Category Archives: Classroom Management

Learning by Doing – Case-in-Point

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group of business people in silhouette against city skylineCase-in-Point is a method of experiential learning used to teach leadership. An integral part of the theory of Adaptive Leadership™  it was developed over the past 15 years by Ronald Heifetz, Marty Linsky, and their colleagues at the Harvard Kennedy School of Government. The method involves using the actions and behaviors of individual participants as well as focusing on the group of which they are members.

Case-in-Point is an immersive, reflective, and ideally a reflexive exercise facilitated by an instructor but in best practice, shaped by group/class participants. Case-in-Point help leadership practitioners with two key components of leadership development:
• It is teaching method that more realistically prepares people to have stamina, resilience and a willingness to work with others in the heat of change in order to adapt, because “to lead is to live dangerously.
• It helps practitioners generate a heightened awareness of themselves, their impact and the systems they are a part of.

Two Critical Distinctions
According to Heifetz, the Adaptive Leadership framework includes two critical distinctions that are central for understanding case-in-point:
• Authority/Leadership
• Technical Problems/Adaptive Challenges

Authority/Leadership. The first distinction clarifies that having a position of authority does not mean that we exercise leadership. Heifetz reminds us that an expert is not necessarily a leader:

For many challenges in our lives, experts or authorities can solve our problems. . . . We look to doctors to make us healthy, mechanics to fix our cars. . . .We give these people power, authorizing them to find solutions. . . . The problems may be complex, such as a broken arm or a broken carburetor, but experts know exactly how to fix them.

To determine whether we need to exercise authority or leadership, we need to analyze the nature of the problem we face. That brings us to the second distinction:

Technical Problems/Adaptive Challenges. Rather than being technical problems, many of the challenges we face today are adaptive. Heifetz and Linsky maintain:

The problems that require leadership are those that the experts cannot solve. We call these adaptive challenges. The solutions lie not in technical answers, but rather in people themselves. . . . The surgeon can fix your son’s broken arm, but she cannot prevent your son from rollerblading without elbow pads. The dietitian can recommend a weight-loss program, but she cannot curb your love for chocolate chip cookies. . . . Most people would rather have the person in authority take the work off their shoulders, protect them from disorienting change, and meet challenges on their behalf. But the real work of leadership usually involves giving the work back to the people who must adapt, and mobilizing them to do so.

The practice of leadership takes place in an authority structure. In an adaptive challenge, the authority structure—the people in charge—can contribute, but others must participate as well. All people involved are part of the problem, and their shared ownership of that problem becomes part of the solution itself.

Reflecting on these two distinctions, it is easy to see how professors, trainers, and consultants often end up treating the adaptive challenge of teaching as a technical problem, and applying the power of expertise by telling people what to do.

Professors, trainers, and consultants are paid for teaching, not for facilitating learning in others. “You are the expert: teach us” seems to be the implicit contract that students expect instructors to uphold. Many educators consider teaching a technical problem, exercise authority rather than leadership, and deploy their power or personality to influence student learning. In the process, they avoid conflict, demonstrate resolve and focus in their use of time, and provide decisive and assertive answers to problems through authoritative knowledge built over many years. Learners in the class find comfort in the predictability of the endeavor and by its inevitable output delivered according to the plan.

The cost of this collusion is the energy, engagement, effectiveness, and ultimately meaning of the learning enterprise itself. The result is that people lose their ability to grow through experience, tolerate ambiguity, and use sense-making skills.

Case-in-point supports learning over teaching, struggle over prescription, questions over answers, tension over comfort, and capacities and needs over deficiencies. It is about embracing the willingness to be exposed and vulnerable, cultivating persistence in the face of inertial pushbacks, and self-regulating in the face of challenge or open hostility. Why? Because this is what leadership work looks like in the real world. In the process, students and the facilitator learn to recognize their default responses, identify productive and unproductive patterns of behavior, and test their stamina, resilience, and readiness to change the system with others.

