Essay Questions Essay items, like short-answer, are constructed-response questions. However, essay answers are typically much longer than those of short-answer, ranging from a few paragraphs to several pages. Advantages: Essay questions are the only question type that can effectively assess all six levels of Bloom’s Taxonomy. They allow students to express their thoughts and opinions in writing, granting a clearer picture of the level of student understanding. Finally, as open-ended questions, they assess recall over recognition. Disadvantages: There are two main disadvantages to essay questions: time requirements and grading consistency. Essays are time-consuming for students to complete, and require careful instructions on the part of the test writer. Scoring can be difficult because of the variety of answers, as well as the “halo effect” (students rewarded for strong writing skills as opposed to demonstrated mastery of the content). Most appropriate for: Assessment that cannot be accomplished with other question types. Because essays are the only question types that can effectively assess the highest levels of student mastery, they are the only option if the goal of testing is the assessment of synthesis and evaluation levels. Bloom’s Levels: Knowledge Comprehension Application Analysis Synthesis Evaluation

Sometimes student use life experience to help them resolving school theories or projects. Life experience is something you have been thru in reality not something being taught from the book. Its a reality situation you experienced

Student groups help them engage in conversation about the project given. It helps them be able to communicate among their peers for a better understanding soemtimes

To improve achievement in student learning, teachers must be able to acknowledge when students are not progressing according to standards. A formative assessment is a process of using information to adapt or change teaching and learning in order to meet the learning needs of students. Such information is gathered from a series of formative assessment strategies that require student observations, analyzing students' assignments and analyzing classroom discussions. At the beginning of a lesson, teachers must present an outline that explains expectations--behaviors, course materials, topics, test dates and procedures for resolving issues, such as absence from class. The measures of success of success are grades, such as an "A" for scores ranging from 90 percent to 100 percent. A rubric--criteria for assessing work or activities--should be developed to provide guidance for students to achieve the highest scores possible, and samples of assignments are helpful when presenting a rubric. Check for Understanding After expectations are acknowledged and understood by all in concern, an issue arises. This issue is important because it relates to the purpose of teaching--understanding. A teacher must be able to determine if students really understand what is being taught. Traditional ways to make this assessment are questions and quizzes; however, based on Lincoln.k12.or.us, here are some formative assessment strategies to check for students' understanding: Periodically distribute an index card to students and instruct them to write what they understand about the topic on the front of the card. Then ask them to write what they do not understand on the back of the card. Have students show a "thumb up" when they understand concepts in class or a "thumb down" when they are unsure of concepts. Propose a question and instruct students to write the answer in a couple of minutes. This is known as "bell work" in k-12 environments but is also useful in higher education. Periodically incorporate analogies in a lesson to present principles or concepts. For example: (a concept) is like (blank) because (blank). Present students with misconceptions about concepts or topics and ask if they agree or disagree. Then follow responses with a group discussion. Conduct one-on-one student conferences. This can be done in class or over the phone, to determine their understanding of concepts presented in class. Have students assess their own learning, and identify their level of progress. This should be followed by planning what they should learn next, and this type of planning can occur during one-on-one conversation.

