UNH iClicker: Best Practices for teaching

This article describes the best practices for teaching when using iClickers in your class.

Instructions:

Profile

While iClickers are a proven way to engage students and provide feedback on student comprehension to the instructor, take a minute to review a list of best practices so that you are getting the best use from the technology

Best Practices

Preparing to use iClicker Cloud

• Get hands-on help before your first class:
  •  Arrange to meet with a LDT educational technologist by entering a support request https://td.usnh.edu/TDClient/Requests/ServiceDet?ID=194
  • Check the AT-Training calendar for scheduled iClicker Cloud training or use the course Request a Session button.
• Implement the technology modestly during your first semester:
  • Develop more ambitious applications as you become comfortable with the uses and limitations of the tool.
• Seek advice from experienced users:
  • Explore how fellow faculty members are using iClicker in their teaching.
  • Attend IDC focus groups and events to learn the latest features and uses of the tool.
• Allow – and plan for – extra time in your class to use the technology:
  • There may be occasional technical problems, and it takes extra set up time before each class.
• Give clear instructions to your students:
  • Distribute student instructions for purchasing and registering clickers and add them to your Canvas course. Additional information for student is available in the Knowledge Base under Student Response System Clicker KB articles.
  • Provide instructions about how students can get help if they have problems with their clickers by having them contact the Service Desk ( https://td.usnh.edu/TDClient/Requests/ServiceDet?ID=194 or 603-862-4242) or the ATSC walk-in support service on the 3rd floor in the Dimond Library.
• Before using the iClickers, discuss with your students why you are using them:
  • Talk about the value to them of Increased interaction, collaboration, and feedback.
  • Ask for their thoughts on how clickers may help them learn.
• Set clear expectations in your course syllabus:
  • Tell your students if purchasing a clicker is optional or required.
  • Tell your students if the clickers will be used for grading, attendance, extra credit.
  • Clearly state policies about and consequences of cheating.

Questioning Techniques and Tips

• Only use the clickers for low-stakes assessments:
  • Remember sometimes technology will malfunction, and you should plan accordingly.
• Use the clickers regularly in your classroom:
  • Research shows that most students approve of clicker use, if the clickers are used more than once a week.
• Use the clickers to increase student–to–student interaction:
  • Design activities that improve faculty–student and student–to–student interactions.
  • Follow up on questions and responses with peer-to-peer discussions about the results.
  • Use the clickers to support small-group activities.
• Design questions that tell you if your students are grasping your core concepts:
  • Use the clickers to get immediate feedback on student comprehension of core concepts.
  • Add a “do not know” answer to limit guessing and discover what your students learned.
• Repeat concept questions for better comprehension:
  • Establish a complete feedback loop by asking the question, viewing and discussing student responses, then asking the question again.

Using iClicker Responses for Grading

• Do not assign points until a week or two after the first clicker class:
  • Wait until both you and your students are comfortable with the clickers before using them for any type of credit.
• Consider giving credit for participation, not just for giving ‘correct’ answers
  • This emphasizes to students that the exercise is about learning and not assessment.
• Consider the number of possible answers:
  • Studies have shown when giving multiple-choice assessments students perform best when there are only up to 5 potential answers per question.
• Consider the amount of time given per question:
  • Studies have shown when giving multiple-choice assessments students perform best when they are given between 1-2 minutes per question.
• Don’t use the clickers for attendance only:
  • Focus groups have shown that students view clickers as costly and inconvenient when used only as a tool for taking attendance.
• Don’t use the clickers solely as quizzing tool:
  • Students appreciate the interaction and engagement the clickers introduce into the classroom, therefore, don’t want faculty to use purely an assessment device.

Accessibility Options for iClickers

• Check the iClicker website for accessibility options   Accessibility Options for iClickers

 

Need additional help?

If you need assistance with your iClicker device or REEF app, you can visit the IT support desk in the Dimond Library.

Fill out the iClicker webform with as much detail as possible or contact the Technology Help Desk on your local campus.