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Abstract: In my Calculus class I ask my students to actively reflect on course material, work collaboratively and quickly generate diverse solutions to questions. To facilitate this I use peer instruction, a structured questioning process, and iclickers, a radio frequency classroom response system enabling students to vote anonymously. In this snapshot I explore the effect of peer instruction and iclickers on student engagement and student learning. To collect data I conducted student surveys, videotaped my classes, recorded student exit interviews, and analyzed iclicker poll results. The iclicker, paired with peer instruction, had a positive outcome both in terms of student engagement and learning. Students showed their engagement by having focused discussions, using proper mathematical dialogue, and working problems out on paper. Student self report data indicates that students are increasingly confident learning from one another using iclickers. This is in part because the iclicker allows students to hear diverse points of view, continually test their understanding in class, and practice thinking under pressure. The key to engaging all students is arranging students in two facing rows of four desks and requiring them to discuss their thinking, using paper and pencil, with the student sitting directly across from them before sharing out to the larger group. Although students with status typically influence the poll of weaker students, it is evident that learning takes place when students discuss the reasoning behind their answers. Iclicker data is well correlated with other measures of student learning.

After first voting individually students have 90 seconds to discuss their answer with a peer and revote.

Students discuss the problem with the peer directly across from them and then share out to the larger group.

students are encouraged to discuss using pencil and paper Students are encouraged to discuss using pencil and paper.

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