Mimio Vote Assessment Clickers - Education Foundation for Billings
Contents
1. MimioStudio Gradebook Page 1 of 9 Georgetown ISD Educational Technology 02 13 MimioStudio Notebook Creating MimioVote Polling Activities 1 Open MimioStudio Notebook on your desktop 2 Select the Gallery tool on the toolbar SETTE 3 Expand the Questions and Results EET category a c Questions and Results H E Imported Content Packs EJ Screen Annotations H E Gallery o Questions and Results HE Games Double click or drag the question template onto the MimioStudio Notebook work area Multiple Choice Multiple Choice 4B ABC 1 Which state of matter has a certain Type the question answer choices and size and shape select the gray radio button next to the gt liquid correct answer To move the questions 3 amp gas click and drag the blue outline Resize O solid using the corner handles MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook Page 2 of 9 Georgetown ISD Educational Technology 02 13 Results Charts can also be added to the page which shows how many students chose each option To modify a question object e Click the sunshine icon at the bottom right of the question object you want to modify o Tochange the question type select an available question type To change the correct answer animation select an available animation To change the weight of the question enter the weight for the question in the weight box e Click the green check2. needed Deliberate Practice Perhaps the most interesting recent study examining the use of SRS was conducted in 2011 at the University of British Columbia Deslauriers et al 2011 In this study two groups of students were compared Weeks 1 11 of the course were the baseline condition Both the control and experimental groups received lectures from an experienced faculty member SRS questions were used as summative evaluation and participation credit was given for submitting answers In week 12 the control group continued to get the baseline treatment and the experimental group received the intervention During the intervention the experimental group was taught by a postdoctoral fellow who used instructional methods based in learning research These methods known as deliberate practice required the students to practice physicist like reasoning and problem solving during class time while provided with frequent feedback p 862 Students did pre reading before class moving the simple transfer of factual knowledge outside of class and spent class time working on activities and tasks with feedback from peers and the instructor SRS questions were used as in class formative evaluations followed by discussion and problem solving Results from the week of the experiment showed no change in engagement or attendance in the control section However in the experimental section student engagement nearly doubled and attendance in
3. the question mimio com Using Student Response Systems to Improve Student Outcomes E 7 7 If you include items in which the student must identify the answer that does NOT belong write the word NOT in all capital letters and in bold so that it is as clear as possible 8 Ensure that the correct answer is clearly the best one but do use plausible distracters The point is not to trick the learners The point is to use the questions to evaluate the instruction the learners have received 9 When using Vote Discuss ReVote methods in class do not show graphs of student response distribution following the first vote in order to avoid biased response shifting 10 Make sure you review and analyze the data after the class is over By examining the patterns of what worked and what did not you can improve the instruction for next time 11 If you want to increase attendance in your class use the SRS daily 12 Be willing to throw out or re grade questions that are unclear To learn about Mimio s SRS MimioVote assessment visit mimio com About the Author Dr Karen Mahon is a Learning Scientist and Educational Psychologist She advises education technology companies in instructional design and digitized content practices She is committed to instruction that produces meaningful and measurable student learning outcomes and has dedicated her career to helping kids and their teachers Dr Mahon blogs at www KarenMahon com
4. this increase in student interaction and feedback to the student increases student understanding Crouch amp Mazur 2001 Fagen et al 2002 Mazur 1997 is supported by quantitative evidence from use in undergraduate science courses across multiple topics e g Hestenes et al 1992 Smith Wood et al 2009 To be clear this assertion does not suggest that use of SRS is what improves student outcomes but some feel that the availability of SRS is what encourages the use of peer instruction Burnstein amp Lederman 2001 Burnstein amp Lederman 2003 Assessing to Learn A2L In a separate effort the University of Massachusetts Physics Education Research Group UMPERG developed a similar approach to using SRS in the classroom in 1993 This method called Assessing to Learn or A2L included formative assessment explicitly Dufresne et al 2000 argued that this practice informs teachers about what students think it informs students what their classmates think it informs individuals what they themselves think p 11 Similar to the peer instruction of Mazur Dufresne s A2L has question cycles in which students read questions and then discuss those questions in small groups enter responses and view the results Unlike Mazur s peer instruction which includes instructor led presentation of information interleaved with questions in A2L the question cycle is the core class activity instruction from the teacher is only added as
