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Teaching and Learning with Clickers

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Clickers are wireless response pads used by students to provide teachers with immediate feedback from informal quizzes and polls. The students reply anonymously and the distribution of answers to each question is shown and recorded in the interface.


What Can Clickers do for me?

Clickers enable faculty to:

  • create a comfortable environment in which all students can participate, even shy students
  • increase student interaction, especially in large lecture halls
  • determine if students are understanding the material
  • accurately track student attendance and participation
  • Clickers enable students to:

  • feel comfortable about answering questions in large classes because their responses are anonymous
  • collaborate to form a response
  • compare their level of understanding with that of their peers
  • explore concepts in a fun and interactive way

How do I get started?

Call us at 604-4438764 or email elsupport@vcc.ca and we can help you determine if Clickers are right for your class and explain how to plan a lesson using this tool.

  • If you should decide to use the Clickers, contact Sara Ahadi at 443-8763 or email sahadi@vcc.ca to book a Clicker bag (each bag includes 32 clickers, a receiver, and the software on a CD Rom). If you do not have a laptop computer, you will have to book one as well.
  • The software can also be downloaded here but will only work with the receiver:
    CPS software
  • Pick up the Clickers at least one day in advance of your class or presentation.


How Clickers have been used
?

Case 1: A faculty member in a Manufacturing program uses clickers (or CPS) to promote participation and interaction in a large lecture class with over 70 students. Using peer instruction methods, the instructor posted 7 to 8 multiple-choice questions (which included detailed graphics), and had students discuss the possible answers in pairs (sometimes 2 students would share a clicker). Students chose the answer they thought was the correct one and instantaneously they were able to see the distribution of all students’ answers.

Instead of addressing only the correct answer, the instructor took the time to explain the incorrect responses and answered additional student questions. This process encouraged many students to participate and to think critically about concepts introduced in the class or in the course readings.

Case 2: A faculty member in a Health Sciences program uses clickers in her Medical Laboratory Science class to assess her students’ understanding of medical safety issues. Using the clickers was one way of making this important class more fun and interactive. Students were given the opportunity to compare their answers with those of other students, and ask follow-up questions for a deeper understanding of a safety rules. Most of the students were engaged and motivated to answer the questions because they knew that their responses would remain anonymous. 


Where can I get more information?

 



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