Planning and Facilitating with Case-in-Point
In case-in-point, a facilitator must not take reactions toward him personally and must encourage the same in participants. This may mean not taking offense for disrespectful behavior and later asking the person to reflect on how productive his statements were.

Ultimately, the role of the facilitator in case-in-point is to demonstrate the theory in practice, by acting on the system in the class. Case-in-point uses the authority structure and the roles in a class (instructor, participants, stakeholders) and the social expectations and norms of the system (in this case, the class) to practice in real time the meaning of the key concepts of authority, leadership, adaptive challenge, technical problems, factions, and so on.

Planning. How does a facilitator plan a session where she uses case-in-point? As in Jorge Luis Borges’ novel The Garden of the Forking Paths, the text—in this case, the lesson plan—is the point of departure for many possible learning events. The facilitator follows the emergence of interesting themes amid interpersonal dynamics and investigates those dynamics, in response to the guiding question, “What does this moment illustrate that is relevant both to the learning and to the practice of leadership in participants’ lives?” What emerges in the action pushes the class down one path of many possible junctures. For the facilitator, the implicit lesson plan turns into a labyrinth of many exciting—albeit sometimes overwhelming— possibilities.

Facilitating. A case-in-point facilitator’s main tool is the question. Questions are the currency of inquiry, and ultimately case-in-point involves ongoing research into the art of leadership that benefits as more people join the conversation. Here a few questions that I have used successfully:
• “What’s your intention right now?”
• “What did you notice as you were speaking?”
• “In this moment, what do you need from the group to proceed?”
• “What happened as soon as you asked everyone to open their books to page 5?”
• “What have you noticed happens in the group when I sit down?”
• “Am I exercising leadership or authority right now?”

Michael Johnstone and Maxime Fern have expanded on four different levels of intervention for a case-in-point facilitator.

At the individual level: The facilitator may comment on someone’s contribution or action for the sake of reflection, trying to uncover assumptions or beliefs. For example, “Mark, could I ask you to assess the impact on the group of the statement you just made?” “What should I do at this point and why should I do it?” “Are you receiving enough support from others to continue with your point?”

At the relationship level: The facilitator might intervene to name or observe patterns that develop between two or more participants. For example, she may say something like, “I noticed that when Beth speaks, some of you seem not to pay attention.” Or “What does this disagreement tell us about the different values that are present in the room?”

At the group level: The facilitator might confront a faction or a group with a theme emerging from the conversation, maybe after participants agree with or disagree on a controversial statement. For example, “What does the group propose now? Can you articulate the purpose that you are pursuing?” “I noticed many of you are eager to do something, as long as we stop this process of reflection. Why is that?”

At the larger level: The facilitator might comment on participants’ organizations, communities, nationalities, or ethnicities, saying for example, “In light of the large number of foreign nationals in the room, what are the implications of the insistence in the literature that Jack Welch of GE is a model for global leadership?”

 A Way of Being, Not a Way of Teaching
For me, case-in-point is rooted in the distinction between an ontological (science of being) versus an epistemological (science of knowing) view of leadership. When we teach using the case-in-point approach, we’re helping our students learn how to act their way into knowing what is right for their specific organization rather than bestowing our knowledge for them to apply, whether it fits their circumstances or not. Likewise, case-in-point is a statement of congruity, of “practicing what we preach” and, in the process, learning to be better instructors. At the same time, we introduce our students to an exciting realm of possibility, aspiration, and innovation beyond technique or theoretical knowledge.

Rules of Engagement
Johnstone and Fern provide the following rules of engagement for case-in-point facilitators:
• Prepare participants by warning them that learning will be experiential and may get heated. For example, create a one-page overview to leave on each table that clarifies all the concepts of the class and includes bibliographical information.
• Encourage listening and respect (though not too much politeness). For example, establish a clear rule that participants need to listen to each other and state their opinions as such rather than as facts.
• Distinguish between case-in-point and debriefing events. For example, set up two different places in the room—one for case-in-point sessions and one for debriefs—or announce ahead of time which kind of event will follow.
• Facilitators must not take reactions toward them personally and must encourage the same in participants.
• Recognize that no one, including the facilitator, is flawless. Acknowledge and use your own shortcomings by recognizing mistakes and openly apologizing for errors.
• Treat all interpretations as hypotheses. Ask people to consider their own reactions and thoughts as data that clarifies what is going on in the room.
• Respect confidentiality.
• Take responsibility for your own actions. Invite people to own their piece of the “mess” by asking how they have colluded in the problem they are trying to deal with.

