Wilmington University’s
Student Response System
“Clickers”
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Student Response System
“Clickers”
• Technology used for polling, surveying
• RF Technology
• Up to 82 Channels can be used at once in close proximity
• Transmission range is @200’
• Supports 1000 participants per receiver
• Default Channel ID = 41
• USB Receiver
• Students may change their mind, simply press another
button before polling closes
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Why Should I Implement the
Student Response System in My Course?
• Active participation
• Offers instant feedback
• Promotes positive reinforcement through
drilling course content
• Offers a change of pace during class time
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Use of Clickers
Promote Active Participation
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•
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Ice Breakers
Voting
Review
Opinion Polls/Discussion Starters
Problem Solving/Peer Interaction
Assessment
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How Do I Get Started?
• Download the TurningPoint Software from the website and Install:
http://www.turningtechnologies.com/responsesystemsupport/downloads/
One Download, One Dashboard
• TurningPoint
– Requires PowerPoint
– Open up TurningPoint software first
– Then, open your .ppt file
• TurningPoint Anywhere
– Poll on top of any window
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Download Options
Install Your Version, Mac or PC
One Download, One Dashboard
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Turning
Point PPT
TurningPoint
Anywhere
The Dashboard
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Learn the Tools in
TurningPoint PPT
•
•
•
•
Toolbar
Share 9 Steps to Success
Create Questions
Tools and Settings
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Create the Questions
Turning Point in PPT
• Select New, Choose a
question type
• Type in your question
• Type in answer choices
• Click outside the text box
• Mark correct answers as
needed
• Add optional timer
• “File, Save As” the PPT
• To poll, make sure the
receiver is plugged in
before launching software
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Run PPT Polling
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•
•
•
Have the receiver plugged in
Open up TurningPoint
Open up the PPT
Run in Slide Show view
– Polling show bar opens on polling slides
– Advance to see close polling
– Advance to see Chart
– Advance to see Correct Answer Indicators and
other objects
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Troubleshoot Polling
•
Another classroom in the same range at same time?
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Test the Clickers
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Reset the Receiver Channel ID – use the Dashboard Receiver
icon and change the channel ID different from 41
Then change all ResponseCards “Clickers”
Go/Ch/Channel button, Press the new channel number, and
then press the Go.Ch/Channel button again
On the ResponseCard RF press Ch/GO/Channel
(Channel number, default number is 41)
Press Ch/GO
A green light will display
Test the Clickers
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Click the Receiver icon
Click on the Connections link
Click on the “Test” button
Students can then press any key on their response device.
TurningPoint displays the Device ID, Channel, and the key entry
from each response device in the order in which they were
tested.
Have students check if their ID displays on the screen.
Click Close on the Polling Test window.
Click Close on the Preference Window.
The device communication check is now complete.
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TurningPoint Anywhere
Set up Hardware
• 9 Steps to Success
Polling Environments
1.
2.
3.
Poll with verbal questioning
• Poll on the fly
Poll with a question List
• Create your questions under the
Content Tab
• Or select content already created
Poll on top of any application
• Select your content, .PDF file, Word
Document
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Running TurningPoint Anywhere
• Start Polling – Click the Start button
on the floating showbar
• End Polling – Click the Stop button
on the floating showbar
• (Optional) Set Chart as correct
– Right click on the bar and select menu
item, left click and select “Mark Answer
as Correct”
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Insert Slide: Multiple Choice
Please make your selection...
What day are you most likely
to read for leisure?
1.
2.
3.
4.
Choice One - Friday
Choice Two - Saturday
Choice Three - Sunday
Choice Four - Monday
0%
1
0%
0%
2
3
0%
4
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Moment to Moment Slide
On a scale of 1 to 5 rate:__________
5
4
3
2
1
Duration: 0 Seconds
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Priority Ranking Slide
Rank your top two choices on how to assess a patient’s health.
Ask Questions
Take BP
Look at their feet
Look at their hair
0%
th
at
Lo
ok
Lo
ok
at
th
Ta
ei
r
ha
i
r
fe
et
0%
ei
r
ke
ns
ue
st
io
0%
BP
0%
As
kQ
1.
2.
3.
4.
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Multiple Choice
Choose your favorite vacation spot.
1.
2.
3.
4.
5.
The Beach
Mountains
Museums
Historical Places
Home
0%
1
0%
0%
2
3
0%
4
0%
20
5
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Analogy
pumpkin pie : cool whip :: lemon pie :
1.
2.
3.
4.
ice cream
crust
meringue
nuts
0%
1
0%
2
0%
3
0%
4
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Immediate Feedback Slide
Insert Slide: Icebreaker\Word Scramble
B_N_N_ _A_E
Banana Cake
1.
