If you ever want to find out the latest and greatest techniques for using clickers, look no further than the sciences. Physicists like Eric Mazur, and his peer-instruction method, have paved the way for revolutionary ways to use clickers to promote deep learning.
The latest ‘new’ style of clicker question comes from the Science Education Initiative at the University of Colorado. They’re being called thought questions, and they offer a method for asking non-multiple choice questions with clickers. Here are the steps to developing thought questions:
- Identify your learning goal. All clicker questions should be based on a learning goal.
- Create an open-ended question that requires students to apply previously learned principles or heuristics.
- Present the thought question, and then give students about 5-7 minutes to discuss the question in small groups.
- Select a group to present their answer and rationale to the class.
- Use clickers to have the class vote on whether they agree with the answer and rationale.
- If most of the class disagrees, select another group to present their answer and rationale.
- Repeat clicker voting until the majority of the class agrees with an answer and rationale (Foley & Tsai, 2010).
I see thought questions as highly adaptable to information literacy instruction. For example, if your learning goal is to have students be able to articulate the appropriateness of a source for a particular situation, you could present them with a thought question that illustrates a real-life scenario. Likewise, you could present a thought question that requires them to debate the best starting point for a particular research topic.
I prefer open-ended clicker questions for information literacy instruction for two reasons: they promote deeper thinking than multiple choice questions, and in many ways they are easier to write than multiple choice questions (writing good distractors for multiple choice questions can be challenging).