When you prepare for class, office hours, and help sessions, compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning. The strategies below will also help you formulate questions for exams and paper assignments. Active learning extends beyond the classroom. When you ask questions in the classroom, you are modeling a process that students can and should use themselves; encourage your students to use the following questioning strategies to assess what they have learned, to develop their thinking skills, and to study for exams. General Strategies for Asking Questions •When planning questions, keep in mind your course goals. For example, do you want students to master core concepts? To develop their critical thinking skills? The questions you ask should help them practice these skills, as well as communicate to them the facts, ideas, and ways of thinking that are important to their learning in your course. (For more information about course goals, see Planning a Course). •Avoid asking “leading questions.” A leading question is phrased in such a way that it suggests its own answer and therefore discourages students from thinking on their own. •Follow a “yes-or- no” question with an additional question. For example, follow up by asking students to explain why they answered the way they did, to provide evidence or an example, or to respond to a yes-or-no answer given by another student. •Aim for direct, clear, specific questions. During class discussions, rather than beginning with a single question that is multilayered and complex, use a sequence of questions to build depth and complexity. Essay questions on exams or paper assignments, on other hand, often provide an appropriate opportunity to ask multi-layered questions. If your exam will include multi-layered questions, use questions during class time to walk students through the process of answering multi-layered questions. •In class discussions, do not ask more than one question at once. When you ask more than one question, students often do not respond because they are unsure which question you want them to answer. •When you plan each class session, include notes of when you will pause to ask and answer questions. Asking questions throughout the class will not only make the class more interactive, but also help you measure and improve student learning. Do not save the last two minutes of class for questions. Students are unlikely to ask questions when they know that only a few minutes remain. (See Increasing Student Participation and Teaching with Lectures.) •Ask a mix of different types of questions. You should use “closed” questions, or questions that have a limited number of correct answers, to test students’ comprehension and retention of important information. You should also ask managerial questions to ensure, for example, that your students understand an assignment or have access to necessary materials. “Open” questions, which prompt multiple and sometimes conflicting answers, are often the most effective in encouraging discussion and active learning in the classroom. For examples of “open” questions and the purposes they can serve, see below. Responding Effectively •Wait for students to think and formulate responses. Waiting 5-10 seconds will increase the number of students who volunteer to answer and will lead to longer, more complex answers. If students do not volunteer before 5 seconds have passed, refrain from answering your own question, which will only communicate to students that if they do not answer, you will do their thinking for them. If the students are unable to answer after sufficient time for thinking has passed, rephrase the question. •Do not interrupt students’ answers. You may find yourself wanting to interrupt because you think you know what the student is going to say, or simply because you are passionate about the material. Resist this temptation. Hearing the students’ full responses will allow you to give them credit for their ideas and to determine when they have not yet understood the material. •Show that you are interested in students’ answers, whether right or wrong. Encourage students when they are offering answers by nodding, looking at them, and using facial expressions that show you are listening and engaged. Do not look down at your notes while they are speaking. •Develop responses that keep students thinking. For example, ask the rest of the class to respond to an idea that one student has just presented, or ask the student who answered to explain the thinking that led to her answer. •If a student gives an incorrect or weak answer, point out what is incorrect or weak about the answer, but ask the student a follow-up question that will lead that student, and the class, to the correct or stronger answer. For example, note that the student’s answer overlooks the most important conclusion of the study you are discussing, then ask that same student to try to recall what that conclusion is. If he or she does not recall the conclusion, open this question up to the class. Why Ask “Open” Questions? Twelve Objectives, with Sample Questions 1. To assess learning. •What is the most important idea that was generated in today’s discussion? •Can you explain this concept in your own words? •Can you draw a diagram to illustrate this idea? 2. To ask a student to clarify a vague comment. •Could you elaborate on that point? •Can you explain what you mean? 3. To prompt students to explore attitudes, values, or feelings (when appropriate). •What are the values or beliefs that inform this argument? •What is your initial reaction to this argument? 4. To prompt students to see a concept from another perspective. •How do you think that this issue is viewed by those with whom you disagree? •How does that concept apply to this new problem? 5. To ask a student to refine a statement or idea. •When does that principle apply? Always? Only under certain conditions? •Would you say, then, that you disagree with the author? 6. To prompt students to support their assertions and interpretations. •How do you know that? •Which part of the text led you to that conclusion? 7. To direct students to respond to one another. •What do you think about the idea just presented by your classmate? •Do you agree or do you see the issue differently? Explain. •Can you think of another way to solve that problem? 8. To prompt students to investigate a thought process. •What are the assumptions that informed the design of this experiment? •What are the assumptions that these two arguments share? 9. To ask students to predict possible outcomes. •What might happen if this practice were to be outlawed? •What would be the result if a different set of assumptions were used to set up this experiment? •Would you get a different result? 10. To prompt students to connect and organize information. •How does this article shed light on the concept we studied last week? •Can you develop a graph or table that organizes this information in a helpful way? 11. To ask students to apply a principle or formula. •How does this principle apply to the following situation? •Who can suggest how we might use this new formula to solve the problems we examined at the start of class today? •Under what conditions is this equation not valid? 12. To ask students to illustrate a concept with an example. •Can you think of an example of this phenomenon, drawn from your research? •Can you point us to a specific part of the novel that led you to that conclusion? •Can you identify a painting or design that exemplifies that idea?

Its helps you focus on all your students attention to your lecture. making sure you have eye contact with them all keeps them alert inc ase you call upon them for their input on the topic or something.

People tend to perceive information in different ways and this has an impact on how we learn. For example, some people are visual learners, they learn better if they can “see” the information. Other people may learn better through hearing, or touch. Although each of us is able to learn through all of the different learning styles, a person will learn and retain information easier through their learning style. Most people will learn through more than one learning style, however, they will learn best through a specific style. This is not to say the will not combine different ways of learning, for example, although someone may learn best through seeing, they may find that both listening to a lecture and seeing the words together provide the best way for them to learn

