Learning in the Future

Teaching with Classroom Response Systems:

Creating Active Learning Environments

by Derek Bruff

Paperback: 240 pages
Publisher: Jossey-Bass (February 17, 2009)
ISBN-10: 0470288930
ISBN-13: 978-0470288931

Amazon: http://tinyurl.com/5otp9r

The most difficult aspect of using personal response devices (”clickers”) is not how to select or set up the hardware and software, but how to use this technology effectively based upon proven pedagogical strategies.

About a year ago UNLV began an investigation of the various clicker vendors and their products.  The goal was to recommend one vendor product that the University could select to support and upon which to standardize.  The clicker workgroup committee (of which I was a member) found that every product had strengths and weakness and that the technology was still much too immature and volatile to select only one product.

What was very clear, however, was that faculty would need support not only in identifying a suitable product, but also in how to use this technology effectively.  While various vendors provided basic tutorials in how to set up their products, few provided resources for educators regarding how to actually teach using these tools.

Fortunately, Derek Bruff’s book, Teaching with Classroom Response Systems: Creating Active Learning Environments (2009), fills this void.  Based upon his personal experience and research, Bruff provides a practical guide for educators interested in using this new technology that is useful regardless of hardware or software.  No vendor products are mentioned by name, and the strategies are useful in any scenario.

Bruff interviewed almost fifty instructors in various disciplines at different institutions about the kind of clicker questions they pose, the way they use clickers to structure class activities and discussions, and the challenges they encountered when using this technique.  These interviews provide useful case studies and concrete strategies throughout the publication.

The book covers a variety of helpful topics.  The first chapter concentrates on active learning techniques such as the use of clickers to facilitate classroom discussion and peer instruction.  Chapter two explores assessment issues including the use of clickers for assessing on-the-spot comprehension, and graded quizzes or exams.  Clicker question development is the focus of chapter three, identifying and providing examples of at least nine question types.  The fourth chapter examines several issues instructors may face when using clickers (such as how to balance class time, how to respond to reluctant students, etc.) while the fifth chapter investigates technical and logistical aspects of classroom response systems.  The final chapter provides a summary of reasons to use classroom response systems (including sixteen concrete suggestions for instructors).

Fortunately, Bruff recognizes that every educational context is different.  The book’s stated goal is “not to tell instructors how they should or should not use classroom response systems” but to help instructors make informed and intentional decisions about the use of this technology.

Regardless of whether you are new to the use of classroom response systems or a veteran of this strategy, this book is highly recommended.

Do you know of other helpful resources for faculty using classroom response systems?  Please feel free to comment.