Polling Apps

Real time feedback tools, like polling apps or clickers, let faculty efficiently assess comprehension and get real time feedback from learners. Over the past 50 years, technology has advanced from push button responders, to handheld clickers, to using mobile devices to live participate in classroom questions and activities.

cell phone with apps
Image by Jan Vašek from Pixabay

Now, we have more modern solutions to more modern realities. Almost all learners have a smartphone, or another wi-fi connected device. Using these, people can participate from any location in the world. Devices can be used to live answer questions asked in class, anonymously.

Best Practices

Like any other classroom activity, participation in live response activities should be managed by the group’s facilitator. Try some of these strategies to set up for success when using live polling apps:

  • Manage classroom behaviours by setting clear expectations for responsible participation before beginning.
  • Use the question stems on the Spectrum of Effective Questioning to help build questions across the range of thinking taxonomies.
  • Find and use language filters and moderation features.
  • Start with more structured activities, likes multiple choice quizzes, then progress to more free activities like word clouds and text entry.
  • Identify and correct inappropriate use when it happens, and adjust your use of the tool as needed.

Teaching Tips

Mentimeter logi

Mentimeter

Go toMentimeter.com An interactive presentation, polling and quizzing tool, Mentimeter is beloved for its clean appearance, ease of use, and ...
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forms

O365 Forms

Found in the O365 launchpad, Forms is a fantastic way to build and deliver surveys and self-grading quizzes. Because it ...
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plickers

Plickers

"Plickers logo" by Plickers.com, 2019. Retrieved July 3rd, 2019. A free (to an extent) online app, Plickers is a tried ...
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References

Beth Sulzer-Azaroff (2004). The Shaping of Behaviorists: B.F. Skinner’s
Influential Paper on Teaching Machines, European Journal of Behavior Analysis, 5:2, 129-135, DOI: 10.1080/15021149.2004.11434239

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