For Further Reading
Brown, J., and Isaacs, D., The World Café: Shaping Our Futures Through Conversations That Matter (Berrett-Koehler, 2005)
Daloz Parks, S., Leadership Can Be Taught (Harvard Business School Press, 2005)
Johnstone, M., and Fern, M., Case-in-Point: An Experiential Methodology for Leadership Education and Practice (The Journal, Kansas Leadership Center, Fall 2010)
Heifetz, R., Grashow, A., and Linsky, M., The Practice of Adaptive Leadership (Harvard Business Press, 2009)

The text for this post originally appeared as a longer article by Adriano Pianesi: “The Class of the Forking Paths”: Leadership and “Case-In-Point.” The Systems Thinker, Vol. 24. No. 1. Feb. 2013.

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Adriano Pianesi teaches leadership at the Johns Hopkins University Carey Business School and is the principal of ParticipAction Consulting, Inc.  He holds a Master’s degree in Corporate Communication from the University of Milan. Pianesi is a member of the Society for Organizational Learning and the World Cafe’ community of practice, as well as a certified Action Learning coach and a passionate experiential learner/teacher.

Image Source: Microsoft Clip Art

Making Group Projects Work

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Instructors often find that student engagement increases when active learning strategies are implemented in the classroom. One strategy is to assign problem-based collaborative learning projects. Well-conceived group projects help students develop critical thinking skills, learn how to work in teams, and apply theories learned in the course to real-life situations, producing an appreciation for how the knowledge gained will be useful once the class is over. The end result is a richer learning experience for the students.

Drawing of chairs around gears, screw driver tightening screw in center of second gear.

Students are more likely to appreciate and retain information when they see a correlation between course work and what they expect to experience as working professionals. Problem-based group projects typically require an array of cognitive skills, induce collaborative learning, and allow students to take ownership of the process. Moreover, students who learn to work in teams are better prepared for their future work environments.

Developing effective problem-based group projects requires assignments that reflect your course learning goals and incorporate course information, permit management of the student groups, and facilitate assessment of student progress. Advance planning and thoughtful strategies will go a long way towards ensuring successful implementation.

I. Setting Student Expectations

  • Weight the project fairly. You want your students to take the project seriously but you don’t want to weight the project so heavily that experimentation or risk-taking is stifled. Consider dividing the project into parts and grading each separately, so the team understands which aspects of the project went well and what needs improvement.
  • Discuss student roles and what’s needed. Get the students thinking about what will be required of their team and how they can organize and manage the project.  Emphasize the importance of a team schedule. Discuss the qualities of a good teammate so that students begin the project with mutual respect.
  • Start with small exercises as a warm up. Consider starting with a couple of smaller in-class team-based exercises so that students get used to working collaboratively

 II. Group generation methods

  • Allowing self-selection of teams can create problems. Students like to choose friends as teammates. Personal issues then carry over into the project, friendships may suffer, or the members may take the project less seriously, resulting in poor group performance.
  • Random selection is a reasonable alternative to student choice. This method is the fastest way to generate groups and more reflective of the real world. While random selection is convenient, consider ensuring diversity in each group to the extent possible.
  • Skills based alignment is ideal for creating groups. Identifying students’ strengths and weaknesses through in-class exercises can help establish well-rounded teams. As a part of the preparation for the project, generate a list of the skills needed, have the students identify their strong and weak areas, then group the students accordingly.

