For my Wicked Problem Project, my plan was implemented fairly close to the way I planned for it. As I mentioned in my podcast for part C of this project, I started a day earlier than I anticipated, but still within an appropriate timeframe to yield results. I did not, however, use the student response devices with my students every single school day during this time as originally planned. Nevertheless, I did review misconceptions from the previous day on the in-between days. Logistically, there were a few dilemmas, such as altering the time limit that the students had to answer the question and then losing my data after the fact. This did not prevent the desired results of increased student engagement and behavior.
The evidence of success came from a data stand point as well as from a teacher standpoint. First, even though I lost my original data after I shut down the CPS program on my computer, I did record the type of problems that a majority of students got wrong. I added more of these types of problems to the next review lesson with the clickers and then compared the change in percent correct. In almost all of these questions, the percentage correct increased. In more than half of the questions, the percentage correct was 90% or higher. Second, in order to conclude that students were more engaged and better behaved, I observed and listened to my students during this time period. Most of them participated more than they had in the past, many of them spoke of their enjoyment and, more importantly to me, I rarely had to redirect students because of their behavior.
I really would like to try this project again but by using a different type of technology to enhance engagement and behavior. I received a Interwrite Mobi Tablet this past school year that I have yet to try out. I think by having the ability to do what is typically done on the board anywhere in the classroom would be to my advantage as well as my students’. I would be able to be closer to students in order to discourage disruptions and mischief which would promote more focus.
This project has produced many benefits in terms of student engagement and learning, as explained above. The biggest benefit I have gained from doing this project is seeing how technology can change an area of my teaching and classroom management. If a teacher is looking for something new to add to his or her practice to get instant student engagement, student response devices are one way to go. Although the clickers do have some “manual labor” involved in setting up a set of questions for the students and analyzing the data, the benefits outweigh the losses.
If given the chance to repeat this project again, I would change a few aspects to my plan. I would like to test my plan over at least a month to be sure the novelty of the technology does not ware off causing the behavior and disengagement to return. I also would like to supply students with surveys (via online, texting, or simply clickers) to ask their thoughts on the response devices and the effect it has on their learning. Overall, I can take away a valuable learning experience through this Wicked Problem Project.
Congratulations on full implementation of your clicker project - How awesome are that! The increased for both improved attention to task and solving problems in such a short amount of time are impressive. Just think what type of results you might see with using this tool throughout a marking period/block. To help ease some of the negative effects of the up-front prep time issues - lessons, once created can be re-purposed and reused from one year to the next. I have a Mimio, a Mobi and a set of clickers. I actually like the Mimio better than the Mobi – although the Mobi’s print to readable text tool is better than the Mimio’s. Something to consider would be using them on alternate days, or for alternate purposes. The Mobi can be used for solving problems during a lecture, while the clickers can be used for administering both formative and summative assessments.
ReplyDeleteI'm so glad your project was successful! I really like your idea, in regards to changes for next time, about allowing the students to take surveys/give their feedback as to how they like using the response clickers - great idea! I've really enjoyed following your project, because I think using the clickers is a great way to motivate and engage students, especially at the middle/high school level where this can be quite the challenge!
ReplyDeleteYay! You met your goal! Your comment about being able to be out among the students is an interesting and important one. Not being stuck at the front of the classroom has so many benefits-yes it aids with dealing with disciplinary issues, but more importantly, you can watch your students work and be able to nip mistakes in the bud or seem more accessible for help. The other bumps that you hit, I commented upon in Part C, but I think that they are minor compared to the success that you have seen engaging your students, especially at the end of the school year! Congrats again!
ReplyDeleteIt sounds like your project went well even with a few bumps along the way. I really like the idea of data collection with the clickers. So many school districts are looking for data on student performance and growth. You will be ahead of the curve if you continue to modify your teaching with this type of tool. The proximity control aspect of moving around your room will be a great addition to your classroom management too!
ReplyDelete