Today we had a fun visit to the library! Here is a picture of the kids watching their mystery animal grow. Thanks to Mrs. Czaicki for a great lesson on fiction versus non-fiction.

Continued Use of the Clickers in the Art Room

Again, I have to say that the clickers are an awesome tool that has changed the way that I teach.  I have attached two short videos both are very low quality, the flip cameras were checked out today so I tried to shoot video with a digital camera.  Sorry but the images are very grainy, but the sound on the second one is nice.  Anyway the students in grade levels 1-5 enter the art room everyday and the first thing they get are the clickers.  On the clickers they find a few short questions to review the previous weeks work.  The first video is of the students working on the clickers, all of the grades are usually silent and very focused on answering the questions.  The second video is a quick class meeting to review the answers from the clickers.  The students showed mastery of the questions that day with no problem. I, on the other hand, am having a difficult time with video, and scrolling through the questions on my computer, and asking the questions all at the same time. 

Testing Strategy Share

We have been learning about ways to successfully take the MAP test.  We use Tungsten every month to practice these test taking strategies.  Before the Tungsten this month, I asked students to text in their favorite test taking strategy. It was a quick and easy way to review strategies.  While reading their responses, I was able to clarify any misunderstandings, and focus on the best strategies.  The students have grown bored with testing discussions, so using the clickers were a fun way to motivate their sharing.  My students LOVE using the clickers, even when talking about tests!

Clickers in P.E.

Our last lesson involving the clickers dealt with our "Food of the Week", which was potatoes. It was 5 questions and self-paced, primarily determining students' prior knowledge of the health benefits of potatoes. Students always must be in partnerships because of a lower number of clickers. They must agree on how to cooperate, whether it be passing the clicker back and forth for each question or just one person texting in answers, as long as both are reading the question and having a discussion about the answer they think is correct. Unfortunately, if they disagree then they have to come up with a compromising solution for which answer to select.

Assessment

For third quarter I used the clickers as part of our third quarter testing. I made self paced quizzes for the beginning sounds. I put pictures on the screen and the students had to type in the beginning sound for each of the pictures that was on the screen. We did one group of pictures each day so that they wouldn't be overwhelmed. I was surprised as to the difficulty of the task. I thought it would be easy since we had been using the clickers in math. However, it was not the easy transition I had envisioned. The students started yelling out, "What is that picture?" and we had to start over with new rules for testing. The second and third days have gone much smoother. It is so nice to have the information in a spreadsheet so I know exactly who needs to work on what letter sound. When I work in small groups with my students, I pull out the spreadsheet and work on letter sounds with games or flashcards.

We have been using the clickers the first 15 minutes of each day to do an informational scavenger hunt designed to sharpen the students' internet research skills. Each morning the students turn on their clickers to receive a 5-6 question self-paced quiz. The questions come from a variety of subject areas and are determined by current units of study. The students use their wireless laptops or their own devices to navigate the internet and search for the answers to the questions. Over the past three weeks they have become noticably faster and more accurate in their researching abilities. When we had Donuts with Dad Day, the students and their fathers participated in a trivia contest where the questions were delivered via the clickers and answers were allowed to be found via the internet. It gave the dads the opportunity to see and use some of our new technology. They experienced the frustration of wireless laptops not connecting or taking forever to load, just like their kids do. Many of them used their i phones and could also see the advantage of their learner having his/her own device to use at school.

We haven't really experienced many problems other than students being overly competitive and becoming frustrated by computer malfunctions. It is a great way to get them thinking and engaged in the morning while such mundane tasks as lunch count and attendance are taken.

Formative assessment

1. I have been conferencing more with students to discuss strengths and weaknesses with their content knowledge and their process of learning and sharing. The anonymous voting and sharing provides a chance for me to revisit topics or lead discussions without singling out students. I also like the kids give each other feedback. We had a debate and students voted on the winner, citing why they chose the winning team. This gave the debate teams feedback like which arguments were most effective or who cited key facts.

2. The clickers engage students. I used the self-paced questions which naturally differentiated as some students sought out more in-depth answers and other students generated answers more quickly. Challenge - some answers do not always show up on the results from using the clickers.