5. to save your changes and display the question object MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook Page 3 of 9 Georgetown ISD Educational Technology 02 13 Click on the MimioStudio Gradebook Desktop Icon Click on Insert and select Add class Eg MimioStudio Gradebook File Edit Insert Report Help EA O Ens h Select Add df Add Student Ctrl T Add Activity Cerl D Select the Add Student Icon Fill in the student name and assign a Handset ID number for the student to use or select auto Click Add Continue adding the rest of your class by selecting the Add Student icon MimioStudio Notebook Polling Students with MimioVote 1 Opena MimioStudio Vote Activity Once students pick up their assigned pads click the take attendance button kje eal G wl PI ic DTA a Select Class Select the class you are going to poll and click OK MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook Page 4 of 9 Georgetown ISD Educational Technology 02 13 Students will press the blue button on their pad to be registered for the activity The corresponding number on the screen will turn green E Hannah Michael Reagan Click on start polling icon on the MimioVote toolbar or on the Mimio Vote question Students can now make their answer choices on the remote assigned to them Once a selection is made the lights will go off Once all
6. 998 A Universal Learning Tool for Classrooms Proceedings of the First Quality in Teaching and Learning Conference December 10 12 1998 Hong Kong SAR China Cutts Q G Kennedy C Mitchell and S Draper 2004 Maximizing dialogue in lectures using group response systems Presented at 7th IASTED International Conference on Computer and Advanced Technology in Education August 16 18 2004 Hawaii accessed 30 January 2012 www dcs gla ac uk quintin papers cate2004 pdf d Inverno R H Davis and S White 2003 Using a personal response system for promoting student interaction Teaching Mathematics and Its Applications 22 4 163 169 Delquardi J C R Greenwood D Whorton J J Carta and R V Hall 1986 Classwide peer tutoring Exceptional Children 52 535 542 Deslauriers L E Schelew and C Wieman 2011 Improved learning in a large enrollment physics class Science 332 862 864 Draper S W J Cargill and Q Cutts 2002 Electronically enhanced classroom Interaction Australian Journal of Education Technology 18 1 13 23 Draper S W amp M I Brown 2004 Increasing interactivity in lectures using an electronic voting system Journal of Computer Assisted Learning 20 2 81 94 Dufresne R J W J Gerace J P Mestre and W J Leonard 2000 ASK IT A2L assessing student knowledge with instructional technology Tech Rep dufresne 2000ask University of Massachusetts Amherst Scienti
7. Amber Miller Beartooth School Amber Miller Mimio Vote Assessment Clickers Classroom Grant Beartooth School Amber Miller Amber Miller 1345 Elaine Street O 406 839 1895 Billings 59105 Amber Miller 1345 Elaine Street millera billingsschools org Billings 59105 O 406 839 1895 Printed On 18 March 2014 Classroom Grant Amber Miller Beartooth School Amber Miller Application Form Report Fields Project Name Name of project Mimio Vote Assessment Clickers Amount Requested Amount requested on application 1 299 00 Grade Level Please select grade level below Primary K 3 Primary Subject Area Please select the primary subject area of your grant Technology School Please select your school from the list below Beartooth Elementary Number of Students Served Please enter the number of students that will be served by this grant 80 Project Cost What is the total cost of your project 1 299 Statement of Need Please describe the need for this project For example how will this project impact student learning This Mimio Vote Project will impact student learning in three ways immediate assessment increase student involvement and increase student engagement First with so much focus on assessment with the common core this project will allow a wide variety of formative and summative assessment options including teacher driven or student driven Questions can be posed entirely through the com
8. adebook J Lg MimioStudio Gradebook File Edit Insert Report Help gt Choose Class v gt a ei ge Arts D 2 Select the class name from the drop down Language list Science Social Studies Choose Date 3 Select the date of the activity 5 3 2012 Hannah Michael 13 0 29 0 44 0 4 Choose the activity JI Choose acs E 5 A default name will appear Itis extremely helpful to rename the activity Test Test here by selecting Edit Activity Suena Points 5 00 Actions mee A Edit Activity Generate Report Edit Activity xX Activity Inf Hamen MERRIAM ig Type 6 Change the activity Name and Type and a Date 2 MENE select OK ae fais Pomntz 5 00 Cancel Help MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook Page 8 of 9 Georgetown ISD Educational Technology 02 13 Select Generate Report to view class grades and Activity summary Actions Tr Edit Activity eenerate Report i E File Edit Insert Report Help Click in the box before the Student Last ras pf I pf Name to select an individual student ye Last Mame amp First Name Attendance Hannah Fresent Michael Present Reagan Fresent Sarah Present Class Average Michael lt Handset 2 Select Edit Student to add student information or Generate Report to view individual grade summary and activity a 7 Edit Student reports 25 Generate Report MimioVote Clas
9. age 6 of 9 Georgetown ISD Educational Technology 02 13 MimioStudio Notebook Using Quick Vote Feature Using the MimioStudio Quick Vote you can present questions that you did not previously create in Notebook at any time during a Teacher Led activity To ask a question using Quick Vote 1 Click the Applications icon on the Mimio Tools and choose Quick Vote Select the class that will participate in the activity from the Class list Click Start Polling icon and then choose the question type to start polling for the question When all students have responded polling automatically stops To stop polling before all students have responded click the Stop Polling icon Click the letter that corresponds to the correct answer for the question The results for the current question are saved to the MimioStudio Gradebook along with a screen shot Select the results button to show a response chart MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook Georgetown ISD Educational Technology 7N SX D m 9 View More Tools gt MimioStudio Quick Yote Anonymous v i i AB ABC ABCDE MimioStudio Quick Yotr MimioStudio Quick Yote Langages 22 00 00 00 gt Start Polina jer MimioStudw Girl Yote argues me 00 00 P00 Page 7 of 9 02 13 MimioStudio Gradebook Viewing Student MimioVote Activity Data 1 Open the MimioStudio Gr
