iClicker is a student response system, a set of hardware (the clicker) and software that can improve classroom engagement and mastery of learning outcomes, particularly in large classes. Instructors can use iClicker for short, summative assessments by posing multiple-choice question in class, which students answer using their clickers. The clickers beam their answers to a receiver attached to the instructor's computer, and the software then generates a chart of those responses. The instructor can then use that chart to launch a discussion or small group project, review difficult material, or continue the lecture.
Use these links to download your iClicker software so that your iClicker results will be integrated with your Moodle grade book. The current iClicker version is 7.14, now called iClicker Classic. If you already have downloaded iClicker software, go to the Help tab in your software and click Check for Updates.
Start here for iClicker support.
Call 866-209-5689 or emai support@iClicker.com for assistance setting up iClicker or Reef polling for your class.
MacMillan offers daily iClicker training online. Sign up here for the daily online training or email Cullen Williams, our MacMillan client relationship specialist, at cullen.williams#macmillan.com for a one-to-one training session.
Why use a clicker?
- Maintain students' engagement during a lecture.
- Promote active learning
- Promote discussion and collaboration during class
- Encourage participation from each student, including students who find it daunting to speak during class
- Track student understanding during class
- Be adaptive in your teaching
- Take attendance
- Respond quickly, on the spot, to quizzes
Challenges in using a clicker
- Any technology can fail!
- Writing effective multiple-choice questions takes time and can be challenging.
- Conducting in-class clicker polls and quizzes takes up class time.
- If an in-class quiz reveals serious shortcomings in students' understanding of a concept, your lesson plan can be derailed (but it will be to the benefit of the students.)
- A wrong answer in itself won't tell you what the root of the misunderstanding is; that will require some follow-up discussion.
Types of questions
- Recall - assess basic memorization of facts and concepts; get an idea of whether students are doing the reading.
- Conceptual understanding - asking students to match details to concepts, select a best explanation, or prioritize examples can give instructors a chance to identify misconceptions and correct them on the fly.
- Application - present scenarios and ask students to apply the course content to solve problems or make a choice.
- Student perspectives - the anonymity of the clicker responses can make students more comfortable sharing opinions, experiences, or facts about themselves.
- Confidence level - follow up a content question by asking students to rate their confidence in their answers. This promotes metacognition.
- Monitoring - use to assess how students are preparing for a test, or where they are in their process during a project, or whether they are familiar with details of an assignment or course policy.
- Feedback - gather feedback on the course throughout the semester, rather than waiting on end-of-semester, summative evaluations.