Hi Donna- Regular quizzes also let you know quickly if there are any concepts that aer not clear before the confusion builds up.
I teach a career success class, I give a quiz after each section that we do. I found sometimes students perceive information differently or sometimes they just don't know what to ask. I found that this method clarifies the information. It can also get some class discussion going.
This also is a more relaxed approach than formal testing which is much less threatening to students.
I question my students at the end of a particular hands on task, using relevent questions that are not actually asked in their paperwork. This way we can both gauge the students understanding, without using time consuming formal testing.
class feedback and questions related to a charter when students do not have to put their name on a paper. Does bring up questions that would not be asked in class.
If a instructor ask the same questions the students do respond at a higher rate
Hi Thomas - you seem to have a very interactive teaching style. Have you ever had one student's "best" experience be another student's "worst" experience?
I try to have a very interactive class and I find that if at the end of every week (of a 3 week course,)If I have the students write down what they think the best and worst learning experence was during that week, It helps a lot in the descussion after the questions have been collected--We take the worst experience and compare to the best experience and I allow a conversation on How I/WE can make the worst as good as the best- It get's them involved in how they think the instruction of that subject might be better relayed to them to help their understanding, it might also get a certin point across better or sometimes is't good to just talk about How and why I did it the way I did it.That seems to be a real interesting thing for the class as a whole to discuss.They really have got some good points and bad, But mostly it's good the make sure they know that you are really taking their particapation seriously, so they know that you are not just wasting your and there time
The classroom assessment techniques are important in being able to gauge the student's progress and their grasp of the knowledge they are hopefully obtaining. These tools can provide feedback not only to the student but to the instructor as well in order to make the necessary changes in delivering of the content. The students feedback provides the forum for both in letting us know if the student is learning and if we are effective instructors.
the minute paper is a great idea because you have the oppuritunity to see what they learned and could have a second oppuritunity to teach on the questions that are written on the paper.
Having this as an everday routine probably encourages them to pay attention - nice John!
I try to everyday with asking my students before class is out one thing that they learned in class that day.Each student has to have something different to share.
Hi David - Thank you for a very thorough comment on the use of CATs!
For CATs to be effective, they must be summarized by the instructor and shared with the students. Instructors should also share with the class how they intend to use the information they have received to improve instruction. Similarly, students should be encouraged to discuss what they have learned from the CAT that will help their learning. By using ungraded and anonymous CATs, instructors and students are able to collaboratively share information. This is less threatening than a graded assessment and encourages student involvement.
Minute papers at the end of the day would
be a good way to see what everyone learned
that day and help plan for the next day.
To see what the students know and what
needs to be reenforced.
Could be used as a way to start an afternoon session when energy level may be low. Having students discuss their CAT results with a partner could also be an effective way to encourage learning.
I think sharing of information is beneficial to all-whether the class is "individual" focused or "team" focused. I believe anyone can learn from other's responses
Yes, Abundio, it really makes sense to review the CATs with your students. They will truly learn a lot and see where they may be confused as well.
Yes its necessarily important to the student to know the results. Well, on our case we have adult student and I beleieved they are mature enough to understand the results, negative or positive.
I may study first If I am teaching youngters student, teens or even younger.
Usually we give them the explanation of the CAT right on the beginning of the class. We let the student know what expecting from them and we ask them if they feel good about them too.
Well we cant please everyone but I believed 90% of the student are.
We incorporate this techniques rith on the beginning of the very first day in class, to set tone for every single students, and I found beneficial.
I currently use the "Knowledge Probe" before each chapter. The current course I teach contains a lot of crosover material from previous classes. I use this tool to establish the retainment of each class.
During the course of a lecture I write highpoints off to the side of the board,(like the minute paper) this gives the students a visual of what they have learned during the lecture. It amazes the students when at the end of class a third of the board is full. Having the students do this orally is a great idea and one which I am going to try.
