Personal Response Systems (PRS/“clickers”)

Introduction

A classroom response system (sometimes called a personal response system (PRS or “clickers”) is a set of hardware and/or software that facilitates broad student participation during learning activities in a classroom. The use and possible function of PRSs are as diverse as the teachers that employ them.

_{Take-away ideas}

• _{Technologies—Keep it simple, be consistent}
• _{Explain WHY you’re using clickers}
• _{Focus on challenging  questions that  uncover student misconceptions and thinking}
• _{Allow clicker questions to promote student discussion}
  

Technologies for PRS

I-clicker/Reef are platforms that are commonly used as classroom PRSs. There are, however, numerous other options. Poll Everywhere has diverse capabilities, including word clouds, ranking capabilities, and engagement with remote attendees. Kahoot has gamification of student response systems. Students can play self-paced kahoots anywhere, anytime on their own devices – which is especially handy in distance learning.

Students seem to respond positively to most forms of technology as long as it is consistent and purposeful. Try not to make the learning the focus, not the tech.

Even low-tech finger signs and colored cards can often engage a broad number of students in a large class.

Student buy-in

It is well worth the time and effort to develop student understanding of your learning approach. Take a few minutes to explain that intermittent questions make student thinking visible to you as the instructor so teaching can be tailored to specific needs and misconceptions.

Similarly, a description of metacognition might help students to become more aware of their own understanding. You might say, “This question will help you know what you don’t know.”

Without transparency and student buy-in, students may think that PRSs are simply being used to track— or trick them. They may come to resent the device and associated experiences.

What questions work with PRSs?

To maximize the effectiveness of PRS activities in class, avoid simple recall —unless there is a specific and directed learning outcome to the activity. Questions that focus on basic checks in understanding can frustrate students and seem tedious. Alternatively, ask conceptual questions that can uncover student thinking and drive the lecture.

If you are developing new questions for a challenging concept, consider using questions that students have asked in the past during the lecture. You have likely discovered a common misconception that trips up others as well.

Don’t be afraid to use challenging questions that only 50-60% will get right on the first try. Particularly if these questions are associated with low-stakes participation points. These questions show them the bar—They will rise to the occasion. And it has the added benefit of preparing them for the summative assessments.

Clicker questions promote class discussion

Different prompts from you can encourage pre-and post- question processing and bring all types of learners closer to accomplishing your learning outcomes:

1. Ask students to talk to their group before they select an answer.
2. Ask students to talk to other groups after they’ve selected an answer and when there is disagreement among class members.
3. Ask students who changed their answer to explain why they changed their answer.
4. Ask people to defend certain answers. Start with the wrong or commonly missed  ones.
5. Ask them to think about why someone might have voted for a wrong answer or explain why the wrong answers are wrong.

Make sure you indicate which answer is correct and explain why, even if 90% got it right—don’t leave the 10% hanging

Overview

Janet Rankin describes several different personal response systems and shares advice with educators who are considering using them in their classrooms. Using personal response systems in education allows students to actively engage and commit to their answers, promoting learning. Different techniques have pros and cons, such as hand raising being inaccurate in large lecture halls. Digital clickers and applications provide more accurate measurement and flexibility. Pair sharing and follow-up questions enhance understanding. Newer technologies like web-enabled devices and Plickers offer convenient alternatives. Constructing meaningful questions is crucial for effective use of personal response systems.