor to evaluate their effectiveness and make changes if need be. In the same way, the muddiest point is designed to evaluate what parts of the lecture may have been unclear.

Another section of UNC’s article discusses the best times to engage students. Students are often more willing to pay attention and participate in the first ten minutes and the last five to ten minutes. It is best to present new information at the beginning of the class. This supports my idea of beginning classes with short lectures, presenting new material, and closing by reviewing material from the class.

In my classroom, I would combine the one minute paper and muddiest point. I may allow students to have about 5 minutes to free write, and give them prompts. I may ask them to point out 3 key facts from the new material, connect new material to previous knowledge, list 2 topics from the last week that remain unclear, etc. These writing activities will be great ways for me to possibly identify a common topic that needs to be further explained, or can help me identify what a particular student may need a little one-on-one attention.

The down side to writing activities.. I can think of a few. This is a completely self-guided activity, and involves a lot of thought on the student’s part. As an instructor, I can only take as much from the activity as the students give to me. If students do not put effort into the activity, it could hinder my evaluation of my whether I am being an effective instructor or not.

I know as a student, I was always anxious to get out of class as soon as I could. I would be afraid students could not see the benefit of these activities. However, as an instructor, I am confident that I could explain how it will help them and myself. I think after they receive feedback from the first one and realize it helps them, they will be more willing to put effort into it. One of the writing prompts could even involve what they like about the class and what they would change.

Student writing activities can help both students and instructors identify strengths and weaknesses. I will know if my activities are effective based on what students write and how they reflect their knowledge on exams and in clinic. I will feel successful if there is a common muddy point among many students in one lesson, and by the next activity, they can point out key facts of the same point. It is all about student learning.

So this is what I picture as a typical classroom:

A large, cold room with rows of tables and everyone facing toward one person in the front of the room.

However, I was lucky to have one of my favorite undergraduate courses here:

The Gateway Film Center. Located on the south end of the OSU campus, the theater is known for cheap movies, serving food and alcohol during movies, and being connected to one of the area’s most popular night spots.

It was Autumn quarter 2010, my first quarter of freshman year at Ohio State. I was extremely confused when I saw on my syllabus that the class location for my Psychology 100 course was film room 3. I was SURE I was on my way to the wrong place on the first day. When I got there, everyone was asking each other, ‘Are you here for Psych 100?’. Indeed, we were all confused but in the right place. Dr. Chowdhury, or Monali as we called her, was an incredible instructor. She made me want to go to class because it was always fun. Psychology was a topic I quickly became interested in, so I enjoyed lecture. Her PowerPoint slides, videos, and discussion questions were projected on the movie screen, as we sat back in the comfy reclining seats. If we forgot breakfast, we could go to the concession area and find a nice muffin or hot sandwich.

“Good teachers do not merely ‘deliver content’ to students, but wake them up, throw them on their feet, and pull the chair away.” (Brown, 2010)

From this first line in the UNC Effective Lecturing article, I know that this is what the presenter did, and this is what needs to be done in the classroom. I think lecture is the foundation and the basis of knowledge in any classroom. The basics have to be presented, and then active learning can occur. I do not think it can be completely removed from any classroom. In my classroom, I picture myself beginning most courses reviewing any assignments to be completed prior to the session first. A short lecture will follow with new material and a discussion of new concepts that may need further explanation. The key is to keep it short, about 20 minutes.. Maybe 30 depending on the topic. Following a short break (5-10 minutes) if the class period is long, this is the time to “pull the chair away”. It is time to engage students in activities and step into the facilitator role, rather than a lecturer. I think it especially important in dental hygiene to follow the guideline in the UNC article about linking old information to new. Dental hygiene all ties together, so I think students can discover these ties in the discussion/activity time.

“The Olden Days”

To me, this looks like a typical classroom from way back when. The teacher is in the front rambling away. Students are all seated in desks with material out to take notes. My, how things have changed..

