At any point during the class, the instructor can pause to have the learners answer questions anonymously. This can be followed by a chance to compare their answers before repolling to see if there was a change in responses.
| Individual/Group Activity | Individually |
| Class Size | Small (<25), Medium (25-50), & Large (51-200) |
| Bloom’s Taxonomy Level | Understand |
| Development Initial | Transitional Knowing |
| Minimum Time to Facilitate | < 15 Minutes |
| Minimum Time to Debrief | < 10 Minutes |
| PDFs | Here |
Additional Resources
Arjomandi, A., PALOYO, A., & Suardi, S. (2023). Active learning and academic performance: the case of real-time interactive student polling. Statistics Education Research Journal, 22(1), 3-3: https://iase-web.org/ojs/SERJ/article/view/122
Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2021). Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms. Computers & Education, 175, 104339: https://www.sciencedirect.com/science/article/pii/S0360131521002165
Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 39(15), 2073-2091: https://www.tandfonline.com/doi/full/10.1080/09500693.2017.1363925