10. ance Education and Treatment of Children 9 56 66 Smith M K W B Wood W K Adams C Wieman J K Knight N Guild and T T Su 2009 Why peer discussion improves student performance on in class concept questions Science 323 122 124 Smith S L amp P Ward 2006 Behavioral interventions to improve performance in collegiate football Journal of Applied Behavior Analysis 39 385 391 59 60 61 62 63 64 65 Stallard C K 1982 Computers and education for exceptional children Emerging applications Exceptional Children 49 2 102 104 Trap J J P Milner Davis S Joseph and J O Cooper 1978 The effects of feedback and consequences on transitional cursive letter formation Journal of Applied Behavior Analysis 11 381 393 Tudor R M amp D E Bostow 1991 Computer programmed instruction The relation of required interaction to practical application Journal of Applied Behavior Analysis 24 2 361 368 Van Houten R E Morrison R Jarvis and M McDonald 1974 The effects of explicit timing and feedback on compositional response rate in elementary school children Journal of Applied Behavior Analysis 7 547 555 Van Houten R amp C Thompson 1976 The effects of explicit timing on math performance Journal of Applied Behavior Analysis 9 227 230 Wood W B 2004 Clickers a teaching gimmick that works Developmental Cell 7 6 796 798 Yang F M 1988 Effects of
11. and can be found on twitter KarenLMahon References 1 10 11 12 13 14 Babcock R A B Sulzer Azaroff M Sanderson and J Scibak 1992 Increasing nurses use of feedback to promote infection control practices in a head injury treatment center Journal of Applied Behavior Analysis 25 3 621 627 Balajthy E 1984 Using student constructed questions to encourage active reading Journal of Reading 27 5 408 411 Barnett J 2006 Implementation of personal response units in very large lecture classes Student perceptions Australasian Journal of Educational Technology 22 4 474 494 Beatty I D 2004 Transforming student learning with classroom communication systems Educause Center for Applied Research Research Bulletin 3 1 13 Beatty I D amp W J Gerace 2009 Technology enhanced formative assessment A research based pedagogy for teaching science with classroom response technology Journal of Science Education Technology 18 146 162 Bekker M J T D Cumming N K P Osborne A M Bruining J I McClean and L S Leland 2010 Encouraging electricity savings in a university residential hall through a combination of feedback visual prompts and incentives Journal of Applied Behavior Analysis 43 2 327 331 Boyer E R G Miltenberger C Batsche and V Fogel 2009 Video modeling by experts with video feedback to enhance gymnastics skills Journal of Applied Behavior Analys
12. bed in current research as being instrumental to what is commonly known as active learning or active student responding A student response system is technology that allows an instructor to present a question or problem to the class allows students to enter their answers into some kind of device and instantly ageregates and summarizes students answers for the instructor Beatty 2004 Burnstein amp Lederman 2003 English 2003 These systems in one form or another have always been part of education As Caldwell 2007 points out The idea behind SRS is not new teachers have used interactive instructive questioning to teach students since at least the time of Socrates p 11 Even the simple raising of hands is a student response system Educators recognized that methods that allowed all students to select an answer simultaneously would increase the opportunities for every student to participate Early methods were a bit more high tech than raised hands but not by much One popular approach was using colored construction paper This worked well for multiple choice questions Students raised the piece of paper with the color corresponding to their answer choice and the teacher could see the array of responses easily Technology devices that allow individual responses to questions have been used since the 1960s In the early days these types of units were used to record audience responses to pilot television
13. creased by 20 Importantly more than twice the learning occurred in the experimental group versus the control group with an effect size for the difference between the two sections of 2 5 standard deviations It is critical to note that both sections used SRS But the way in which they were implemented was very different A word to the wise when using these methods however is provided by Perez et al 2010 Be careful about showing graphs of voting results to the class In the common scenario of asking the students a question displaying the responses holding class discussion and then re asking the question Perez et al found that if students saw the bar graph with results from the first vote they were 30 more likely to switch from a less common to the most common response The effect was more pronounced in true false questions 38 than in multiple choice questions 28 The shift toward the most common response occurred even when that most common response was incorrect These results suggest that seeing the most common response to a question can bias a student s second vote Why Does the Use of SRS Improve Student Outcomes The compelling question about the use of SRS is not whether they tend to improve student outcomes but why they do so Although the currently available research on the use of SRS is inconclusive there are two likely contributors that have long been recognized as critical in the learning literature increasin
