Each instructor will develop a personal style and will have different objectives for using a classroom response system. These are some of the traditional types of questions used.
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Rutherford's Model of the Atom part of Pedagogy in Action:Library:Interactive Lectures:Examples
Students are asked think-pair-share questions to predict the interaction of alpha particles fired toward the nucleus of an atom. An online applet is used to illustrate the interaction and test students' ideas for the causes of the interaction. This activity uses a resource in the comPADRE partner collection.
Using PhET simulations in a large lecture class – The Photoelectric Effect part of Pedagogy in Action:Library:PhET Interactive Science Simulations:Examples
This activity provides a complete curriculum for teaching the photoelectric effect using the PhET Photoelectric Effect simulation in a large-lecture modern physics course. It includes links to powerpoint slides for two to three 50-minute lectures using Peer Instruction with clickers, and one homework assignment suitable for an online homework system. Research has demonstrated that students in classes using this curriculum have a better understanding of the photoelectric effect than students in classes using traditional instruction supplemented by a computerized tutor.
Using Learning Assistants to Support Peer Instruction with Classroom Response Systems ("Clickers") part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Learning Assistants are used to facilitate student discussion in peer instruction during clicker questions (i.e., classroom response systems), by asking Socratic questions, emphasizing reasoning, and probing student thinking.