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Classroom Performance System and Developing Student Metacognitive Skills

This article explores the role of Classroom Performance Systems (CPS) in developing student metacognitive skills. It discusses the basic format of CPS in the classroom, assessment methods, and instructor review. The article also examines the impact of CPS on student performance and provides concluding remarks on its effectiveness.

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Classroom Performance System and Developing Student Metacognitive Skills

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  1. a classroom performance system and the role it playS in developing student metacognitive skills FRIBERG, LaVerne M., Geology and Environmental Science, The University of Akron, Akron, OH 44325-4101, lfribe1@uakron.edu.

  2. Outline • What is CPS? • Basic Format in Classroom • Assessment • In class • Post class instructor review • Concluding Remarks

  3. Pedagogy EnhancementTechnology Classroom Performance System ITL at UA provided: Dell laptops Office package Excel Powerpoint einstruction (CPS) software hardware PC with CPS & software RF Receiver RF Transmitters

  4. Physical Geology Students at The University of Akron • Enrollment: • ~27,000 students • Open enrollment policy • Have science with a lab requirement • Physical Geology student makeup: • Freshman (18) • Sophomores (15) • Juniors (2) • Seniors (3) • 5th year or graduate students (3)

  5. Who are they?Spring 2009 • 5th year & graduate students:(2)MS Education (1) Dance • Seniors:(3) engineering • Juniors :(1) education (1) undecided • Sophomore:(3) education, (2) fine & applied arts (1), (5) business , (1) biology, (1) physics/chemistry, (1) political Science, (1) undecided • Freshman: (7) Business, (3) education, (2) fine & applied arts, (1) biology, ( 5) undecided

  6. Reading questions Individual response Group response <65% >65% Instructor lead discussion Continue with lecture

  7. Basic Format in Classroom

  8. Response Data Export

  9. Early introduction of conceptests

  10. Spring 2008 reading questions • Individual 65% Group 85%

  11. Multiple choice vs. numeric

  12. % 331 059 %14723 0

  13. Response Report (1 lecture)

  14. Assessment

  15. Three exam average vs. attendance s Physical Geology Spring 2009 Avg 84% 73% % Students

  16. Grades vs. Attendance (SP09)quartile analysis (n=36) Exam I Exam II Exam III Attendance Attendance Attendance

  17. Question #1 • The use of conceptests and CPS help me to measure my level of understanding of course material. • A) Strongly Agree B) Agree C) Neutral D) Disagree E) Strongly Disagree • Results • Students ABCDE • G&PM % (71) 153227143 • Phys Geo % (31) 23481060

  18. Student comments • Pro • “it helps me to understand the material” • “I like the way it shows how the class responds to questions” • Encourages you to pay attention more in class and follow along with the lecture • “Questioning your knowledge of things presented in lecture” • “made the class more interesting than straight lecture” • “promotes active learning” • Con • Sometimes the clicker exercises were difficult • I missed to many. • “They use it to take attendance”

  19. Question #2 • The use of conceptests and CPS reinforced important concepts presented in lecture. • A) Strongly Agree B) Agree C) Neutral D) Disagree E) Strongly Disagree • Results • StudentsABCDE • G & P M % 303121130 • Phys Geo % 19 55 13 3 3

  20. Student comments • Pro • “Reinforced important concepts presented in lecture” • “Questioning your knowledge of things presented in lecture” • Con

  21. Concluding Remarks • Greater instructor-student interaction • Student response leads to immediate instructor adaptation of lecture material (CPS) • Inquiry based instruction leads to improved understanding of course material • Student can to do immediate personal assessment of their success • CPS clickers are an efficient way to evaluate in class exercises • limited to: • multiple choice format • numeric

  22. Thank Youquestions?

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