Peer Instruction with Audience Response Systems-Printable step-by-step instructions

Printable step-by-step instructions

Pdf Summary

The document "Ready, Set, React!" by Peter Newbury and Cynthia Heiner (June 2012) provides a detailed strategy for using clicker questions effectively during mini-lectures to engage students and facilitate learning.<br /><br />The procedure begins with presenting a clicker question without reading it aloud to avoid biasing answers. The instructor delays starting the poll to prevent premature guessing and gives students enough time to process the question thoughtfully—typically judged by personally reading the question and monitoring for student readiness signals like fidgeting. Once votes are collected in about 10–15 seconds, the instructor does not immediately show the histogram to avoid influencing students’ subsequent choices.<br /><br />After the initial vote, the instructor reviews the responses quickly and reacts based on the results. Several scenarios are addressed:<br />- If most students answer correctly, the correct answer is confirmed, explained briefly for reassurance, and then the lecture moves on.<br />- If votes are split notably between options, students are encouraged to discuss with peers, attempting to convince one another, while the instructor listens and identifies strong arguments during this peer interaction. A second vote follows to assess learning gains.<br />- If the question is answered poorly or reveals unpreparedness, the instructor may decide to revisit the material, delay discussion, or fix the question for future classes.<br /><br />Throughout, instructors are encouraged to make notes after class to improve the questions and slides for upcoming sessions. The emphasis is on fostering deep thinking, peer discussion, and real-time formative assessment to adapt teaching effectively.<br /><br />In summary, the "Ready, Set, React!" approach advocates deliberate timing, careful observation, adaptive responses, and strategic use of clicker data to maximize student engagement and comprehension during interactive lectures.

Keywords

clicker questions

interactive teaching

student engagement

formative assessment

peer discussion

mini-lectures

voting strategy

adaptive teaching

student comprehension

teaching improvement