Date post: | 07-Nov-2014 |
Category: |
Education |
Upload: | randy-malta |
View: | 1,091 times |
Download: | 0 times |
Using Clickers to Teach Critical Thinking
Carolyn Godfrey, RN, MSN, Associate Professor, Nursing
Randy J. Malta, Senior Instructional Designer, Center for Teaching & Learning
Jyoti Pande, Ph.D. Director, Center for Teaching & Learning
Nicholas D. Peppes, Professor, Business Administration/Economics
St. Louis Community College
Founded in 196329,000+ Credit students Fall 20104 campuses strategically located throughout
the St. Louis Metropolitan area.In the very north Florissant Valley
location, to the city's central corridor at Forest Park
, to the southwest area of the county at the
Meramec campus, to the burgeoning West County area our
Wildwood campus -Opened August 20073 Education Centers
St. Louis Community College
449 Full Time Faculty + 1,480 Adjunct Faculty
Clickers Classroom Response Systems, aka clickers, provide
a tool to engage students and assess knowledge. Instructors are able to ask objective and subjective
questions. Questions may come from the instructor or as part of a publisher’s textbook package.
Questions are displayed for each student to view and respond to with a remote control device.
A receiver picks up the student’s response and sends it to software loaded on a computer, providing instant feedback to instructor and student.
Clickers – Audience Response Systems•Radio frequency technology
•Two-way verification – Green Light
•Supports 1000 students per receiver
•Range – 200’ radius
Clickers – Audience Response Systems
Currently Using Clickers?
Yes N
o
50%50%1.Yes2.No
I am from
12%
12%
12%
12%12%
12%
12%
12%
Florida Southeast Northeast Midwest South Southwest Northwest West
1. Florida2. Southeast3. Northeast4. Midwest5. South6. Southwest7. Northwest8. West
You are
25%
25%25%
25%
Administra... Faculty Instructio... Support St...
1. Administration2. Faculty3. Instructional
Designer4. Support Staff
My age is
21-25 25-30
30-40 40-50
50-60 60-70
70+
14% 14% 14% 14%14%14%14%1. 21-252. 25-303. 30-404. 40-505. 50-606. 60-707. 70+
Participatory LearningParticipatory Learning
How many of you have desired to have more classroom interaction while still achieving the desired learning outcomes?
Desire to have more classroom interaction/engagement while still achieving the Learning Outcomes
33%
33%
33%
1. Yes2. No3. Maybe
Critical Thinking Critical thinking is the intellectually disciplined process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference.
- National Council on Critical Thinking
Goal•Given student response software equipment, participants will learn how to actively engage students with clickers.
Clicker AdvantagesEngaging
multiple learning styles
Increasing visual impact
Improving audience focus
Providing annotations and highlights
Analyzing and synthesizing complexities
Enriching curriculum with interdisciplinary
Increasing spontaneity and interactivity
Increasing wonder
Teaching with Classroom Response Systems: Creating Active Learning Environments Jossey-Bass, 2009 “If an instructor uses clickers only to take
attendance of give quizzes students often object to paying for a device just to make the instructors job easier. If, however an instructor uses the results of a clicker quiz to review the quiz with the students immediately after they take it, focusing on questions most missed by students and exploring popular incorrect answers, students see this as adding value to their learning experience and are more likely to see the clickers as useful.
• Derek Bruff, Assistant Director of Vanderbilt University’s Center for Teaching from Inside Higher Ed
Click It and Learn It
Objectives
• Demonstrate the use of clickers in a nursing course
• Discuss the impact clickers have on the development of critical thinking
• Explore the use of clickers in the ability to motivate and enhance a rich class discussion
OB Clicker Questions
Why use clickers?
• Review of content during class• Assess level of understanding• Review test items• Decreases fear of student responses –
anonymous• Engage students!
Are you a parent?
1 2
50%50%1. Yes2. No
What is the full gestation for a pregnant woman?
1 2 3 4
25% 25%25%25%1. 40 weeks2. 36 weeks3. 32 weeks4. 28 weeks
Does the infant of a diabetic mom receive glucose from the mother’s breast milk?
1 2
50%50%
1. True2. False
Decreasing Fear of Responding
The physician explains to a 4 month pregnant woman and spouse that the baby will only live 10 minutes after
birth. Should the mother terminate this pregnancy?
1 2 3
33% 33%33%
1. Yes2. No3. I don’t know
Let’s Jump in to Critical Thinking!
New Blooms Taxonomy
• Remember -can the student recall or remember the information?
• Understand-can the student explain ideas or concepts?• Apply-can the student use the information in a new
way?• Analyze-can the student distinguish between the
different parts?• Evaluate-can the student justify a stand or decision?• Create-can the student create new product or point of
view?
The following illustration represents what fetal position?
1 2 3 4
25% 25%25%25%• Frank breech• Complete breech• Footling breech• Flexed breech
You assess a newborn with a flat philtrum, short palpebral fissures, and the infant has a poor suck. The nurse interprets this as:
1 2 3 4
25% 25%25%25%1. Congenital syphillis2. Turner’s syndrome3. Fetal Ortalini’s
syndrome4. Fetal alcohol
syndrome
Clinical Decision Making
A pregnant patient presents with the following condition below. Which of the following nursing
interventions should be implemented?
1 2 3 4
25% 25%25%25%1. Assess cervical dilation2. Assist physician with
amniotomy3. Prepare for cesarean
section4. Prepare for amnioinfusion
List the proper meaning for the acronym “TORCH”
1 2 3 4
25% 25%25%25%1. Toxoplasmosis, Other, Rubella, Cytomegalovirus, Hepatitis
2. Tetanus, Oxytocin, Rubella, Crepitus, Herpes
3. Toxoplasmosis, Other, Rubella, Cytomegalovirus, Herpes
4. Tetanus, Omphalocele, Rubella, Celestone, Hydradenitis
Analyzing Data
The postpartum nurse reviews the most recent magnesium levels on a patient. Which of the following levels would
most concern the nurse?
1 2 3 4
25% 25%25%25%
1. 5.0 mg/dL2. 10.5 mg/dL3. 4.5 mg/dL4. 8.5 jg/dL
What must I do FIRST?
The nurse performs an assessment on this newborn. What should the nurse perform 1st?
1 2 3 4
25% 25%25%25%1. Obtain blood cultures2. Assess bilirubin level3. Obtain PKU specimen4. Assess fontanels
Nurse’s in YOUR Future Must:
• Prioritize• Delegate• Analyze• Critically think• Self-reflect• Be SAFE practitioners
After attending this session do you desire to use clickers in your classroom for interaction/engagement while still achieving your Learning Outcomes
33%
33%
33%
1. Yes2. No3. Maybe
Clicker ResourcesTeaching with Classroom Respo
nse SystemsBy Derek Bruff
Turning TechnologiesEclickerPoll Everywherehttp://www.wku.edu/teaching/b
ooklets/clickers.html