The proper subject matter level
This is an interesting module. I recently had a class, where due to my own experience, I wanted to avoid overwhelming the students. My approach was in two parts. First, I copied the format of another instructor for a previous class; this included the assignments and quiz and test schedule. Second, I used the quiz and test items from the publishers accompanying test bank. I was careful to use a combination of easy, moderate, and one difficult question for every quiz and test.
In spite of the efforts, the students complained that the assignments required far more time than any other class and the tests were too hard.
Anyone have any thoughts they can share in my approach to classes?
Hi Shronda:
When students feel material is over their heads, they may either seek out help or shut off. We want to aviod the "shut-off" effect by selecting appropriate level and amout of work assignment.
Regards, Barry
Terry:
Sounds like you are putting a lot of thought and work into your class preparation. You are to be commended.
In all of my classes I do outlines of questions. Or, if the text comes with a computer print out of questions and an instructors guide I use it. Mostly I do my own because not all texts come with CD's or pre-printed questions.
I outline about 30-100 questions per chapter, depending on the chapter length and the subject being taught. The quesions vary in type. Some are T&F, some multi-guess and other's are fill- in. Built in research questions that require a typed response are also included in the packet. This approach satisfies multi-requirements out lined in the syllabus and makes it easier for me to grade, and for the students to realize a solid learning experience with a varied approach and get mostly good grades if they do the work.
Many questions ask for a brief why? As to why the student answered as they did. I am looking for critical thinking and anaylitical thinking skills (a heavy requirment in the real world.) I add a few lines to the questions and have the student jot down their reasoning for the answer. ( Outside answers, not from the text, are fine if documented and to the point.) It was previously noted at the beginning of the chapter packet that outside research and internet utilization is required. Students can work together if they wish. Current event questions are also included and material is drawn from the local papers, periodicals and internet.
These are take home packets. Classes usually meet twice a week for 2 hours so they have an average of 4-5 days for completion. Time Management is stressed and research is required. Either at home, or at the computer or learning center. They come to class with the packet completed for discussion in class. ( No - not everyone completes the packet - but most make a good effort and we supplement the answers in class )
I clearly explain,on the first day of class, that we only have 12 weeks and they pay a lot for these courses and for the texts and we will use the texts to their fullest.( Else why would we even have them buy them?) I will couple my experience and theirs as we move through the course, and we will all come out knowing a lot more than we did at the start.
The packets are collected as homework and are graded. Usually I just divide the number of questions in 100 and come up with points for each question. Some research questions are worth more. The homework is averaged in with the test grades each period and each periods home work and tests are then averaged to come up with a final grade. So there is not a lot of subjectivity. The numbers and effort of the students speak for themselves.
We use the questions in the packets as disucussion points in class, and then expand on them with examples and tie them into current events - with the WIIFM approach. They see the benefit of the course material right NOW! After all we are a career college!
I rotate through the class and have everyone read an answer to a question and then discuss it, if that is required. So everybody participates and everyone gets heard.
Subject matter is leveled with discussion among peers and understanding is usually achieved.
The point being that everyone helps everyone else in the disucssion of the questions. They are also required to put down the page and paragraph from the text, from whence they have found the answer, or document their research if the question requires it. Everyone is involved. Class time goes very quickly.
Most of my comments are positive. Students come up and tell me they actually learned something they can use. I teach a spectrum of investigative courses, but many of the same principles can be applied to other subjects, and I have taught those the same way.
My emphasis is on total involvement from the day they walk into the class until the quarter or semester is over. Student centered learning with the emphasis on them! I try to keep lecture to a minimum - we all know it is the worst method to use - but obviously aid the discussion where necessary.
Once you have put the work into the prep time and taught the class at least once, the next time through is much easier. You can use the same material and text and supplement as you see fit with current events.
Tests are all closed book, with mataching lists for some of the questions, and the other questions come from the packet questions. Form of question my change, but in essence the question is one they have seen and have answered from the homework and discussed in class.
The course has thus been broken down to various levels - as they have read the text, answered the question, documented their answer, discussed it in class at various levels and had instructor input where necessary and coupled it with current events.
I use video's and c/d's to supplement but spareingly and there are questions on the test from those. Field trips where I can get them in to enhance the understanding of the subject matter being taught, with real world exposure.
It has to be made clear to the students from day one, they are here to experience learning and understanding in a given subject and that takes effort and dedication on their part, and on ours. The business world is very competitive, they will have show they have something to offer an employer. Personality coupled with education and determination helps. I also try to tie in communication, public speaking and debate skills in the disucssion portion of the class.
Hope this adds a little insight.
Larry Bignall
Cleveland, Ohio
Hi Terry,
You bring up an interesting point - how do we effectively balance the student work load involved with the learning with the learning itself?
As each instructor has the final call on how to present the information, the best answer is probably, "what do you want the student to walk away with"?
Also, is there validity to the student's comment that the work load is too much? If so, is there any way it can be effectively modified in such a way the student still gets the information in the end?
Regards,
Barry