 III. Getting each student to contribute

  • Assign the students to roles. The difference between a dysfunctional group and a successful team lies in assigning roles. If students are assigned tasks with deadlines, they are more likely to take ownership and responsibility for completing their work as part of the team. Establishing roles can be a part of the group creation process. Avoid having students doing the same task for the entire length of the project. Instead, make the skill requirements for the team more conceptual. Use abstract concepts (Researcher or Synthesizer; Gatherer of Data or Analyzer of Data) so that broad expertise is required for each role.
  • Require that a different student present the team’s progress for each report. Make sure that each student has an opportunity to participate in an in-class presentation. Presenting their work is a skill that all students will use in the future. As it involves an understanding of all the parts of the project, these presentations by each team member also help to ensure successful group collaboration.

 IV. Assessing the team/individual in and outside of class

  • Have the students do evaluations. This can be done both during and after the project. Evaluations serve as reflective exercises for the students, allowing them to comment on how the process could be improved. Evaluations are particularly useful for gauging the team and individuals’ contributions for grading. Questions that require students to evaluate their own performance, the performance of each team member, and the team as a whole can provide insight into how the team functioned.
  • Schedule time for team work in class. Scheduling group work outside of class is always a challenge for students. By allowing time during class for team work, you also will have an opportunity to monitor student progress. This is a great way to gauge whether the students are experiencing difficulties and provide an opportunity for questions, clarifications, or assistance with problems. Some of the best learning comes from spontaneous discussion in class, and peer-learning can be extremely effective when students are working together to solve problems.
  • Ask for regular status updates. Starting class with a brief progress report from each team will bring up questions and concerns that can be addressed at once, eliminating redundancy and saving time.

V. Build in time for reflection

  • Reflection is key to learning from failure as well as success. Make sure you build in time for students to reflect on their progress. The best time to get the students to reflect on their experience is after the project during a debriefing discussion. Questions such as “What went well or not so well?” and “What would you do differently?” will enhance the opportunity for learning from their failures as well as their successes.

This post was adapted from The Innovative Instructor article series: http://www.cer.jhu.edu/ii/InnovInstruct-BP_MakingGroupProjectsWork.pdf

Pam Sheff,
Senior Lecturer, Center for Leadership Education, Johns Hopkins University
Pam Sheff is an award-winning writer and marketing communications consultant, with experience developing marketing, public relations and communications strategies for clients ranging from start-ups to large corporate, institutional and government organizations. Now a full-time lecturer in CLE, Pam has taught classes on business communications and entrepreneurship.

Leslie Kendrick,
Senior Lecturer, Center for Leadership Education, Johns Hopkins University
Leslie Kendrick has taught in the CLE program since 2002 and developed the five core marketing courses. She has 12 years of experience as a marketing practitioner. She has  worked for Harper & Row Publishers, Londontown Corporation, and Lippincott, Williams & Wilkins.

Image Source: © Reid Sczerba, 2012

2013 GSI Symposium Breakout Session 3: Flipping the Classroom

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A Report from the Trenches

We’re continuing with our reports from the JHU Gateway Sciences Initiative (GSI) 2nd Annual Symposium on Excellence in Teaching and Learning in the Sciences. Next up is “Flipping the Classroom: How to Do It Conceptually and Technologically” presented by Michael Falk, Ph.D., Associate Professor of Material Sciences and Engineering  and Brian Cole, Senior Information Technology Specialist, Center for Educational Resources.

Please note that links to examples and explanations in the text below were added by CER staff and were not included in the breakout session presentation.

Instructor with students at computers

For the past several years Professor Michael Falk has “flipped” his course EN.510.202 –Computation and Programming for Materials Scientists and Engineers.  [See the recent Innovative Instructor post on Flipping Your Class.] The purpose of Falk’s class is to teach algorithm development and programming in the context of materials science and engineering.  The class size ranges between 20 and 30 students, and Professor Falk has one Teaching Assistant for the class.

