Student Diversity, Peer Instruction and Classroom Response Systems Some Lessons

2015 ◽  
Author(s):  
Stephan H Schmucker ◽  
SSnke HHseler
Keyword(s):  
Peer Instruction ◽  
Student Diversity ◽  
Classroom Response Systems ◽  
Response Systems ◽  
Classroom Response

Effectiveness of Clicker Classroom Response Systems in Small College Courses

2008 ◽  
Author(s):  
Katherine A. Becker ◽  
Jeana L. Magyar-Moe ◽  
Christina A. Burek ◽  
Amber K. McDougal ◽  
Autumn N. McKeel
Keyword(s):  
College Courses ◽  
Classroom Response Systems ◽  
Small College ◽  
Response Systems ◽  
Classroom Response

Engaging and Empowering Dual Enrollment Students

2018 ◽  
pp. 1178-1196
Author(s):  
Grace O. Onodipe
Keyword(s):  
High School Students ◽  
Dual Enrollment ◽  
Flipped Classroom ◽  
Mobile Technologies ◽  
Peer Instruction ◽  
College Classroom ◽  
Classroom Response Systems ◽  
12Th Grade ◽  
Classroom Response ◽  
College Classes

This chapter discusses how 11th and 12th grade high school students taking college classes for credit, called dual enrollment students, are empowered and actively engaged when evolving mobile technologies such as socrative.com and remind.com are used in the college classroom. Classroom Response Systems, Peer Instruction, and the Flipped Classroom have all become widely known and growing instructional strategies used to promote active learning and enhance student engagement in the college classroom. Socrative.com is used as a Classroom Response System to provide students voice in the learning context. Peer instruction facilitated through the use of socrative.com allows for the engagement of learners and is shown to empower students in the classroom to engage in and control their own learning. Effective communication outside of class is necessary in a flipped classroom. Remind.com is used outside the classroom to enhance communication and to keep students on track with announcements and reminders.

Using Levels of Inquiry in the Classroom

2012 ◽  
pp. 1-20 ◽  
Author(s):  
Jeffrey Rylander
Keyword(s):  
Instructional Technology ◽  
Locus Of Control ◽  
Learning Process ◽  
Science Classroom ◽  
Google Docs ◽  
Classroom Response Systems ◽  
New Concepts ◽  
Response Systems ◽  
Classroom Response ◽  
Student Inquiry

The development of major concepts in a science classroom is explored through the instructional framework of varying the level of student inquiry. An exploration experience, interactive demonstration, discovery experiment, and application challenge serve as this framework for increasing the level in which the students ask questions, devise methods to answer these questions, and develop answers to the questions. Instructional technology tools such as classroom response systems, Google Docs, the use of blogs, and WebAssign are integrated into the inquiry experience to support the learning process. This inquiry model shifts the locus of control from the teacher to the student, as the student’s familiarity with new concepts deepens.

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