“My School Days”

I went to a small Catholic school from grade 1 to grade 8. We had very little funding (most money came from student tuition), so that was a barrier to innovation that public school students were getting. It was a huge deal when each classroom got 2 computers. By the time I got into the ‘upper grades’ (5-8), most students had computers at home, but some did not. It was up to us whether we wanted to type our papers or handwrite them. When I was in high school, I saw my first Smart Board. The more advanced level maths required us to have TI-89 calculators, which had way more features than I knew how to use. Once I graduated high school, it was almost necessary for any person enrolled in college to have a laptop. My college professors used PowerPoint almost on a daily basis, and required internet access searches for success in the classroom. I took one online class before beginning hygiene, and the instructor used a lockdown browser for our final. It made the computer completely lock so that you could not navigate away from the exam until you were finished, even in new tabs. As I have mentioned before, two classes used clickers to engage students.

“An Innovative Classroom”

In the text, there is an example of a patient comparing his pain to the Titanic (Innovative Teaching Strategies, pg. 42). Nursing students did not understand the connection, but they discovered more about the analogy on their own. This allowed them to relate to the situation a little more. The point of this is that students need to be active learners to be successful, not only through school but throughout their career.

I am a big fan of having a ‘flipped classroom’ environment for students of all ages. This focuses on the instructor being more of a guide, providing a push in the direction of student discovery, and students teaching themselves the objectives of the day. At younger ages, the flipped classroom allows for students to learn at their own pace, and interact with peers, learning to work together. In older classrooms, this gives the opportunity for students to form and discuss their own opinions, and take responsibility for their own success.

In my classroom, I picture each student with their iPads that contain their text books, online materials, and notes, all for easy access during class. I also see myself using clickers often for the times that I do have presentations to share. This keeps students engaged.

I think it is important for innovations to be present in a classroom. Students are growing up with technology and they are going to be good at using it. I asked a 4 year old patient what she got for Christmas and she said an iPhone. I could not believe it. FOUR. She is not going to remember a life before having all the answers at her fingertips. Teachers need to use this to their advantage, and could use it to encourage research and self discovery.

P.S. Does anyone remember this guy?

I am so excited to take this next step on our journey. I cannot believe how fast these two years are moving: exciting and nerve-wracking!

I am most excited about discussing technology in the classroom. New technology is always developing, and as educators, we need to keep up with these changes. Including a Pinterest board is taking an activity (one that is daily for me), and bringing it into the classroom. This could be particularly helpful for students and teachers when it comes to board exams. I know there are many visuals and helpful tricks for remembering board information. Using this in the classroom would allow students to share what they find that helps them, and also for instructors to post things they find helpful.

I am actually anxious to create a syllabus. I think it is scary and could make me cringe, but it also is bringing together everything I want to teach and putting it in an organized fashion. It is a necessity for teaching a course, and is the foundation.

Presenting in an online course makes me nervous. I knew it was coming because I had members of the class ahead of us giving presentations in my undergraduate courses. I know that during these lectures, students often do not like to speak up and get engaged in the lesson. I am nervous about getting students to participate and answer questions with some meaning and thought.

Also, I have no idea what PechaKucha presentations are, but they sound fun.

I think the one thing I would focus on as a clinical instructor is my attitude. I know just from being in clinic how much an instructor’s attitude can make or break my appointment.  A positive attitude allows for the best learning environment. As a student, I am more likely to want critique from an instructor I think is happy compared to one that is rude. If I have a positive attitude as an instructor, it encourages better interaction between myself and the student and myself in the patient. It just builds a strong relationship for the day between all involved.

I would definitely take the time to work with a student in clinic when I notice they have been struggling at something in particular. I had this experience and my instructor stood over my shoulder and gave me pointers and tips, which eventually led to me being a better hygienist. It is important to take advantage of these teaching times in the clinical setting.

Positive feedback is something else I would do to make the clinic a good educational setting. It is never fun to hear negative comments about yourself, but it is a little easier if they are surrounded with positives. Having a discussion with students is important so they know what went wrong, and I would give them ways to prevent it from happening in the future.