14. ent how will it improve student performance The only professional development required would be through Ann Brucker a Billings Public Schools Technology Integration Specialist This professional development is free through the district and would allow for Ann to come in and help the teacher set up the Mimio Vote Assessment Printed On 18 March 2014 Classroom Grant Amber Miller Beartooth School Amber Miller Project Timeline When will you implement your project The mimio vote clickers would be implemented into the classroom immediately upon arrival and set up Plan for Evaluation How will you evaluate student outcomes for your project Using the Mimio Vote Assessment clickers will allow the teacher to evaluate student curriculum objectives and outcomes on a daily basis and through immediate feedback Using the Mimio software students answers to assessments will be automatically tracked and downloaded into daily spreadsheets The spreadsheets will be used to evaluate each student s outcome on daily curriculum objectives Project Budget Please explain how the funds from this grant will be spent to support your project goal You can either type or upload a project budget to show how funds will be used Please identify other funding sources if applicable The funds from this grant will be spent to buy a classroom Mimio Vote Assessment system with 24 clickers One website to purchase this system is http www mimio com en NA Products Mi
15. fic Reasoning Research Institute English D 2003 Audiences talk back Response systems fill your meeting media with instant data AV Video Multimedia Producer 25 12 22 24 Fagen A P C H Crouch and E Mazur 2002 Peer instruction results from a range of classrooms The Physics Teacher 40 4 206 207 Fink W T amp D W Carnine 1975 Control of arithmetic errors using informational feedback and graphing Journal of Applied Behavior Analysis 8 461 Hake R R 1998 Interactive engagement versus traditional methods a six thousand student survey of mechanics test data for introductory physics courses American Journal of Physics 66 1 64 74 Harris V W D Bushell Jr J A Sherman and J F Kane 1975 Instructions feedback praise bonus payments and teacher behavior Journal of Applied Behavior Analysis 8 462 Hestenes D M Wells and G Swackhamer 1992 Force concept inventory The Physics Teacher 30 3 141 158 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 Heward W L F H Courson and J S Narayan 1989 Using choral responding to increase active student response during group instruction Teaching Exceptional Children 21 3 72 75 Heward W L R Gardener R A Cavanaugh F H Courson T A Grossi and P M Barbetta 1996 Winter Everyone participates in this class Teaching Exceptional Children 5 10 Johnson D a
16. g the opportunities for students to respond and the role of feedback in instruction Increasing Opportunities to Respond Barnett 2006 points out that the SRS is a tool that provides for interactivity p 2 A number of strategies that increase the frequency of active student responding have demonstrated improvement in academic achievement Narayan et al 1990 These include class wide peer tutoring Cooke et al 1983 Delquadri et al 1986 computer assisted instruction Balajthy 1984 Stallard 1982 Tudor amp Bostow 1991 self directed learning Kosiewicz et al 1982 use of response cards Cooke et al 1983 Heward et al 1996 Munro amp Stephenson 2009 choral responding Heward et al 1989 Sindelar et al 1986 timed trials Van Houten et al 1974 Van Houten amp Thompson 1976 and guided lecture notes Kline 1986 Lovitt et al 1985 Yang 1988 In all cases the strategy is the same increase active student responding It is only the tactic used to increase the responding that varies mimio com Using Student Response Systems to Improve Student Outcomes 5 Role of Feedback in Instruction The performance data that are generated by active student responding provide the opportunity for feedback to both the students and the instructors The fact that feedback changes behavior has been accepted in education for years and is now part of common wisdom The learning research literature addressing the impor
17. guided lecture notes on sixth graders scores on daily science quizzes Unpublished master s thesis The Ohio State University Columbus Op mimio com Using Student Response Systems to Improve Student Outcomes 13 ae an MIMIO COM D E O 12 Best Practices Student Resoonse systems KAREN L MAHON ED D Dr Karen Mahon is a Learning Scientist and Educational Psychologist She advises education technology companies in instructional design and digitized content practices 12 Best Practices Student Response Systems Student Response Systems SRS can be instrumental in ensuring that students are engaged and in providing continuing formative evaluation of how well students are learning the material SRS are flexible and can be used with large groups all at once with small groups working collaboratively or with individual students When used with a carefully designed pedagogy SRS can provide immediate observable outcomes in student performance The following are selected best practices for helping to ensure the successful use of SRS These guidelines have proven useful when using SRS in the classroom 1 Remember that the primary use of SRS should be for formative assessment Increasing opportunities to evaluate student performance allows real time adjustment of instruction 2 Include only those questions that are pertinent to the targeted student learning outcomes questions that are arbitrary or irrelevant sho