Formative Assessment

I use formative assessment almost every day in my classroom.  In the morning, as part of my first grader's morning work, I have "clicker questions" ready for them when they arrive.  Usually these questions cover the math skills we learned on the previous day or from the chapter we are currently working on.  When they are finished, I save and print the results and quickly scan them to see who needs more individual attention with those skills.  I then determine my small groups based on the clicker question results and work with those students during my math lesson later that day.  The success I've experienced is how this type of assessment lends itself to setting up my small groups during our math center time, and it gives me the opportunity to easily and quickly see which students "get it" and which ones do not.  The main challenge I've had is using the teacher created flip charts for formative assessment.  I don't find this as helpful as creating the self-paced assessments with the clickers.  I guess I need to force myself to use the flip charts more often. 



One of the formative assessments I use that helps me review for MAP is the Current Science Sci-Triv (like Jeopardy with Life Science, Earth Science, Health Science, Physical Science and Math for categories). Now that we have the clickers, all students can play at once and keep score. For Donuts with Dads, we had the dads help them with the questions! They loved it! Of course, I forgot to take pictures. Here is the link to a Sci-Triv game:
http://www.weeklyreader.com/SubscriberOnly/subscriberpages/digital-editions/cs_feb_022112/cs_feb/cs_feb.html

I also have my 4th graders making a flipchart about the different classes of worms. We are studying invertebrates and we could not find anything on Brainpop or Promethean Planet, so we decided to make one of our own and see if we could get it published.

Assessment

We have been reviewing heavily for the upcoming MAP test.  The picture above is of a review we were working on practicing main idea.  Using formative assessments has helped greatly to quickly spot which students are needing more help with a particular skill and they can either get the one-on-one help they need or work with a small group to solidify the skill in question. 

The major challenge with this is like always time.  It can be tough to find enough time to get through all of the material that they need to review.   The students have shown positive growth ising this form of assessment.

I have used the clickers several times, texting their names, answering questions in science,and math.  The students are very engaged and it gives me a "guick" view of their understanding.   I have to admit, I have been shocked a few times when they were "off the mark" and I really thought they were on track.

My challenges are - saving my questions after I have written them - I must be doing something wrong, go figure, but I have spent lots of time writing and then not being able to find them.

MAP practice/Formative Assessment

1. How have you been using the principles of formative assessment in your classroom? What instructional practices have changed?
I have been using the clickers daily in the morning work, end of math time, end of the day. I will use the question generator for adding, subtracting, multiplying, and dividing practice. I have created several sets of questions that range from easy to hard. I use them to include decimals. This is a good way to practice basic facts and problems with MAP approaching. I have been using them with a premade flip chart about MAP vocabulary. As we review the vocab in the beginning of my SMATH class, then I can quiz them at the end with the clickers and flipchart questions. It's great because I can really see if they understood the terms and how much I still need to review. They are easy to use as a center as well.

2. What successes have you had? Challenges?

I feel as if the use of clickers has been a major success just because of how engaged the students are. The excitement of the clickers hasn't worn off yet. They still come in ready to use them and ask for me to put a clicker activity on throughout the day so they can practice when they finish homework. The challenge is just having the students slow down. They think it has to be a race.

Using the clickers to support formative assessments

I use the clickers daily in my classroom.  The students continue to be more engaged in their learning and I find the collected data to be very helpful in guiding my instruction. 
After our last session I wanted to figure out a way to efficiently use the "question series" format.  We have been doing several MAP math practice sets of questions.  With the first two I used the clickers with the whole class and we went through one question at a time looking at the data together as a group.  They were very interested in the bar graphs that displayed their choices and we had great discussions as we reviewed.  They were very excited and motivated when we had 100% agreement.  However, this takes a lot of time.  So, I decided I would make up the question series and keep it short and simple on my prep end.  All I did was write question 1-8 and then I put in the correct answer choices.  The students were able to enter their answers very quickly once they completed their work on paper.  I loved the data that I received after I exported it to the excel spreadsheet!  Now my groupings and focus for my next review lessons are at my fingertips!  As we continue to practice over the next several weeks I plan to do this again.  I will save these flip charts with the questions for next year, as we will probably use these same review assessments again.  I found it very easy to look at a copy of the practice assessment while I looked at the excel data.  

I will need support with saving the flip charts, because I no longer see the directions page that I created.  I do have the results, though.  

Formative Assessment with the Clickers

I have found that the clickers provide a great opportunity to quickly assess students knowledge, recall, and understanding of our daily curriculum. With MAP testing around the corner, I have been using the clickers to do a lot of review activities. The clickers allow me to assess who has the concepts, who may need some additional instruction, and which concepts need to be totally retaught. This is formative assessment at its best: the students benefit and learn in the process, and I can adjust my instruction to improve learning.

