Cooperative Learning with Clickers
Four faculty members shared their experiences with and tips for using Clickers in the classroom at the "Clicker Show and Tell" forum, February 20, 2007. Craig Oglivie, Associate Professor in Physics and Astronomy, shared several techniques based on Cooperative Learning Theory for getting students more actively engaged with scientific concepts and problem-solving.
"First they work on the question themselves, then in small groups. The percentage of correct answers dramatically increases after discussion. The clickers force students to commit to an answer, so that their feedback occurs when they are actively engaged in the conceptual challenge."
– Craig Ogilvie
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Dr. Ogilvie highlights a graphical representation of the point that velocity in one direction is unaffected by force in another direction. |
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Students ("Clicker Show and Tell" participants) ponder a question covering the just-discussed concept before they submit their responses with their Clickers. Since each student must respond individually, they are more cognitively engaged than they would if just a limited few were to respond by raising their hands. |
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After viewing a graph of the distribution of individual student responses, students discuss the question in small groups. Students then submit their responses a second time. Comparison of the distributions of both sets of responses reveal the added value of peer interaction and active learning. |
