Hi Hilde,
Prepare summary sheets for the students to complete over the just covered materials. This way you can get an idea about their comprehension. Also, you can have them write "one minute or three minute" papers over what has been covered. How these papers work is that you cover a section and then have the students list the key points in one minute. You can collect the papers and then review them to see if your students are "getting it".
Gary
when i ask "is there any questions?" I get no feed back and it is difficult to gauge where my students are in their understanding of the subject matter. It is only at the testing that i find out where the are lacking understanding.
How do i go forward with this.
I review what I have covered the day before.
At the begining of each week i give the a handout that clearly states the assignments that are due at the end of that week
Hi John,
How do you structure your rubrics and share them with your students?
Gary
I would go over a question and answer period and then a short verbal quiz afterwards.
It is important to convey to your student your expectations for each graded project. I create for each project a criteria list and distribute a hard copy to each student on the first day of the term In addition I attach the document to the class content on the student portal, in case he or she losses it. This allows the student to printout anther copy.
The course I teach is set in a resturant envoirment. I start the day with a brief 10-15 minute lecture. Then as the students start in there assigned positions for I walk around helping and instructing on ways to imporve there tmie in motion skills.
I use clear communication, written and verbal, to outline all classroom expectations and learning goals. I ensure that I communicate with my students to redirect them as needed should there be a time when they veer off course or do not understand classroom and learning expectations: I never want my students to feel as though they do not understand classroom/learning expectations or that they feel "lost" or confused about expectations in any way. I find that open communication, verbal coupled with written, prepares a student in a positive way for what is expected during a course.
I use a very detailed project assignment sheet with stated objectives, schedule of development and the details of the digital files and printed materials the students are expected to produce and deliver.
I make mention of my expectations with any given material several times in passing each class.
Thanks Abdallah! I have found as well that when expectations for learning objectives and assignments are clearly and logically communicated to adult students, the outcomes are greatly enhanced. I think that the adult learner seeks practicality and relevance, and very much wants to know specifically what the expectations are and where the resources are to accomplish the mastery of content and applications.
Jay Hollowell
ED101 Guest Facilitator
Hi Abdalla,
Good list for students to have. It is clear and sequential so they know the requirements, expectations and policies of the class. This greatly reduces confusion and stress on the part of students.
Gary
There are many methods or techniques a teacher can use to make sure that the students understand what expect of them. As a Math Instructor I do the following:
1)I handout the list of all the problems in every section that they need to do during the term.
2)I tell them about the due date of every assignment.
3)I tell them when the tests will be and what chapters will be covered
4)In every class meeting I ask questions about the assignment, due date and when the test will be
5)I handout a review worksheet before every test.
I give the students a brief quiz at the end of the first day to see how well they have grasped the information shared.
Along with laying out my expectations in the syllabus I demonstrate what it is I expect them to be able to do by the time they finish the class.
In addition to the syllabus, I give them written instructions on the course project, how to go about it, and show them physical examples of previous good projects as well as not so good as many students are visual learners. I find that showing what not to do can be a more powerful tool than what to do. Of course, all reference to names is removed.
As a new instructor, creating lesson plans and delivery methods will be critical to my success.
When you first started as an instructor, what seemed to work the best to assist you with delivering the course content? What methods were the most effective?
Spending time developing the course is very important for me so that I have a clear understanding of what I plan to cover and what I plan for them to show me that they have learned. I need to find a way to define the goals and objectives in ways that make the information to be learned come alive.
I make sure to verbalize as well as right down all the expectations. I also make point to read and explain them at least twice.