I have used the clickers with various BrainPop lessons to introduce concepts in Science and Social Studies. I love that using the clickers assesses all the students (not just the one answering the question) and keeps the students engaged.

At this time of year, we do some extra Math review during Social Studies (fondly called SMATH). The students enjoy using the clickers to answer a variety of questions, play jeopardy, and respond to the flip charts that I have been using. I can quickly tell who is struggling with and who has mastered a particular skill. I have also used the Mulitiplication Facts Review (under question generator) to challenge the students to see how quickly and accurately they can answer their multiplication facts. They loved this activity and want to do it again and again.

Clickers in Algebra

With End of Course Exams at the high school level, the clickers have been a vital part of my class. I use them a few times a week and am able to keep good records of who gets what. The best part about it in my opinion is you get instant feedback. Do you need to reteach something, touch up on little details or do they completely understand it. In math, we generally take free response type tests, but the End of Course Exam is all multiple choice. This helps the students understand how to take a multiple choice test in math.

Success and challenge

During our last Elite training session, I found an effective ActivInspire flipchart and was able to use it successfully that same day. Yeah! I found it easy to use in presenting new material (the passé composé) to my French 2 students, and students seemed to really pay attention. Students also used their clickers to respond to multiple choice items included in the flipchart, helping to keep them engaged.

Inspired to try something new, I tried www.fotobabble.com which lets you upload a picture and narrate a description. You can publish it, imbed it in your Facebook page, and/or send the link in an email, for example to a friend or the teacher. It worked pretty well at home, although it seems to limit the length of the recording to about a minute. A newer feature of the website is the ability to create a narrated slideshow, but you have to make it public. For our students, the option of “private” is probably safer. Unfortunately, however, I couldn’t get the audio to play at school! Here’s the link a student sent me ( http://www.fotobabble.com/m/N3RzVGVLRzMrOVk9 ), but no audio comes through. So, scratch that idea.

So, what can I recommend? Reading through the emails from my technolanguage group, I came across a website for a free online textbook called Interactive French -- http://www.laits.utexas.edu/fi/. French teachers may recognize the website, but it’s now enhanced and has more links for students.

Other sites I’ve found:

Short blog from “School beyond walls” : http://horslesmurs.ning.com/profiles/blogs/a-t-on-le-droit-de-manger-en-cours-1 (Should students have the right to eat in class?) Pretty interesting.

Another blog which includes a number of ideas for using technology in the classroom: http://isabellejones.blogspot.com/2012/02/ict-into-languages-conference.html

Kathy

Clicker Assessment

I have been using the clickers for assessments in math and social studies lately.  It has been great getting the results immediately.  Also, it was beneficial to see which questions were most often missed.  Also, I saw quickly that I didn't teach a concept very well because most of the class answered the question wrong.  SO, I went back and was able to reteach directly that day and we were able to discuss it immediately following the assessment. 

I have been using and loving the clickers daily.  I still find that the flip charts are great for re-teaching a concept and are great for review.  The self-paced clickers are also great to review with, it really lets you see how concrete your teaching is or isn't.

It is sometimes hard for the students to be able to read all the questions and answer choices in first grade.  But as the year progresses, it gets better.  Also, it took some time for the students to learn they have to scroll down to view the whole question at times.

Used the clickers to do extra practice in my measuring unit. It took some kids a long time to put in their answers, but it went well.

Ckckers

Shepherd, C10, Davitt,
Not alot of luck with Clickers this week. I tried for 2 days to get the kids to register them to their names and finally it worked but 2 kids did not get them registered so I am not sure if I need to do it all again or if I can add those kids. We were in the library then a guest speaker back in the library because we got a white board and all associated equipment so it has been a pretty un-clicker kind of week. :(

Clickers for Pushing out Lab Procedures

My latest and greatest use of the clickers was pushing out my lab procedures when my students did a lab on the Law of Conservation of Matter called "Reaction in a Baggie".  I used a self-paced exam on Active Inspire to get it going.  There was no projector set up, so the students did not see anything except what was on their clickers. Here's how it went.

Positives: 
- students were more focused on lab than in the past
- I was able to see which step each group was on without being over their shoulders
- more students were engaged in the lab than usual
- the students themselves enjoyed using the clickers
- more groups cleaned up properly than usual

Negatives:
- they are unable to read through all of the procedures before the lab, which is usually advantageous, because then they understand all of the procedures before beginning
- there was a learning curve, where I had to show some of them after the fact, how to scroll down to look at the rest of the procedure
- I still am playing around with the formatting of the data I'm receiving to make sense of it as I'm using it

* I forgot to take a picture this time, but there was just a clicker sitting at each lab station for the students to use, so there was one per pair.