18. hoice questions remain the most common format for the student interaction So if high tech solutions are not any more effective than low tech solutions why spend the money on the new devices The simple answer is that there are advantages to using a high tech SRS that cannot be accomplished with lower tech approaches We explore four benefits of using a high tech SRS here The most important benefit is that using a high tech SRS allows data to be collected automatically saving the student response data to an onboard grade book in the software These data can be examined later by the teacher allowing evaluation of each student s performance diagnosis of any areas of difficulty for individual learners and planning to address these difficulties Not only is automatic data collection impossible with low tech solutions but manually recording responses from a low tech solution such as flashcards is too labor intensive and time consuming to be amenable to the classroom Moreover there is no easy method for evaluating the data if they are collected manually The second important advantage of using a high tech SRS is that the ease of implementing the tool and the convenience of collecting the data make it more likely that teachers will design and use activities that offer high numbers of student response opportunities in the classroom Designing such activities can be time consuming and if using those activities leads only to difficult data collecti
19. ible and can be used with large groups all at once with small groups working collaboratively or with individual students When used with a carefully designed pedagogy SRS can provide immediate observable outcomes in student performance The following are selected best practices for helping to ensure the successful use of SRS These guidelines have proven useful when using SRS in the classroom 1 Remember that the primary use of SRS should be for formative assessment Increasing opportunities to evaluate student performance allows real time adjustment of instruction 2 Include only those questions that are pertinent to the targeted student learning outcomes questions that are arbitrary or irrelevant should not be used 3 Integrate questions throughout the lesson so that student understanding can be evaluated frequently and regularly Leaving all questions until the end of the lesson does not allow for changing the instruction along the way 4 Endeavor to write questions that target some of higher level skills described by Bloom s Taxonomy Pear et al 2001 Multiple choice questions are not restricted to low level skills if written properly 5 When working on new skill acquisition include enough questions with novel examples to ensure that students are getting sufficient practice and generalization opportunities 6 Be careful not to give away an answer through irrelevant cues such as a pattern of correct answers or the wording of
20. is 42 4 855 860 Brobst B amp P Ward 2002 Effects of public posting goal setting and oral feedback on the skills of female soccer players Journal of Applied Behavior Analysis 35 3 247 257 Burnstein R A amp L M Lederman 2001 Using wireless keypads in lecture classes The Physics Teacher 39 8 11 Burnstein R A amp L M Lederman 2003 Comparison of different commercial wireless keypad systems The Physics Teacher 41 272 275 Caldwell J J Zelkowski and M Butler 2006 Using Personal Response Systems in the Classroom WVU Technology Symposium April 11 2006 Morgantown WV Caldwell J E 2007 Clickers in the large classroom Current research and best practice tips Life Sciences Education 6 1 9 20 Cooke N L T E Heron and W L Heward 1983 Peer tutoring Implementing classwide programs in the primary grades Columbus OH Special Press Cossairt A R V Hall and B L Hopkins 1973 The effects of experimenter s instructions feedback and praise on teacher praise and student attending behavior Journal of Applied Behavior Analysis 6 1 89 100 O mimio com Using Student Response Systems to Improve Student Outcomes 9 o B 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Crouch C H amp E Mazur 2001 Peer instruction ten years of experience and results American Journal of Physics 69 9 970 Cue N 1
21. lesson plans to meet students needs 2 Quick poll students during lessons to see who is comprehending the learning objectives and who needs a little more help and then take those results to plan small differentiated reading and math groups based on second grade common core objectives 3 Import LEAD 21 standard tests Houghton Mifflin Spelling Tests Common Core Math Assessments and allow students to take the test through a hand help device 4 Use MimioStudio templates or Microsoft PowerPoint to create a teacher led or self paced test with the second grade reading writing and math curriculum that is designed to meet students individual needs in the common core Project Description Briefly identify the major activities and materials involved in your project The major materials involved in this project are a classroom set of 24 Mimio Vote Assessment Clickers This will include 24 vote clickers a rechargeable storage tray metal storage case Mimio Hub wireless receiver and software The major activities involved with using the Mimio Vote Assessment Clickers are 1 Quick polling students during lessons daily to assess student comprehension 2 Administer standard tests 3 Tracking daily progress through feedback during reading spelling and math 4 Create daily Math surveys for student s to participate in and read and interpret the results in a graph format Professional Development If your project includes professional developm
22. mioVote Assessment aspx To view a video demonstrating the use of the Mimio Vote Assessment system in the classroom please visit this website http www engaging technologies com mimiovote html axzz2t3QgthU8 Supervisor Approval have received approval from my supervisor to apply for this grant yes Attachment 1 Please attach any photos pages from catalogs or other documents below This is completely optional MimioVote Research pdf Attachment 2 12Usesof Mimio Voters pdf Attachment 3 MimioVote pdf Printed On 18 March 2014 Classroom Grant Amber Miller Beartooth School Amber Miller File Attachment Summary Applicant File Uploads e MimioVote Research pdf e 12Usesof Mimio Voters pdf e MimioVote pdf Printed On 18 March 2014 Classroom Grant mimIo Using student Response systems to Improve Student Outcomes Using Student Response Systems to Improve Student Outcomes For me this was a moment of revelation for the first time in over 20 years of lecturing I knew that over half the class didn t get it Because I had already explained the phenomenon as clearly as I could I simply asked the students to debate briefly with their neighbors and see who could convince whom about which answer was correct The class erupted into animated conversation After a few minutes asked for a revote and now over 90 gave the correct answer Wood 2004 Student response systems SRS are descri
