I incorporate CATs at the end of classes (or sometimes in the middle of lectures) to get a grasp on the level of understanding of what has been covered or addressed in class. I have also used "muddiest point vs. clearest point" as a lead-in to the next lecture or class activity and to plan for reviews of course content prior to exam date or competency evaluations.
My class is mostly about assessment. Asking key questions that are open ended helps me to assess the learners knowlege. Also asking how this subject could be seen and diagnosed in real world settings help tie the knowlege value to the lesson.
Hi Marian - Thanks for your post to the forum. Your frequent quizzes are giving you valuable feedback! Best wishes for continued success in your teaching career. Susan
There's always a true/false quiz before and multiple choice quiz at the end of each chapter I cover. I also have quick recap quizzes after each major section covered within each chapter. Each student takes their turn giving out the answers and explain/elaborate on that answer so that they aren't just guessing the answer. It tells me that they truly understand the question and topic.
Hi Sharon - thanks for your post to the forum. I am not sure what you meant by your post that CATs can be "somewhat confusing". Can you please elaborate?
Hi Sheldon - Thanks for your post to the forum. Yes, CATs can give us the immediate feedback we need to adjust our teaching. Best wishes for continued success in your teaching career. Susan
can be sometimes confusing
I think it is a good idea to get feedback on the students concerning the learning process.
CATS can benefit the instructor by giving the students the opportunity to see what they learned and what they might be having a problem understanding. Simply put, it allows the student to show whether they can apply the knowledge and understand the application.
I use questions after covering major points in the material. I stop after breaks and ask questions to see how effective I am being as a teacher.
I have used the CAT method in my legal classes. It is very informative to the instructor when the understanding of a legal area of law is defined by the student and it is totally incorrect. Students do use their own experience in law classes depending on the type of ticket or situation. How I handle the discussion is to ask questions of the student. These questions actually have the correct legal information in them, and the student then applies the question to their own situation. This makes it easier to answer for them.
I usually will ask an open ended question and then randomly ask if any one would like to expand on the question and contribute more information. I encourage all the students to say something and provide content to the question. Basically getting them talking in a self directed discussion where they are acknowledge for their input and participation.
Hi Wesley - Thanks for your post to the forum. CATs can be a really great source of feedback for instructors. It allows us to "tweak" our next lesson based on what we learn from CATs. Best wishes for continued success in your teaching career. Susan
I like the idea of CAT techniques. The more interactive a lecture is the better it is for students. This makes learning engaging and fun
Hi William - Thanks for your post to the forum. I agree, regularly asking for feedback through questioning and other assessments tells our students that we care if they are learning. Best wishes for continued success in your teaching career. Susan
I have the intention, at the outset of the course, to use an anonymous fifteen minute questionnaire to assess the levels of communication, mathematical comprehension, course expectations, etc., in order to shape my presentations.
Punctuated lectures and minute papers are brief excellent methods of assessing not only what students are absorbing but also as a way to evaluate teaching methods. I think they also have an inherent, unstated, value in that they display that, as an instructor, I am interested in what they think about what is occurring in the classroom.
Hi Dorothea - Thanks for your post to the forum. That immediate feedback that you get allows you to quickly change course if required! Best wishes for continued success in your teaching career. Susan
I normally ask questions during the lecture because it keeps the students actively involved during the learning process. It also helps with ‘reflective question answering’ from students. This allows me to assess each students learning concept.
I have used "got a minute" responses to evaluat not only my teaching but their learning. I ask them to tell me what they were most confused about.
I always incorporate a question and answer session after each discussion and lecture. I encourage students to ask questions even if they think they may not completely understand the information that has been delivered to them.