First of all, you need to know the energy that flows in your classroom. Some classrooms have a very hyper and enthusiastic energy, and other classrooms have a very dry, tired, and negative energy. If your classroom is hyper, then you need to have lessons that are not going to increase that energy because it will make the students uncontrollable. The real challenge is for those who have dry and tired energy from their students. If you realize that your class is always “spaced out” or constantly tired, then you need to think of a lesson plan(s) that will be energized and modern. After determining the energy of your class, it is a good idea to observe about five to six of your colleagues. Try to observe them on the days that they will be teaching the material that you intend to teach. While observing your colleagues, take notes. Take notes on their techniques, methods, teaching approaches, and the colleagues’ energy and personality. Also, take notes on the students. Take notes on how the students respond to the teacher or professor. When you take notes on the students, you will be able to see what works and what does not work from your colleagues. When your observations are done, talk to your colleagues. Ask them questions. Ask them why they use the techniques that they use. Ask them what inspired their lesson plan. Ask them how long they have used the method and lessons that they use. Ask them what they did previously and why they changed it. Ask them if they notice an increase of student success with the lessons that they use. Be sure to review all of your notes. Review your notes on your colleagues, and review your notes on the students. Take everything that you liked from each colleague and put it down on a list. Take everything that you did not like and disregard it. While reviewing what you liked from each colleague, ask yourself, “why did I liked these elements, and how can I incorporate them into my lesson plan?” Finally, put them all together. Take each little thing that you liked, and put all the components together. Be sure that all of these components are intertwined smoothly. When you are putting everything together, you have to ask yourself, “How can I make all of this my own, but still keep what I liked?” Or ask, “What new things can I bring to all of these components to make it one lesson plan?” When you take a little of each lesson that you observed and put it all together, you can come up with something original. You can come up with something that is modern, new, and will hold the students interest, while they are learning at the same time.

the fisrt impression is crucial in establishing rapport with your students. I always have my student to introduce themselves in the class and tell me a unique thing about him/herself. In thefirst meeting I refrain from lecture and spend a good amount of time to know my students.

It is vital to have a comfortable furniture and decoration of the classroom for the students. I can call a few things which can enhance the student's participation and attention. A seat that is comfortable with plenty of room and space, may seem unimportant. But an uncomfortable place distracts the stuedt, causes early fatigue, and depletion of energy.

To be able to motivate the students, I think the instructor needs to be motivated. If the instructor shows a desire to improve and is excited to teach,the students is influenced positively. Positivity invites positivity. An astute instructor tries to motivate his/her student every day.

I teach basic English classes and occasionally have students who literally cannot read or write. These students have difficulty doing even basic assignments because they can't read/understand the directions. Of course I always read the directions and do examples with the class but only five weeks to cover course requirements and twenty plus other students to monitor as well, I feel like there is little, if any, chance for these students to succeed. Does anyone else encounter this situation? What are your strategies for helping these students?

I teach in the evenings. How do you keep from loosing students attention as the night goes on.

What are some other ways to test when teaching trades. (HVAC Hands On)

you should always ask question in class, to see if the students are following you .. and to see if on are on the same page.

every students have there way of learning, and its up to the teacher to find that out to teach in there level

any ideas for testing but in a fun way.... ?

Sometimes I have a class that ends on a Thursday night. While grades are not officially due until Monday at noon, it is preferred that grades are in by Friday afternoon so Monday morning reports can be run. Under these circumstances, whenever I have given a test that includes a written component, I work frantically to "power read" and grade the essays. Then, I am upset with myself for not giving a Scantron test. Any ideas how to include and grade a written assignment under sever time constraints?

"That wasn't flying. That was...falling with style!" --Woody from *Toy Story* The Instructional Style portion of this module was particularly helpful. You can really pick up on the level of involvement from your students when you alter your Instructional Style (for the better). I have found that having a certain amount of flexibility and adaptability in the classroom will make the students more likely to learn what you are teaching them. For instance, I recently did a lesson explaining what a thesis statement is, how they function, why we use them etc. Well, the students nodded and said they understood the material. When I asked them to apply their skills, many of them couldn't produce valid thesis statements. To counter this, I wrote a "formula" on the board (position on argument + reasons = thesis statement). Then I asked the students, one-by-one, a variety of questions. They ranged from "Who is a better baseball team, the Yankees or the Red Sox, and why?" or "Who is a better rapper, Eminem or Lil Wayne, and why?" It took no time at all for them to come up with valid thesis statements with the formula and subject matter they were confident with. Once they realized they had the tools to complete the thesis statement assignment, they were all able to produce good material. It just goes to show that being able to make a unique and flexible Instructional Style is a valuable asset for instructors of all kinds. Has anyone had any similar experiences? Or have any suggestions on how to keep your Instructional Style "fresh"?

We are having more and more students coming out of high school with learning disabilities, as an instructor understanding how to address their special leraning need was not a easy task, but once I understood that not everyone leran the same method I talk you sit and listen, it became easy for me learning other ways to aide in reaching a level of understanding for each student.