Report #4
FIPP Activity Report
Funded by the Basic Skills Initiative
Name Bruce Peppard
Date 11/11/09
FIPP Partner Karen Amano-Tompkins
Section #English B
Activity /Strategy Grade Tracker/Clicker Use
Category #4 Providing Feedback and Evaluation
Briefly describe the activity/strategy.
1. Introduction Initially, for this category I intended to use a grade tracking sheet
that students would fill-in as the semester went on. Indeed, I did distribute a
grade tracking sheet to my students. A thank you goes to my FIPP partner for
sending me a copy of hers. Perhaps because it was the first time I used it, or
perhaps because I didn't explain it well enough, the self-tracking did not take
off with my English B students. I re-evaluated how best to provide meaningful
feedback to students and decided to integrate clickers into my developmental
classes.
2. Set up & Supplies I reserved a set of clickers from the Humanities Division,
downloaded TurningPoint clicker software, added TurningPoint compatible
questions and slides to existing PowerPoint presentations, and brought
everything to class.
3. Directions Using the document camera in class, I projected the image of a
clicker on the overhead and explained how to use it. I then assigned each
student a clicker number. They were told that would be their number from that
point forward. For the remainder of the semester, students would retrieve their
clicker from the case and return it at the end of class.
4. Conclusion Students readily learned how to use the clickers and the
participation level soared. This ongoing activity was (and remains) an ongoing
success.
What worked well? Everything about this activity worked well. Students get instant
feedback on their answers. They more readily talk about their answers. Through
discussion with their peers, they tend to come to the right answers. From a teacher
standpoint I can check how well the class is getting a particular concept. Consequently,
if I feel they understand the material, I can move on to something else. If, however, I
see they need more time on a concept, I can provide that opportunity as well. In
addition, I can track (in an excel file) students' progress throughout the semester as well
as from semester to semester, so I can change what doesn't consistantly work and keep
what does. I highly encourage everyone to utilize this simple tool.
What would you change? I would do this particular activity during the first day of class
because students really like using the clickers. In addition, I would use them more often
because students always ask when they will next be using the clickers. Lastly, I need to
change some of my questions, as I now realize which questions are problematic for
students as well as which questions students could benefit from having more.
Would you use the activity/strategy again? Why or why not? I would absolutely use this
strategy again because students love it and because it generates data I can track from
student to student, from class to class, from semester to semester, and from year to
year.
Please describe any student learning outcomes/changes that you observed after the
implementation of the activity/strategy. This is one activity wherein I observe instant
changes regarding student participation. In addition, class attendence improved on
days students knew in advance would be "clicker days."