Professor Falk outlined the logistics for the students taking the course. They are required to watch a video of a lecture-style presentation he has posted on his Blackboard course site, and then take a quiz on the content presented in the podcast, before coming to class. The quizzes ensure that the students will watch the lecture and are held accountable for the information presented. Once in class, Falk has the students engage in an interactive experience, such as writing a mini-program, based on the material from the presentation. He noted that he has not found making the podcasts difficult, but creating in-class active learning experiences for his students has been more challenging. He spends a great deal of time developing in-class exercises that will build cumulatively. He also wants students to be able to get enough from the classroom activity to continue work on their own.

For assessment purposes he has students take a survey at the beginning of the semester and at the end of the semester to determine learning gains. Preliminary data indicate that the class increases the ability of students to program, that students showed increased perception in their abilities, as well as an increased intention to use programming in the future.

Brian Cole discussed and demonstrated the technology behind the flipped classroom.  Falk uses the software application ClassSpot, which allows students to share their work on the classroom’s main projection screen, to edit common code during class.  Cole described using Audacity, Adobe Connect, Adobe Presenter, and QuickTime on Macs to create the video recordings.  He mentioned that a faculty member could also use an appropriate pre-recorded lecture from a trusted source. Falk uses ScreenFlow to make his presentations; however, Johns Hopkins does not have a license for this software. Adobe Captivate is another possibility. It is very powerful but has a steeper learning curve.

The follow questions were raised and answered during the session:

Q – Could this method be used to flip a few modules as opposed to the entire course?
A – Undergrads don’t like change, so it would probably be better to do the whole course.

Q – Can students watch the podcasts over and over?
A – Yes.

Q – Where is the textbook in all of this? Could you replace your podcasts with readings from a textbook?
A – There are reading assignments in addition to the videos. In my experience, students prefer a human face, a talking head, over reading a textbook.

Q – How do students reach you if class time is dedicated to working on problems?
A – I encourage students to use the class Blackboard discussion board. [Note: The flipped class structure  doesn’t prevent students from talking to the faculty member, and Falk also has office hours.]

Q – Did you scale back student work [outside of class] since more time spent watching podcasts?
A – Yes – most of the traditional homework is done in class.

Q – Are there tests?
A – Yes.

Q- How important are quizzes to making the flipped course work?
A – Very important. Students are very grade oriented so having quizzes, tests, and exams matters. Quizzes are great motivators for getting students to watch the videos.

Amy Brusini, Course Management Training Specialist
Center for Educational Resources

Image Source: Microsoft Clip Art

Flipping Your Class

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At the 2nd Annual Johns Hopkins University Symposium on Excellence in Teaching and Learning in the Sciences, we heard a lot about flipping the classroom.

From lecture hall to interactive learning - two images with arrow connecting.

The term, flipped classroom, might bring to mind an anti-gravity experiment, but it actually refers to a different way of thinking about teaching and learning. In a traditional pedagogical model, a faculty member is a “sage on the stage,” lecturing to students (who are frantically taking notes in an effort to capture all of the professor’s pearls of wisdom).  Assignments – readings, problem sets, projects, papers – are all done outside of class, often with little or no direct guidance from faculty.

In the flipped classroom (also called the inverted classroom), the process is turned around. Instead of doing problem-based homework outside of class and coming to class to hear the professor lecture, the student watches a version of the lecture content online, and comes to class to work on problems in an interactive, collaborative setting. The faculty member becomes a “guide on the side” or a coach, perhaps injecting a mini-lecture when needed to help students struggling with a common problem.  The focus shifts from teaching to learning.

This is not an “either/or” or an “instead of” situation. Students view the online content at their convenience, do the assigned readings, AND come to class.  They must come to class because that’s where the active learning will happen, where they are going to work on problems individually or in groups, and perhaps most importantly, where they will develop skills that will enable them to be life-long learners, not only in the discipline that you teach, but in any subject. Some professors choose to insert quick (graded) quizzes at the start of the flipped class as a further inducement to attendance.

Two high school teachers, Aaron Sams and Jonathan Bergmann, are credited with developing the model for the flipped classroom in 2007. Sams was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching, and he and his colleague have written extensively about this model and its evolution. See the blog post The Flipped Class: Shedding Light on the Confusion, Critique, and Hype; an article available as a PDF for JHU affiliates, Before You Flip, Consider This; and their book, Flip Your Classroom: Reach Every Student in Every Class Every Day.

