Tips and Best Practices
Provide Clear i>clicker Policies in Syllabus
How an instructor plans to use the i>clicker system in the class should be explained thoroughly in the syllabus. This explanation should include how often students need to bring their i>clickers to class, what happens if a student were to forget or lose their remote, a cheating policy, and how i>clicker questions will be graded. Click here for examples of templates and syllabi.
On the first day of class, an instructor should introduce the system and why he or she is choosing to implement it in the classroom. The instructor should explain how students should register their remotes, and why they need to register the remotes for credit. Click here for whitepages on the science behind the i>clicker system.
Explain Registration in Class
The registration process is simple and quick when given with instruction. To avoid potentially needing to explain the registration process to students individually, it is more time-efficient to demonstrate the process to the whole class. Click here for the guide on student remote registration.
Practice Using the System
An instructor should be familiar with the system before introducing it to the class. Click here for information and guides about using the i>clicker system.
Give Students Time to Learn the System
It may take students new to the system a few sessions to feel comfortable with the remotes. An instructor should give students about a week or so of practice with the remotes before letting sessions effect their grade.
Use i>clicker Regularly
It is a good practice to establish a routine concerning i>clicker use so that students automatically assume they need to bring their remote to each class.
Pose Spontaneous Questions
The system allows for "on-the-fly" questions to be posed as they are thought of by an instructor or by students. Click here for the quick guide on creating questions.
Use Anonymous Polling
An instructor can pose questions students would regularly avoid answering for fear of being linked to their response by either the instructor or other students. Anonymous polling can do away with this fear, allowing students to respond honestly to questions. Click here for the quick guide on creating anonymous polling questions.
The i>clicker system works best when intertwined with discussion. An instructor should often consider giving students time to discuss a topic during the poll, and time to discuss the results of the poll. Students should often be given the opportunity to defend their answers both to their peers, and to the instructor.
An instructor should pose i>clicker question in a relatively similar format throughout the course. This will allow students to focus their energy on the question and their response, rather than the response system. Click here for the guide on creating questions.
Make i>clicker Grades "low-stakes"
The i>clicker system is best used as a means of making a class more interactive and as a means of receiving immediate feedback from students. Questions should hold meaning, but should not play a huge role in student's final scores.