YCC 19 |
| Facing a lecture in your first few years of teaching can be a daunting experience. Looking at so many blank faces in the audience or finding that fewer and fewer students attend lecture as the semester proceeds can be disheartening. It is usually at this time that instructors wonder if there is much learning taking place in their lectures at all. One way to engage students (even in a large lecture) is to involve them in thinking during the lecture. ConcepTests were introduced a number of years ago as a way of breaking the flow of a lecture into more manageable pieces and providing both students and instructors with a mechanism for engaging in a dialog of learning. These ConcepTest questions are used to test whether students understand the material just presented in lecture. Technology offers an improvement to this process through the use of Student Response Systems (clickers) that electronically send students' answers to the instructor's computer. The software allows each student response to be tallied and a bar graph displayed. Both the teaching/learning value of clicker systems will be discussed and the typical problems encountered when such a system is initiated. The results of research on the impact of different patterns of clicker use on student achievement will also be presented.
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Chemistry Pedagogy 101
1:30 PM-3:20 PM, Monday, March 26, 2007 Hyatt Regency McCormick -- 24 A/B, Oral
Younger Chemists Committee |