One quote from the blog post describes the classroom scene and is particularly compelling:

As we roam around the class, we notice the students developing their own collaborative groups.  Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge.

One of the greatest benefits of flipping is that overall interaction increases: teacher to student and student to student.  Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids.  We are answering questions, working with small groups, and guiding the learning of each student individually.

When students are working on an assignment and we notice a group of students who are struggling with the same thing, we automatically organize the students into a tutorial group.  We often conduct mini-lectures with groups of students who are struggling with the same content. The beauty of these mini-lectures is we are delivering “just in time” instruction when the students are ready for learning.

Changing the focus in the classroom from the faculty teaching to the students actively learning may prove to be challenging to the instructor used to actively teaching. Terry Doyle, a professor and author of two books on learner centered teaching, tells us, “It’s the one who does the work who does the learning.” [Helping Students Learn in a Learner Center Environment: A Guide to Teaching in Higher Education, Stylus, 2008, p. 25].

Robert Talbert, who teaches mathematics at Grand Valley State University in Michigan and writes for The Chronicle of Higher Education, has posted about his experiences with flipping his classroom on his blog, Casting Out Nines. His posts speak honestly about his experiences including receiving pushback from some students. One of his recent pieces, We Need to Produce Learners, Not Just Students, looks at the concept of producing life-long learners mentioned above.

On the practical side, there are DIY guides. Julie Schell, a post-doc working with Eric Mazur – the Harvard University physics professor who developed Peer Instruction, a research-based, interactive teaching method – has created a Quick Start Guide to Flipping your Classroom with Peer Instruction. Closer to home, JHU Associate Professor of Materials Science and Engineering, Michael Falk, has been flipping his classroom since 2010. In an article for the Innovative Instructor Pedagogy Forum entitled Lectures on Demand, he outlines the technology solutions he has used to produce the video content.

Faculty writing about the applied components of the flipped classroom agree that using shorter, topic-focused videos for the out of class content is more effective than video-taping their traditional 50 minute (or longer) lectures. As was discussed in our post on micro-lectures, students’ attention begins to wander after 10 minutes. Professor Falk notes in his article that creating the online content requires thought and up-front time, but pays off later, as this content can be reused in subsequent offerings of the course. Faculty can use video-recordings of themselves explaining key concepts or problems, borrow from Khan Academy or similar materials available on YouTube educational channels, offer animations or other didactic resources.

Faculty who have made the flip are enthusiastic about the benefits for their students. After the discussions at the GSI Symposium, we hope to see more flipping at JHU.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Microsoft clip art edited by Macie Hall

Discouraging Cheating in the Classroom

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Research has shown that colleges and universities with honor codes that are backed by an institutional culture of ethical behavior experience fewer incidents of student cheating than those with no codes or codes that are not reinforced with institutional expectations. (Donald L. McCabe, Linda Klebe Trevino & Kenneth D. Butterfield. 2001. Cheating in Academic Institutions: A Decade of Research. Ethics & Behavior. 11(3):219–232). Even in the absence of an honor code, these researchers found that creating a culture of ethical behavior, even at the level of the classroom, could have a significant positive impact on the likelihood of student cheating.

StudentsCheatingAs to implementing such a culture, the University of North Carolina’s Center for Faculty Excellence’s blog, CFE 100+ Tips for Teaching Large Classes, offers practical and concrete examples in Tip #27: Discourage Cheating by Providing Moral Reminders and Logistical Obstacles. They suggest having a brief discussion about cheating before a test, and asking students to write out and sign the honor code. Even if there is no specific honor code at the institution, faculty can ask students to write a statement on their exams saying that they will not give or receive assistance.This is most effective if done before, rather than at the end of the test.

The UNC blog post also offers examples for making it logistically impossible to cheat. These tips will be particularly useful for faculty teaching large classes and using multiple choice questions on exams.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image source: Microsoft Clip Art

What’s New with Clickers?