23. mp S McLeod 2004 Get answers Using student response systems to see students thinking Learning amp Leading with Technology 32 3 2 8 Judson E amp D Sawada 2002 Learning from past and present Electronic response systems in college lecture halls Journal of Computers in Mathematics and Science Teaching 21 2 167 182 Kline C S 1986 Effects of guided notes on academic achievement of learning disabled high school students Unpublished master s thesis The Ohio State University Columbus Knight J K amp W B Wood Teaching more by lecturing less Cell Biology Education 4 298 310 Kosiewicz M M D P Hallahan J Lloyd and A W Graves 1982 Effects of self instruction and self correction procedures on handwriting performance Learning Disability Quarterly 5 72 15 Lane D amp R Atlas 1996 The networked classroom Paper presented at the 1996 meeting of Computers and Psychology York UK Lasry N 2008 Clickers or flashcards Is there really a difference The Physics Teacher 46 242 244 Lovitt T J Rudsit J Jenkins C Pious and D Benedetti 1985 Two methods of adapting science material for learning disabled and regular seventh graders Learning Disabilities Quarterly 8 275 285 Martin T L J J Pear and G L Martin 2002 Feedback and its effectiveness in a computer aided personalized system of instruction course Journal of Applied Behavior Analysis 35 427 430 Mazu
24. nd what did not you can improve the instruction for next time 11 If you want to increase attendance in your class use the SRS daily 12 Be willing to throw out or re grade questions that are unclear To learn about Mimio s SRS MimioVote assessment visit mimio com SRS 2012 Mimio a Newell Rubbermaid company ae an MIMIO COM D E O m MimioVote Assessment ove MimioStudio Notebook and MimioStudio Gradebook Remove plastic covers and pull white tabs from remotes Place remotes on the charging station They will auto number themselves Plug in the Charging Station The Charging station must be plugged in during MimioVote sessions to view and navigate the MimioVote toolbar Connect the Mimio Hub USB adaptor to your computer Note If you are sharing the MimioVotes with other classrooms store the hub on the charging station when not in use Troubleshooting Amber light on the Vote tray The light should be green if it is connecting correctly e Press and hold the Power LED button on the MimioVote charging station until it begins to blink Open Mimio Notebook Select the Tools menu then select Settings Charging Station Light Select Classroom Devices the MimioVote should show as Available under the Status column Select MimioVote from the list and then select the Connect button The MimioVote status should change to Connected MimioVote Student Response System MimioStudio Notebook
25. ns into an otherwise traditional lecture to quiz students for comprehension or to keep them awake These uses are a waste of the system s potential To truly realize the benefits of SRS an instructor must rethink her entire instructional model and the role class time plays within it and make SRS use an integral part of an organic whole pp 3 4 We agree and endeavor to provide some guidance here about the pedagogical practices that have been identified as effective mimio com Using Student Response Systems to Improve Student Outcomes 3 Peer Instruction Eric Mazur s method of peer instruction Mazur 1997 involves regularly inserting multiple choice questions into what he calls strategic junctures in Physics lessons The students are required to choose an answer using a show of hands flashcards or SRS If a number of students answer a question incorrectly the group is asked to stop the lesson discuss the question and its topic among themselves and then reanswer the question Mazur 1996 reports The proportion of students that choose the correct answer always increases after the discussion p 14 Mazur 2009 further shares Data obtained in my class and in classes of colleagues worldwide in a wide range of academic settings and a wide range of disciplines show that learning gains nearly triple with an approach that focuses on the student and on interactive learning p 51 The assertion that
26. on and management the appeal of these activities is likely to be low Third a high tech SRS allows for immediate feedback to every learner Barnett 2006 points out that one of its major attractive qualities is the provision of swift feedback to students Unlike the lower tech approaches in which one or several students may receive feedback from the teacher with a high tech SRS each and every student may receive immediate feedback directly from the device itself A methodology that allows feedback to be delivered automatically and on an individual basis makes its implementation much easier for classroom teachers Finally Barnett suggests that the privacy that a high tech SRS allows a normally shy or reticent student increases the likelihood that such a student will participate A lower tech approach requires that learners perform a publicly observable action such as saying an answer aloud or raising a hand Using a high tech SRS allows each learner to respond to the device without being observed directly by his or her peers The teacher may still see the individual responses of each learner through the data recorded in the grade book But the student may respond without fear of embarrassment when an incorrect choice is selected Conclusion Student Response Systems SRS can be instrumental in ensuring that students are engaged and in providing continuing formative evaluation of how well students are learning the material SRS are flex
