{"id":42728,"date":"2013-10-04T08:07:00","date_gmt":"2013-10-04T12:07:00","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=42728"},"modified":"2013-10-04T17:02:53","modified_gmt":"2013-10-04T21:02:53","slug":"the-surprising-effect-of-clickers-in-the-writing-class-jennifer-funk","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2013\/10\/04\/the-surprising-effect-of-clickers-in-the-writing-class-jennifer-funk\/","title":{"rendered":"The surprising effect of clickers in the writing class [Jennifer Funk]"},"content":{"rendered":"

The surprising effect of clickers in the writing class<\/strong><\/a> — from edcetera.rafter.com by Jennifer Funk<\/p>\n

Excerpt from section entitled, “How the Clicker Rating Scale Dramatically Improved Writing Workshops” (emphasis DSC):<\/span>
\n<\/em><\/p>\n

Nelson decided that rather than use clickers to test procedural knowledge, she\u2019d have students use them during the workshop itself.<\/p>\n

So, one by one, she\u2019d take a student\u2019s anonymous rough draft, place it on the document camera, have a volunteer read it aloud, and require students to rate it on a scale of 1-10 according to the assignment criteria.<\/strong><\/span><\/p>\n

\u201cDoes this memoir make good use of sensory detail to support its contentions and tell its story?\u201d she\u2019d ask, and then wait for each student to click in their 1-10 rating.<\/span><\/p>\n

After viewing the results, the class would launch into an in-depth discussion<\/span> about how the essay measured up against the criteria.<\/p>\n

 <\/p>\n

From DSC:
\nSome example tools for polling:<\/span><\/em><\/p>\n