2.
3.
4.
AAACK
WUOKE
ROEAG
EDLAO
0%
1
0%
2
0%
3
0%
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Sample of “Convert to Picture Slide”
1.
Dover is the capital of what state?
2.
3.
Je
rs
ey
0%
Ne
w
va
n
ia
0%
Pe
nn
sy
l
w
De
la
M
ar
yla
nd
4.
0%
ar
e
0%
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Lickert :What is your opinion?
I am comfortable using new technology
in my classes.
1.
2.
3.
4.
5.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
0%
1
0%
0%
2
3
0%
4
0%
5
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Example of Review of Content
What is the longest phase of the cell cycle?
1.
2.
3.
4.
5.
6.
7.
Interphase
Mitosis
Prophase
Metaphase
Telophase
Anaphase
Cytokinesis
0%
0%
0%
0%
0%
0%
0%
1
2
3
4
5
6
7
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Multiple Choice
1.
2.
3.
4.
5.
6.
College of Arts and Sciences
College of Education
College of Health Professions
College of Business
College of Technology
College of Social and Behavioral
Sciences
7. DTCC
8. K-12 Teacher
0%
0%
0%
0%
0%
0%
0%
0%
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Multiple Choice…
This is how to do a short answer using our RF clickers
The activities in my course are primarily ________________?
1. Lecture
2. Group Discussion
3. Interactive
(Discussion, Movies,
Role Play,
Collaboration,
Simulations)
0%
1
0%
2
0%
3
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True/False
Using Clickers can be engaging for students.
A. True
B. False
se
0%
Fa
l
Tr
ue
0%
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Teaching with Clickers
• Present questions before instruction ---Repeat after
instruction
• Change the delivery… talk a few minutes and then ask a
question…. Poll again
• Find misconceptions to discuss
• See how students are responding to open ended
questions ..gather questions/answers from previous
student work
• One clicker per group – promote peer instruction and
discussion
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Assessment Stages & Objectives
To assess student learning, use student clicker responses at the beginning, middle, or end of the learning process.
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Pre-Assessments Questioning Strategies
– Occurs at the beginning of a semester, topic, or classroom session.
– Helps you to determine what students already know and identify any student
misconceptions.
•
Mid-Topic Assessments Questioning Strategies
– Occurs at the middle of a topic or lecture
– Helps you determine if the students understand a principle, term, or concept
– Helps you discover if a student can apply a concept in a real-world scenario
– Helps you determine if their ideas are changing
•
Post-Assessments Questioning Strategies
– Occurs at the end of a topic, lecture, or semester
– Helps you determine the students’ overall conceptual structure
– Helps you determine if the students can synthesize concepts and principles to
solve problems
– Again, helps you determine if their ideas are changing
– Each stage focuses on the different cognitive levels of student understanding
ranging from knowledge comprehension to application to synthesis.
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As taken from http://www2.nau.edu/~d-elearn/support/tutorials/clickers/designingQuestions.php
How Do I Sign-Out the Clickers at WilmU?
• Student Response System
Information
http://www.wilmu.edu/avsupport/clickers.aspx
• Use the link on the
University’s webpage
http://www.wilmu.edu/avsupport/reservation.aspx
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References
• elc-help@nau.edu. (NA). Designing clicker questions that promote classroom
discussion. Retrieved from http://www2.nau.edu/~d-elearn/support/tutorials/clickers/designingQuestions
• Office of the CIO , O. S. (2012). Designing good questions. Retrieved from
https://ocio.osu.edu/elearning/toolbox/depth/clickers/teaching-with-clickers/designing-good-questions/
• Product guides & manuals. (2010). Retrieved from
http://www.turningtechnologies.com/responsesystemsupport/productguidesmanuals/
• Radosevich, D. (2008, September 30). Using student response systems to
increase motivation, learning, and knowledge. Retrieved from
http://www.innovateonline.info/pdf/vol5_issue1/Using_Student_Response_Systems_to_Increase_Motivation,_L
earning,_and_Knowledge_Retention.pdf
• Seiferth, M. (1997, September 16). Socratic teaching. Retrieved from
http://lonestar.texas.net/~mseifert/crit3.html
• Wilson, T. (2010, September 13). High-tech gadget transforming college
teaching and learning. Retrieved from
http://www.philly.com/inquirer/front_page/20100913_High-tech_gadget_transforming_college_teaching__and_learning.html?viewAll=y
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Thanks for Attending Our
Clicker Workshop!
dean.s.davis@wilmu.edu
barb.d.danley@wilmu.edu
adam.c.voyton@wilmu.edu
marybeth.-.youse@wilmu.edu
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