27. programs and movies One of the earliest applications of the technology in education took place at Rice University Lane amp Atlas 1996 where students in a computer equipped classroom answered questions about how well they understood portions of the lecture Results were tallied and displayed to the class Since that time the technology has evolved moving away from wired hardware to portable and wireless devices that work together with software making integration of the process easier for those who use it With the advent of easier systems the use of these tools has spread to a range of topic areas in education including science math business communications computer science education engineering English health professions law political science psychology and more Unfortunately the majority of uses of technology in education consist of nothing more than a new implementation of old approaches and therefore technology is not the magic bullet it is often presumed to be Mazur 2009 We will endeavor to review the history of these devices along with successful implementations of these devices that improve student learning outcomes 2012 Mimio a Newell Rubbermaid company Current Status and Research As of mid 2011 close to 30 of school districts in the United States had substantial implementations of SRS Not only do students and teachers who use SRS think they are fun and prefer using them over traditional non inte
28. puter for a daily Printed On 18 March 2014 Classroom Grant Amber Miller Beartooth School Amber Miller pop quiz reviews surveys or verbal questioning both in English Language Arts and Math The data collected during these assessments is available immediately allowing the teacher to evaluate student performance during a lesson diagnose any area of difficulty and make a plan on the spot to address those difficulties Second mimio vote clickers allow every student to answer without the fear of humiliation or negative attention which will increase student involvement When using mimio vote clickers every student can share their input without embarrassment rather than allowing one or two eager students to dominate discussions Answering anonymously also encourages students to be completely honest providing more accurate surveys and voting situations Third mimio vote technology is comfortable and fun which will increase student engagement Students will be engaged in the immediate feedback it provides making learning fun and effective Primary Goal Please describe the primary goal of the project and how it blends with School District 2 goals and curriculum 1 Track daily progress through instant feedback as well as scores tallied over time to include Lead 21 weekly assessments whole group and small group reading comprehension questions Spelling and Common Core Math questions Then download student daily results into spreadsheets and guide
29. r E 1996 Are science lectures a relic of the past Physics World 9 13 14 Mazur E 1997 Peer instruction a user s manual Prentice Hall Upper Saddle River Mazur E 2009 Farewell lecture Science 323 50 51 McDermott L C amp E F Redish 1999 Resource letter PER 1 Physics Education Research American Journal of Physics 67 9 755 767 Munro D W amp J Stephenson 2009 The effects of response cards on student and teacher behavior during vocabulary instruction Journal of Applied Behavior Analysis 42 795 800 Op mimio com Using Student Response Systems to Improve Student Outcomes E 11 2 B 46 47 48 49 50 51 52 53 54 55 56 57 58 Narayan J S W L Heward R Gardner and F H Courson 1990 Using response cards to increase student participation in an elementary classroom Journal of Applied Behavior Analysis 23 4 483 490 Nicol D J amp J T Boyle 2003 Peer instruction versus class wide discussion in large classes a comparison of two interaction methods in the wired classroom Studies in Higher Education 28 4 457 473 Pear J J D E Crone Todd K Wirth and H Simister 2001 Assessment of thinking levels in students answers Academic Exchange Quarterly 5 4 94 98 Perez K E E A Strauss N Downey A Galbraith R Jeanne and S Cooper 2010 Does displaying the class results affect student discussion during peer instr
30. ractive lectures Cutts et al 2004 Draper et al 2002 d Inverno et al 2003 McDermott amp Redish 1999 Nicol amp Boyle 2003 but there is evidence that the use of SRS is effective in improving student outcomes as well Caldwell 2006 Draper amp Brown 2004 Knight amp Wood 2005 In addition research suggests that daily use of SRS contributes to increased attendance particularly when participation in interactive instruction is linked to grade incentives Burnstein amp Lederman 2001 Cue 1998 Hake 1998 It is important to remember as Beatty and Gerace 2009 remind us that we should not confuse the technology with the pedagogy as we consider the use of SRS Like any tool SRS may be used in many possible ways for many possible ends p 147 The use of the tool does not guarantee positive student outcomes In fact Beatty and Gerace further point out We argue that tools should be evaluated on their affordances whereas approaches and methodologies should be evaluated on their student impacts In other words don t ask what the learning gain from SRS use is ask what pedagogical approaches SRS can aid or enable or magnify and what the learning impacts of those various approaches are p 147 In the instances where using SRS in education has shown itself to be most effective instructors appear to be taking the advice of Beatty 2004 SRS can be used to insert occasional audience questio
