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Spring 2007 Judith Findlay 2
“Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind.”
Plato
Spring 2007 Judith Findlay 3
My teaching dilemma
• How can I get students to “dig deep” in classes
• I need to “lecture less” and encourage students to “learn more”
Spring 2007 Judith Findlay 4
My teaching dilemma
How do I enable students to: – Conceptualize (see the big picture instead of
small isolated parts)– Analyze (problem solve), case studies to
integrate knowledge (increase critical thinking)
• Shift from “giving” the information to “getting it”
– Collaborate (peer learning, team work)
Spring 2007 Judith Findlay 5
Critical thinking requires integration
Critical thinking in a
clinical setting
Previous experience
Need to ensure it is appropriate
Laboratory
Provides skills, but not the
critical thinking
OSCE
Excellent approach, but only get experience
once per term
Classroom
Large classesLecture format
How do we shake it up? CLICKERS
Clinical setting Can be too much pressure
Try to avoid mistakesBack-up always there
Spring 2007 Judith Findlay 6
When I lecture to a large group of students I feel they always pay
attention?
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree
Spring 2007 Judith Findlay 7
Nursing Classes
• Large classes– 60-90 students– lecture hall
• Diverse population– Culture– Language– Wide age group
Spring 2007 Judith Findlay 8
Nursing Classes
• Feedback– Do students “get it”?– Do I focus on the critical areas?– Do I worry more about volume
instead of concepts?
Spring 2007 Judith Findlay 9
Sound familiar?
“… they were not all learning what I wanted them to learn …”
Spring 2007 Judith Findlay 10
Sound familiar?
“… one problem … lies in the presentation of the material ... it comes straight out of textbooks and/or lecture notes, giving students little incentive to attend class …”
Spring 2007 Judith Findlay 11
Sound familiar?
“… students asked to distribute lecture notes in advance so they didn’t need to spend time copying down notes ... so they could pay more attention to my lecture … then students complained that I was lecturing straight out of my lecture notes …!”
Listen to the Learners Teaching in the InterActive ClassRooms & Studio Jim Boyle, Department of Mechanical Engineering, University of Strathclyde
Spring 2007 Judith Findlay 14
Teachingmisunderstandingfeedback
Learning Interaction &
engagement
QuestioningSmall group
Peer interactioncollaboration
Clickers
Spring 2007 Judith Findlay 16
What is CPS?
•clickers use infrared or radio frequency technology to transmit and record student responses to questions
•software to run
•receiver (plugs into USB port)
•each clicker can be registered to a student
Spring 2007 Judith Findlay 17
Properly used, clickers can:
•Engage students•Promote active learning•Allow for anonymous responses (shy student, cultural diversity)•Provide feedback visually
•Correct answer•Level of overall understanding in class
Spring 2007 Judith Findlay 18
Properly used, clickers can:
• Surprise instructor and students • Immediately deal with misconceptions• Assess level of engagement
– Response appropriateness• Pre-reading complete?• Deeper level of thinking engaged?
• Take attendance (not necessary)• Used easily by faculty
– Limited IT savvy required
Spring 2007 Judith Findlay 19
Why use clickers?
• Increase attention and engage students “fun”
• Changes the monotony of passively taking notes (teacher-centered to student –centered)
• Increases interaction with the instructor and other students
Spring 2007 Judith Findlay 20
Why should I use clickers?
A. To allow students from different ethnic groups to participate
B. To create an active learning environment
C. To help the student understand what they do/do not understand
D. All the above
Spring 2007 Judith Findlay 21
Do your students come to class prepared (pre-reading done)?
A. Yes
B. No
C. Don’t know
Spring 2007 Judith Findlay 22
Do your students expect
A. Notes to be posted on web, course management system
B. Give them all the information they need for the TEST
C. Both A and B
Spring 2007 Judith Findlay 23
When can CPS be used in Nursing classroom?
A. At the beginning of the class to see how prepared students are
B. During the lecture to see if the student is understanding the material
C. At the end to give feedback to the teacher and student how much of the information was understood and processed
D. All the above
Spring 2007 Judith Findlay 24
How have I used clickers?
• In several classes with questions at the end of the lecture– Surgical patient– Enteral nutrition– Communication (another teacher)
• Challenge style (Jeopardy) game– Diabetes class – End of semester Review class
• Overall, very positive feedback
Spring 2007 Judith Findlay 33
Clickers made this presentation interactive and enjoyable
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree
Spring 2007 Judith Findlay 34
Clickers are distracting and waste class time
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree
Spring 2007 Judith Findlay 35
I would like to use clickers in my class
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree