Abstract:

“There appears to be two modes of thinking, verbal and nonverbal, represented rather separately in left and right hemispheres respectively and that our education system, as well as science in general, tends to neglect the nonverbal form of intellect. What it comes down to is that modern society discriminates against the right hemisphere,” Roger Sperry—Nobel Prize Winner 1981 (http://viewzone2.com/bicamx.html).

Fundamental teaching strategies (case studies, research activities, and lectures) are enhanced by adding new approaches in a welcoming socio-educational environment. Students use their left brain to comprehend fundamental strategies and are then free to be as creative as the right brain will allow. By bridging both, an Innovative Curriculum Model (ICM) is implemented.

This presentation describes how Student Response Systems, also known as clickers, are used in Business Studies courses to create an engaging learning environment for deaf and hard-of-hearing students. Clickers transform a traditional PowerPoint presentation into an interactive student-focused experience using TurningPoint© slideshows. Clickers are recognized as an effective method for lessening “confusion and misunderstanding of the material presented,” (Educause, 2005).

During the term, students engage in writing journals, using clickers, developing visual learning tools for the acquisition and retention of business concepts which engage both the left and right hemispheres. The course is taught in a blended learning format. The assignments result in critical reflective thinking, independent learning, and transition of skills learned from other classes.

Game-based review strategies have been developed by the students themselves and will be shown. However, the clicker review is the only method specifically requested by our students. NTID students become active participants who are involved, highly-motivated, and eager to provide feedback confirming the acquisition of course materials.

Although many believe clickers are more useful in large class experiences, the presentation will show clickers are equally effective in small settings. Teachers and students reap the benefits of real-time feedback and full-class participation. These results will be discussed.

A pre-course examination is given on the first day of class and the same test is given on the last day of class. The results from the pre-course and post-examination illustrate the phenomenal grasp of the course materials within the ten weeks. We find that students enjoy the process and compete rigorously. To assess student satisfaction with clicker usage, the students were asked to complete a ten-question survey online. Those results will be given.

Participants who attend this presentation will use of clickers to respond to questions and observe as individual responses are collectively displayed instantaneously in graphs, pie, and bar charts.

Keywords:

Clickers, blended learning.