Using clickers with an addition facts test

The class enjoyed taking the addition test using the clickers. There was a learning curve taking the test this way but most students did very well.  Next, we will try the subtraction timed test.

Morning check-in, Animal classification chart & Long Vowel sort (Nancy Boughman)

My first graders continue to love the clickers. We chose an animal to research in science class. Then we used our clickers to classify our animals into groups. We shared and learned about each group's characteristics.

For word study, we did a word seed for long e words. We are sorting the words on a three column chart. These activities can be used as a whole group or in a center.

Clickers in the Art Room.

The full keyboard clickers have been in effect on the Sappington Art Room for a few weeks now and "Wow" what a difference they have made.  I have been using the clickers for a quick review at the beginning of each class to discuss the previous weeks activities.  The students have shown an incredible difference in recall of vocabulary and artist, as well as, explaining process on projects.  By having the students type in their explanations and vocabulary, it seems that they are committing this information to long term memory a whole lot easier.  Plus watching the progress bars of each student while they complete these reviews shows me any areas that I may need to review with students again.  The clickers are a phenomenal tool.

On a second project I have watched a number of students take on my new digital art projects after completing their studio work.  The students really seem to enjoy creating art in the digital medium.  I am continuing to develop more projects for them to attempt. 

This year is turning into the digital art year for the students of Sappington.

Clickers

We have been trying to incorporate the clickers daily, and for the most part we have.  In the morning students love to start the day off by taking a timed multiplication test. During reading we have used the clickers several times for short answer or multiple choice questions. 

My major challenge has been to get the students to not answer inappropriately and to be patient while others in class are choosing their answers.   

Clicker

I used the clickers a couple of times: in Foods classes and in Health class. Each time the clickers were used with MC questions. While I was trying to get a survey of the class, the students used the opportunity to add some additional answers. Funny as it was it was a bit annoying to not really get what I was looking for. I saved the information but have been unable to open them.
I would like to use them again.
Wood c10, Davitt

Shepherd, c10, Davitt, Clickers

My use of clickers:
To elicite responses from students on general health questions (I have several dominant students in my class who take over all discussions)

Successes:
Lots of great comments from people who do not usually contribute
Student help when I needed it because they have been there and done that

Issues:
Handing them out at the beginning of the hour
Collecting them at the end
Learning how to know who made each comment (Collin told me how)
Inappropriate responses-learned to be VERY CLEAR
Can't post because the documents can not be saved as PDF's (I don't think)

Evidence of learning-saved on H drive to be shown separately.
Terry Shepherd

Getting Used to Clickers

My use of clickers:
- daily questions of the day (warm-ups) for multiple choice
- checking for understanding after video clips or probes (formative assessment)

Sucesses:
- Getting a true feel for how well my students understand the warm-up, so I can allocate the right amount of time to go over it. 
- Students enjoy using the clickers and ask for them. 
- Greater student participation than usual.
- Velcroing them to the desks.

Challenges:
- Figuring out the logistics originally
- One clicker was dropped the first day and now it rattles
- Not able to assign numbers when they are attached at the seats


Evidence of Learning:

Students texted in a property of gold that they learned from a video clip.

to click or not to click

I have used the clickers on each of my levels of Spanish. Initially I distributed them from a cart and the original case. Since I have attached bags under the desks which seems to be more efficient in distribution.

Spanish 3--after preparing vocabulary pages students texted in words with which they still had difficulty with the English meaning. After seeing the words on the board others who knew the answer could share it with us and those who were unsure received the answer. Usually, I would give the students 5 questions/words to question. In this fashion, the students texted in their problem word without admitting they didn't know the word.

Spanish 4 Honors--1) used for a listening activity. Students listened to AP type exercises, wrote down their answers and then we polled their answers to each question explaining or repeating sections of the listening prompt to reiterate the correct answer. It seemed very cumbersome and me tied to the board the first class I tried it in; the second class it seemed to go more smoothly.

2) Students texted in words that described various characters in a reading which then served as a discussion of the characters.

Spanish 5 Honors--Students texted in a word summarizing a magazine article. From the words received, we were able to begin a cultural discussion that preceeded a reading we were going to have in class.

I don't have pictures, but I am a trustworthy person. I wrote and approve the previous blog.

