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546 Writing Recommendation Reports

11
Results

The writers present an advance In this section, we present the results of our research. For each of the tasks we
organizer for the results section. carried out, we present the most important data we acquired.
Task 1. Acquire a basic understanding of clicker use in higher education
The writers continue to use the Clickers, which are also called classroom response systems, student response
task structure that they used in systems, and audience response systems, are “wireless in-class electronic
the methods section. polling systems used by students to answer questions during lectures”
(Ohio State University, 2005, p. 2). In a clicker system, each student has an
electronic device called a clicker, which looks like a TV remote control. The
instructor poses a question, usually by embedding the question beforehand in
a PowerPoint presentation, and students respond by inputting information on
their clickers. Software on the instructor’s computer tabulates the responses
and presents them in a display, such as a bar graph, which appears on the
instructor’s screen, and (in some systems) on a screen on each student’s clicker.
Clickers are often used to engage students in learning, to give quizzes, and to
take attendance.
Figure 1 shows students using clickers.

This photograph is the only one
in the report. If the purpose of
the report were to recommend
which clicker system to use,
the report would likely contain
photos of each of the various
brands of clickers. In this report, figure 1. Students using clickers (brilling, 2008)
the photograph of students en-
thusiastically using the clickers is Clickers can help instructors improve the classroom atmosphere in a number of
appropriate. The photo was first ways (Vanderbilt University, 2010):
published in a student blog. Be
sure to consider the intellectual- • promote active student engagement during a lecture
property issues related to your • promote discussion and collaboration among students during class
use of any copyrighted informa- • encourage participation from every student in a class
tion, as discussed in Ch. 2, p. 24. • check for student understanding during class
• teach in a way that adapts to the immediate learning needs of students

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