What do 2 prize winning instructors, 10 instructors from a variety of disciplines and TLS staff have in common? They recently came together for an informal lunch to share experiences, ideas, questions, and tips about teaching. As a newcomer to the TLS team, I was glad to be able to join them. It was an opportunity to hear about TLS services in depth, as well as what was on instructors’ minds. Together, they engaged in a spirited exchange on a variety of topics. Continue reading The Lunch Spot: Let’s talk teaching
PhysPort posted a great article on “How can I get students to have productive discussions of clicker questions?” on their blog on supporting physics teaching with research-based resources.
Clicker questions are increasingly being used to stimulate student discussion and provide faculty and students with timely feedback. Research suggests that discussing clicker questions can lead to increased student learning, and that students exchanging constructive criticism can generate conceptual change.
What can you do as an instructor to encourage all students to have productive discussion? We conducted studies of what students say to each other during clicker discussions when instructors use different instructional techniques. Here’s what we and others have learned and how you can apply it in your classroom:
Clickers has been a very useful strategy to engage students in class in many universities (including McGill), even in large class environments. In-class feedback can help students focus on what is important, practice problems or ideas in class and enage with their fellow classmates in discussion.
Polling@McGill can be used for free by any instructor, TA or student on campus. Students can use their own smartphones, tablets or laptops to respond in real-time to questions in class. If you are interested in using the system, just sign up on the Polling@McGill website.
Are you using Polling@McGill in your courses? Do you have any stories you would like to share? Let us know!