Clickers in our Classroom

We have been using clickers in our classroom as review for math tests and for MAP practice.  We use our Options book daily to prepare for MAP testing.  Usually the students say "Options again!  But now they say Options!  Do we get to use the clickers?  My third graders get more excited about the multiple choice lessons when they get to use the interactive clickers.  I love that everyone is engaged!

McDowell Clicker Activity

Students used their clickers to text pre-primer words found on the ABCya.com, spelling practice game. This was a great way to review our word wall words and get the kids excited about spelling. We use the clickers as part of our morning routine and it has become something the students look forward to each day.

Clickers' Use in Class

I have been using the clickers to see how well students can identify coins and their value. It has been very successful and the children look forward to using them! Students have been openly discussing if they knew the answers or not.  They help the person next to them with (technical things) if their number isn't highlighted. Some challenges: Number 23 is occasionally showing though no one has that clicker. We haven't figured out which existing clicker has the connection to it.

Clickers (Blackwell)

I have used the "clickers" in my classroom in a varitey of ways - quick polls with answers texted in, self-paced questions that lead the students through an activity, answering the quiz at the end of BrainPop videos, sharing their conclusions from an experiment, and compiling a list of "what went well" in an activity.

I started each class with a brief introduction to the clickers and some simple questions for them to answer to get used to the features of the clicker. I used the ELMO camera to take a picture of my clicker, and created a quick picture with labels explaining what certain buttons do. This worked well, as some of my students had never used any type of clickers before.

Some of the challenges I am seeing:

• I am still struggling with feeling like the clickers are "gimmicky".
• The kids (grades 2-5) sometimes seem excited to use them, but sometimes kind of groan when they are asked to get them out. I wonder how quickly they will tire of using the clickers ... particularly as they are making their way in to more and more classrooms.
• Too many of the things I am able to do/ask with them are lower-level (knowledge & comprehension ... DOK level 1) activities. My hope is that as I become more comfortable using the clickers, I will be better able to develop higher-level thinking activities with them.
• I wish the students were able to text in multiple answers. I would LOVE to use the clickers for brainstorming ... and then be able to sort/categorize the ideas. It is difficult to do this, however, when ALL of a student's ideas must be in the same posting.
• The "graphs" of the texted answers are virtually useless, and when I "throw" the words to a blank page, they are all overlapping. Iwish the default was set so that they are "thrown" on the page in a readable way.

Some of the benefits I see:

• Everyone is able to answer questions, rather than just 1 or 2 students
• They provide a quick glimpse at where the class is in terms of understanding.

Bagot Clickers

We have been using our clickers and loving it!!  I have been using them to assess informally, as well as check progress.  I have been using them for morning work as well.  I learned how to enter in a question so I am using them to start the morning with simple directions.

Heilich's Clickers

How have you been using the clickers in your classroom?
I have used them in several ways so far. 1) As part of morning work when the students come in. 2) Used them for a math measurement "hunt" for 5th grade. 3) End of the day review questions.

What successes have you had? Challenges?
So far pretty successful! Kids are definitely enjoying them and have been pretty responsible with them. In my room I keep them velcroed to the desk and in order to keep their clickers with them at all times they must have neat/tidy desk areas. If they can't keep it neat then I keep them with me until we need them. The only challenge was realizing I had to set the timer with the questions when I made my measurement hunt! Otherwise the timers were set to 5:00 to complete all of the tasks and it would reset the clickers.

I don't have any pictures at this time. I do have the Measurement Hunt saved as a flipchart if anyone would like to look it over and use it(5th grade). Email me and I'll send it to you aheilich@lindberghschools.ws

Juzenas Clickers

Students have been using clickers since the day after we got them, using the Express Poll, mostly as an informal assessment of their skills in using material presented. In a couple of classes, students asked to use them if I didn't start the class with them.

The best feedback has come when students choose from pre-set multiple choice questions/answers. This lets us discuss the "wrong vs right" answers and move along. When I ask that they type in words, there's the risk of students taking too much liberty with "entertaining" answers.

I did have a little trouble changing pages of my ppt while using Express Poll. The Elite 3 "guru" has advised me to make sure I close the Express Poll question before trying to go to the next page of my ppt.

Symmetry

We have really enjoyed having the clickers in our classroom.  The children enjoy getting them out and on their desk as a part of their morning routine.  We have used them to do a variety of things in our room each day.  Making decisions has become a very democratic process that can take place quickly and efficiently.  Of course the kids want to vote on everything, now!  :)  They have also made working on study guides, answering math questions, and participating in interactive web sites something they all participate in actively for all questions and activities.  I observe an increase in interest, focus and use of time!

