Donna,
Do the students at your institution work as "cohorts" and take their courses in "block format"?
Tremayne Simpson
Joy,
I also use similar methods during the first day of class. I find that providing a few personal details can positively impact the classroom environment because, it assist in establishing a trust relationship with the students.
Tremayne Simpson
Daniel,
This is a great method for breaking the ice with your students. I also question my students on the first day of class, regarding their thoughts on the course title, description and learning objectives. I provide additional detail that generally makes them more excited about the topics that we will cover in class.
Tremayne Simpson
Asking questions prior to class instruction is one way that I like to use to see what they know and to gear instruction towards unexplored territory.
At the beginning of the block, I ask the students
if they have taken any classes in Microsoft Office and list them on an index card.
Jill,
I have also taught general and developmental Math courses and have found that the mathematical skill levels vary drastically, in each class. What methods do you use to keep the interest of students that have advanced mathematical skills (that are enrolled in the course with students that are not as advanced)?
Tremayne Simpson
On the first day of class, I introduce myself and tell the students how/why I'm qualified to teach this course. Like where I went to school, what degrees I have, and what type of experiences I have with the subject matter in the workplace. I also include some personal details about myself so it doesn't feel like I'm "all business".
I then go around the room and ask all students to do the same. Questions such as:
-Do you have any experience with this subject?
-Have you taken any prior courses in this subject?
-How long ago?
-How did you do?
-How did you like it?
-What did/didn't you like about it?
-What is your major?
-What is your current job?
I also ask for some personal details here as well. Married? Children? Pets? Hobbies?
Doing this provides a good start to a class because I get to know a little about everyone, and everyone else gets to know each other a little better as well. I can use the information gathered to tailor the course content and instructional methods to best suit this group of students. I can also try to link the subject matter to their experience or jobs.
On the first day of class, I like to give the students an ungraded pre-test that asks questions aimed at discovering how much they already know about the topics we'll be covering throughout the entire length of the class. This information allows me, as the instructor, to really dial in and get specific on the topics I need to emphasize to make sure I'm giving the students the knowledge and experience they really need.
I teach a General Math course and a College Algebra course. So far I have not given pre-tests. Now I'm planning to pretest in the future. My approach to date has been that whenever I see that a student does not have the necessary prerequisite skills, I encourage him/her to meet with me for tutorial help. If there are several students in this position, I adjust my lesson plans to include a brief review of the topic and supply worksheets with additional practice problems. The students are able to get additional help during tutorial times. I am fortunate to have small classes which enables me to perceive any weaknesses during the class or on the daily homework assignment which I use for diagnostic feedback not as a graded assignment.
I will also start an open ended discussion on the first day of class to see if all of the students have knowledge of specific parts of my class. Some that come to my class have been through prior basic classes that cover the material while others do not. Most of what I am teaching is advanced information, so it is imperative to know what I am working with.
Colin,
Have you ever had a situation where the students were not able to meet the expectations of the prerequisite course (based on their assessment)? If so, do you alter your lesson plans to "refresh" the students' comprehension of what they should have learned?
Tremayne Simpson
Colin,
Have you ever had a situation where the students were not able to meet the expectations of the prerequisite course (based on their assessment)? If so, do you alter your lesson plans to "refresh" the students' comprehension of what they should have learned?
Tremayne Simpson
Students usually begin cooking on the first or second day of the class, with the first formal assessment coming around Day 5 or 6 of the term. Depending on the particular course, some instructors will conduct an informal assessment on the first day to better gauge a wide variety of parameters, including aptitude, attitude, work habits, cleanliness, ability to follow directions, etc.
Colin,
Do your students have to prepare a dish (in the first week of the course) in order to demonstrate what they have learned in previous courses or is a written assessment assigned to them?
Tremayne Simpson
In this area I am greatly benefited by being an instructor in a culinary classroom. When students produce the various dishes or baked goods that I have discussed and demonstrated, the results of their efforts will provide a very good indication of their skill and dedication. Of course, some people come about cooking well very naturally, and that is where written assessments help me to learn if these students have paid attention to the theory side of their culinary training.
andrew,
This is a great method for assessing prior learned knowledge. In addition, it would be effective to collaborate with the prerequisite course instructors to ensure that the skill-sets that are acquired for their courses are aligned properly with the next-level course.
Tremayne Simpson
Typically the students that I teach have gone through a few intro classes prior to mine. I usually ask them questions that are relivant to their previous course to determine how much information has been retained before introducing new content.
Larry,
This is a great example of assessing prior knowledge. Do you alter your lesson plans if you find that there are students that do not know how to demonstrate the "knife cuts" from the prerequisite course?
Tremayne Simpson
I teach in a professional culinary school. One of my best early assesment tools is a hands on skills test like asking them to produce knife cuts they were taught previously. This allows me to watch them attempt a required skill. I can visually assess not just the finished product but how they got there.
David,
Are the "self study" assignments given prior to the discussion of a class topic (to assess prior subject knowledge)?
Tremayne Simpson