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There’s a new clicker on the quad this fall.  Clicker is the popular term for the devices used for in-class voting systems. The Homewood campus is now using the i>Clicker Classroom Response System; students can use the same clicker device in multiple courses. One of the benefits of the i>Clicker system is that it is integrated with the Blackboard course management system.

Faculty need a computer, either their own laptop or the podium computer in a smart classroom, to use clickers during class. Students simply purchase and register an i>Clicker voting unit. For the Krieger School of Arts & Sciences and the Whiting School of Engineering, the Center for Educational Resources (CER) will provide the i>Clicker software and an RF receiver if needed. Interested faculty can borrow a loaner i>Clicker system to try out in a class up to 50 students. For other JHU schools, contact your divisional instructional support center for information.

Photograph of an i>clicker2

In-class voting technologies were first piloted in classes on the Homewood campus in spring 2003. Since then in-class voting has become ubiquitous in large enrollment classes at Homewood; over 2500 students per semester use the system. Clickers are used in courses such as biology, chemistry, civil engineering, earth and planetary sciences, history of science and technology, materials science, physics, and psychological and brain sciences.

Clickers allow faculty to engage students quickly and easily. They enable faculty to:

  • Give and grade objective pop quizzes on readings or other assignments
  • Conduct in-class polls in real time
  • Stimulate class discussion by posing subjective questions, using either ad-hoc or previously developed questions
  • Manage, record and run reports on all aspects of students’ performance using the system
  • Take attendance

In a typical example, an instructor poses a question, often multiple-choice, to the class. Then students think about the question and submit their responses using their handheld wireless transmitters (clickers). Responses are beamed to a receiver plugged into the instructor’s computer. Software on the computer processes the information quickly and displays a bar chart showing the distribution of student responses. Instructors can then use these responses to decide how to proceed in the class.

Opinions vary on whether or not to use clickers for grading class attendance. Some instructors simply use clicker votes to count as participation points, just as they might grade students in discussions. For instructors who would like to monitor attendance over time, clickers can record attendance.

Instructors have found that using clickers has dramatically increased attendance in class, enhanced just-in-time teaching capabilities, increased classroom participation and simplified the deployment and grading of quizzes and exams. Data collected over several years in several courses show a direct correlation between clicker participation and final grades. Clickers are generally considered to be one of the foundations of an active learning classroom.

Faculty who are interested in learning more about the in-class voting system should
contact Brian Cole (bcole@jhu.edu, 410-516-5418) or drop in to the Center for Educational Resources on Q Level in the Milton S.Eisenhower Library.

Clicker Resources

Richard Shingles, Lecturer, Department of Biology
Direcctor of the TA Training Institute, Center for Educational Resources

Image source: Photograph © Brian Cole

 

Tips for Regulating the Use of Mobile Devices in the Classroom

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If what we are hearing in the CER is any indication, student use of laptops (and increasingly, tablets and smartphones) in the classroom for non-academic purposes has become a widespread problem at Homewood. Faculty we have talked to have done everything from banning all computer use in their classes (potentially a problem for students with disabilities) to having TAs roam the lecture hall to discourage inappropriate web surfing. Are there better solutions?

no cell phones icon

One option is to have a clear statement of policy about mobile device use in your course syllabus. This combined with a discussion of “digital etiquette” during the first class meeting can be an effective solution. Even better, consider creating a contract with your students at the beginning of the semester. The contract is a two-way street. By engaging your students in the process, you increase the likelihood of their compliance. The scope of your contract may go beyond the use of mobile devices and should include your obligations as a professor as well as your expectations of student behavior. For a more in detailed discussion of this method see the CER’s Innovative Instructor article Creating a Convenant with Your Students by JHU Professor P. M. Forni. An alternative option might be to encourage students to use their mobile devices to record class information – see  a posting by Stanford faculty member Rick Reis from his Tomorrow’s Professor mailing list.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image source: Microsoft Clip Art