I want to... (Mentimeter checklist matrix)

• Break up the monotony of lectures

• monotonous lectures aren’t good

• to give myself a break

• to give students time to reflect and think

• Yes. Asking students context-relevant questions will keep them alert and their brains active.

• Well-formed, well-placed and well-paced questions can

• Gauge levels of knowledge at beginning and/ or (progressive) understanding throughout and at the end

• To give me a sense of my students' level

• I want an instant confirmation that my teaching has made a difference

• I want to identify which areas to focus on in a following session

• Use a starter quiz with questions relevant to your session content, and repeat at the end.

  • the first time, it primes students to look out for keywords, especially those they couldn’t answer

  • the second time will reinforce what was taught, and ideally have everybody “score” 100%

  • Combined, students will have their own evidence of what they learnt.

• Test student understanding of what has just been explained

• I will explain again if majority didn’t give correct answer

• To know I am pitching it right and at the correct pace (or not)

• To determine where to go next

• Ensure anonymity

• I am dealing with sensitive topics

• I want to put students at ease

• Students might be afraid to get things wrong publicly

• I am using it as a survey/ research on the fly

This is what Mentimeter excels at!

• Teach flexibly and reactively

• I want to cater to the needs of my current and particular cohort

• because I teach a topic that is flexible and changes quickly

• it suits my particular style

• “Gamify” my teaching

• it will increase active learning

• it will keep students engaged and awake

• Encourage students to learn with and from each other

• Peer learning has been shown to be beneficial to student learning

• Get feedback on my teaching

• I will change it to make it better if I know what works for students and what doesn’t

• to get insight into my own teaching

• Ask students to rate and/or comment on your teaching after each session, by the end of Term you will have data-driven insight into your own teaching

• If you change something on the basis of asking them to comment/ rate from one week to the next, students will know that you appreciate feedback and feel that their opinions are listened to.

• Encourage students to use Mentimeter

• we ask them to do presentations and this is a great tool.

• to amplify their voice(s)

• Everybody at the LSE has access to Mentimeter, students and staff alike. Send them to our “Getting started with Mentimeter” wiki pages.