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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Cladogram Construction and Vertebrate Phylogeny part of Paleontology:Activities
Students are given pictures of a variety of extant vertebrates. They work in groups to determine which animals are most closely related. Following a series of clicker questions and a discussion of the ...
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Externalities in the cashmere market: Colbert Report interview part of Pedagogy in Action:Library:Interactive Lectures:Examples
In this interactive lecture, students watch a video clip from The Colbert Report that addresses pollution externalities. Students graph the market and use the write-pair-share technique, then brainstorm ways to move the market to the socially efficient equilibrium.
Magma Viscosity Demos part of Pedagogy in Action:Library:Interactive Lectures:Examples
This is an interactive lecture where students answer questions about demonstrations shown in several movie files. They learn to connect what they have learned about molecules, phases of matter, silicate crystal structures, and igneous rock classification with magma viscosity, and to connect magma viscosity with volcano explosiveness and morphology.
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.
Clickers As an Alternative to Scantrons part of Examples
Clickers can be used to replace Scantron forms for exams. This can save considerable time and effort when it comes to recording scores.
Discovering Economic Preconceptions using Clickers part of Examples
Student preconceptions in the economics classroom are an under-appreciated element of teaching. Here we describe how clickers can easily be used to determine student preconceptions and thus inform the instructor on the information that students bring to the classroom.
Retinitis pigmentosa: Genetic Eye Disease part of Pedagogy in Action:Library:Teaching with the Case Method:Examples
By examining the progress of a genetic eye disease, students learn about eyes, genetic disorders, and neurons in this case designed for clickers and large lecture sections.
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 Clickers to Inductively Construct Economic Concepts part of Examples
This technique reverses the usual order of definitions and examples used in class to one of presenting an example or examples first and then having students "discover" the concept when asked with carefully constructed clicker questions.
Using Clickers to Generate Supply and Demand Curves part of Examples
Use the clickers to generate data for demand and supply curves by asking students to give numerical values for their maximum willingness to pay for something and their minimum willingness to accept for something. Use the data generated to graph both the demand and supply curves.