I put a question about the day's lesson in an sealed envelop and give to each student at the beginning of the period. After the lesson each student opens their envelop and answers the question they have. This lets me know right away how to plan my next lesson--if the students know the concept or if the students need more work.
I do give a pre-test. Not only do I want the information as to where students are with the material but, I want the students to get information about where they are with the material. I find it tremendously valuable for them to self assess. Sort of a Selfie.
At the beginning of lecture, I ask my students what they already know about the subject material, to gauge how much they already understand. Then, after I have started a lecture, each new day I ask them questions from the previous day's lecture to see how much they understand from the lecture.
I teach at a military institution. The course is unique to a specific military population. College credit is not awarded. I have the students for 8-9 hours each day.
Laura,
At your institution, does 4.5 days equal an entire term? If so, how long are the class sessions?
Tremayne Simpson
I have my students for a total of four and a half days. Classroom time is very valuable. By utilizing the on-line environment I can give pre-tests on material the students should know before they arrive in-residence. Along with that, I can provide on-line lessons to get folks up to speed in areas where there is a deficiency. This way I know everyone has the same baseline knowledge before we get started.
Leslie,
This is an excellent and subtle method for assessing the students' subject knowledge.
Tremayne Simpson
Having immersion questions on the board that will act as an introduction to the material for the day. If students are able to answer the question, you can build on what they already know.
On the first day of class I find out as much as I can about each student by asking specific questions related to our subject and the real world. This helps me to learn what they know and don't know so I can focus on their needs and desires. I also like to use a pretest. I do my best to create an environment that helps to put the students at ease so they may be most receptive for what is to come.
Denise,
In addition, the pre-test can provide you with early identification of advanced students. With this information you will know which students need additional challenges, for class engagement.
Tremayne Simpson
I have not used a pre-test in the past in teaching Math but feel it could be an important tool in early identification of at-risk students.
Pamela,
Typically, do you find that your students are familiar with the terms used within the field of study? This could speak to their knowledge of the topic and preparedness for the course.
Tremayne Simpson
Pamela,
Typically, do you find that your students are familiar with the terms used within the field of study? This could speak to their knowledge of the topic and preparedness for the course.
Tremayne Simpson
I've never considered doing a pre-test. That would help steer my lessons a bit better and find areas where we need to improve basic skills that should have been absorbed in the previous class.
I generally explain that the terms that we used have specific meaning within the field of study, we review these terms within the context of the field of study so that everyone is on the same page.
The most efective method I have found to determine what the student's background is, is to have a first day review and discussion of the topics to be covered in the term. Our class size is from 5 to about 15, so it is fairly easy to get to know the students quickly. We go over the syllabus, and as we proceed, we discuss in general each of the topics and what the students interests and background is. I find that the time is well spent and by the end of the class, I have a fair idea of where to target my presentations in terms of contant as well as diiifculty.
I have just started using pre-tests. Our new books have them for each chapter. It helps me target area's of strenght and weakness.
I am a new teacher teaching Film Production. I have found that my students have different experiences and backgrounds. A short quiz, followed by a discussion about the quiz, served me as I presented material that can be technical by its very nature. The class continued to be technically focused but I was able to tailor my presentations by using examples that the students could relate too. Understanding not only their knowledge and experience, but their television and movie preferences aided my presentations.
I give my students an aptitude test regarding the subject matter just to let me know if they really have a previous background/understanding regarding the course. It is not graded and I let them know this before they take the test. True enough, it really helps me an idea whether the student has a knowledge or any idea about the subject matter.
David,
I agree with this approach. However, it is important to ensure that the student partners do not know each other, prior to the interview. I find that this makes the presentation more fascinating (depending on the questions that are discussed) to the students involved.
Tremayne Simpson