31. sroom Management Tips Students should place their Voting Pad flat on the desk so teachers can monitor who has responded and who might need assistance Teachers may want to limit the time students have to respond by using the Timer and the Stop Polling button Give a copy of the MimioVote questions to special needs students prior to polling MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook Page 9 of 9 Georgetown ISD Educational Technology 02 13
32. students have responded the red Stop Polling button on the MimioVote tool bar will turn green again You can also force the polling to stop after an allotted amount of time by clicking the red Stop Polling button Navigate to the MimioStudio Gradebook to see student responses and grades Select a Class from the drop down menu on the MimioVote tool bar Social Studi Choose Class amp 00 00 gg Click on the Print Test button to print student copies of the test or activity Bes 22 00 00 900 i i MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook Page 5 of 9 Georgetown ISD Educational Technology 02 13 Select the Start Test button to open the testing science AS 00 00 POD he Click the blue button with the green arrow to Start the test and begin the timer A student with a question may press the on their pad The teacher will see their Pad on the screen To clear the question the student may press the again Students may scroll through the questions using the arrow keys and select answers and press the blue star to submit test answers Teachers can keep track of how many students have completed the assignment Test In Progress 8 The Teacher will click the blue button with the MimioVote pad to stop the testing session MimioVote Student Response System MimioStudio Notebook MimioStudio Gradebook P
33. tant role of feedback in behavior change goes back some 40 years and spans a large number of areas such as energy consumption Bekker et al 2010 Seaver amp Patterson 1976 infection control procedures Babcock et al 1992 flight training Rantz et al 2009 Rantz amp Van Houten 2011 sports skills Boyer et al 2009 Brobst amp Ward 2002 Smith amp Ward 2006 teacher behavior Cossairt et al 1973 Harris et al 1975 and student academic achievement Fink amp Carnine 1975 Martin et al 2002 Reichow amp Wolery 2011 Trap et al 1978 Van Houten et al 1974 The quantity of data provided by increased active student responding gives the instructor more awareness of student problems Johnson amp McLeod 2004 Roschelle et al 2004a 2004b Knight amp Wood 2005 and therefore more possible occasions to modify the instruction to address the learners needs Benefits of High Tech Versus Low Tech It is clear that there is nothing about using an automated SRS that is fundamentally better or more effective than using a lower tech method e g Lasry 2008 just as it is clear that numerous methods allow for increasing active student responding and the associated feedback opportunities In fact Judson and Sawada 2002 point out that modern devices have changed little from lower tech approaches except for the display of the students answers and the ease of the record keeping and that then as now multiple c
34. uction CBE Life Sciences Education 9 2 133 140 Rantz W G A M Dickinson G A Sinclair and R Van Houten 2009 The effect of feedback on the accuracy of checklist completion during instrument flight training Journal of Applied Behavior Analysis 42 497 509 Rantz W G amp R Van Houten 2011 A feedback intervention to increase digital and paper checklist performance in technically advanced aircraft simulation Journal of Applied Behavior Analysis 44 1 145 150 Reichow B amp M Wolery 2011 Comparison of progressive prompt delay with and without instructive feedback Journal of Applied Behavior Analysis 44 327 340 Roschelle J L A Abrahamson and W R Penuel 2004a Integrating classroom network technology and learning theory to improve classroom science learning A literature synthesis Paper presented at the Annual Meeting of the American Educational Research Association San Diego CA Roschelle J W R Penuel and A L Abrahamson 2004b Classroom response and communication systems Research review and theory Paper presented at the Annual Meeting of the American Educational Research Association San Diego CA Seaver W B amp A H Patterson 1976 Decreasing fuel oil consumption through feedback and social commendation Journal of Applied Behavior Analysis 9 2 147 152 Sindelar P T W D Bursuck and J W Halle 1986 The effects of two variations of teacher questioning on student perform
35. uld not be used 3 Integrate questions throughout the lesson so that student understanding can be evaluated frequently and regularly Leaving all questions until the end of the lesson does not allow for changing the instruction along the way 4 Endeavor to write questions that target some of higher level skills described by Bloom s Taxonomy Pear et al 2001 Multiple choice questions are not restricted to low level skills if written properly 5 When working on new skill acquisition include enough questions with novel examples to ensure that students are getting sufficient practice and generalization opportunities 6 Be careful not to give away an answer through irrelevant cues such as a pattern of correct answers or the wording of the question 7 If you include items in which the student must identify the answer that does NOT belong write the word NOT in all capital letters and in bold so that it is as clear as possible 8 Ensure that the correct answer is clearly the best one but do use plausible distracters The point is not to trick the learners The point is to use the questions to evaluate the instruction the learners have received 9 When using Vote Discuss ReVote methods in class do not show graphs of student response distribution following the first vote in order to avoid biased response shifting 10 Make sure you review and analyze the data after the class is over By examining the patterns of what worked a
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