Our math lesson on symmetry was enhanced with the clickers.  The students cut out shapes to fold in order to strengthen their understanding of lines of symmetry.  Then we responded with a number indicating how many lines of symmetry each shape had.  The graphs provide great immediate feedback. 

 

Scavenger Hunt For Measurement

My class did a scavenger hunt around their room and 5th grade hall to practice their measurement skills.  They had 13 tasks that were entered on their activexpressions as they roamed to find and measure.  This was very simple to plan and put together with no difficulties that arose.  The winner earned a big bag of m&m's and the kids all said they loved it.  Sorry no pics.

Letter Pop

For my class project, a group of my third graders created a class newsletter through Letter Pop.  First the students selected a layout for the newsletter and decided on a title for their newsletter.  The used the classroom computers to type articles that would be included in the newsletter.  One student interviewed the student teacher and took a picture.  Then students took turns typing their articles into Letter Pop. One student uploaded and dragged a picture into Letter Pop.  We had to spend time on editing the articles once they were dropped into Letter Pop to fit their writing into the space provided.

For the most part this lesson was successful, but time consuming.  To save time two of the students had to cut and paste their articles from the class computers into the Letter Pop layout .We had to play around with the edit button and menu bar until we could figure out how to make changes like deleting and changing the font size.

My third graders enjoyed creating the newsletter and they were pleased with the finished product.

Using the Moodle Glossary to Share

For our project the students created a "Properties of Matter" PowerPoint and then uploaded it to our class Moodle. They shared their PowerPoints with the class and after receiving  feedback from other students, (I likes/I was unclear) the creator revised their original project.
The students LOVED this project and seemed so honored to be an "author" of a Moodle item that classmates and their families could see. We did this at the end of the matter unit, and it worked well as a review for the test. For this project I limited the graphics to Clip Art to save time. The students had worked with a partner earlier this year to create a Native American PowerPoint and using internet sources was very time consuming for some pairs. I'd have to say work rate and trouble with saving correctly was still an issue that we could improve on for our next try. I'd also have the goal of getting everyone to publish something.

Daily math review

We use the clickers to start our math lesson.  I use them to do a quick check to assess whether or not they understood the lesson from the day before and to do a quick assessment of what they already know about the lesson I am teaching that day.

Blends and Digraphs

We use the clickers every day and several times a day.  I especially like to use it first thing in the morning when they arrive to create an "urgency" for learning.  We are still at the beginning stages of answering yes/no, numerical, and short answer (1-2 words) questions.  My biggest challenge has been getting used to the timer (setting it properly and at the right time).  My students LOVE using the clickers, and they want to use them more often.  So do I!  Can't wait to learn about how to use them other ways!

We have been learning about blends and digraphs and highlighting words in our shared reading that contain blends and digraphs.  After reading a big book and locating these words, my first graders went back to their desk and "texted" me a word they know that begins with a blend or digraph.  The two pictures below are evidence of the results and one student texting his answer with the clicker.



Tap Water vs. Bottled Water

My students watched a video on Tap water vs. bottled water and then use the clickers to help me determine how many kids wanted to sell bottled water in our hydration station. This is where the challenges occured. I asked students to answer yes or no to the question "should we still sell water bottles?" I recieved all different kinds of answers...like yessss, yes, yeah, yipee, N, no, nooooo, na, maybe. So I tried to be more specific...I asked them to put ONLY Yes, NO. Again I received different answers...so I tried having them put just y and n. They couldn't follow these simple directions either. So I never did get a chance to find out how many wanted to sell water bottles and how many didn't. My other challenge is usage of the clickers. At this time I am only able to use clickers in the Health room and we are not in there on a consistant basis. So I used the clickers and then Colin asked us for pictures of learning. Needless to say, I didn't get pictures of learning. I will try again.

Boyd's Class with Clickers

We have been using the clickers each day. We are still in the basic stages of voting yes or no or giving few word answers. The students are very engaged when using the clickers. They love seeing the graph and analyzing the graph. My only challenge right now is wanting to do more and not knowing how.

Here is one example of we used the clickers. Today they used the clickers to vote if Phil, the groundhog, would see or not see his shadow. They also used the clickers to tell us what they thought of him seeing his shadow. Of course we talked about the results and what it means to us to have 6 more weeks of winter. After the clickers, they had a writing assignment about Phil the groundhog.