Robert,
This is an excellent example of effectively, collecting and utilizing student input for the course.
Tremayne Simpson
James,
I actually believe that student input can positively impact the development of content. Provided that there are filters in place (instructor and administration) and a structure that is implemented for the collection of student input, their feedback can provide excellent research in regards to over course effectiveness.
Tremayne Simpson
David,
What methods do you use to ensure that your students are providing candid responses regarding the course?
Tremayne Simpson
James,
This is a great practice to keep, even as you grow towards becoming a veteran instructor. Student feedback is essential in self evaluation as well as the development of course content for the future.
Tremayne Simpson
Sherry,
I agree. I have found that you get more candid responses from students, when meeting with them outside of classroom.
Tremayne Simpson
At the onset of a new class I do inquire about the students expectations of the class. With this knowledge, I try to relate my real world experiences and examples in ways that tap into their expectations. I may also develop or modify labs, so that they still accomplish the course objectives, but in ways that again tap into the students own interests and expectations.
I agree that student input on the course content is not helpful. And I agree that they should have some input on the kind of activities and projects that are part of the course, but the material itself should be decided by the college (or department) and the instructors.
I often allow student input of the course. I am always looking for a better way to reach them. Sometimes a lesson can be either too challenging or too boring. All of my courses are hands on, and student comes from different backgrounds and experiences. I attempt to tailor my lessons to convey the objective to the majority of them.
Yes, I encourage my students' feedback. Perhaps it's mainly because I'm relatively new to teaching, but thus far I haven't seen many downsides. In general I think it's an important aspect of continuing to grow my class. I teach an advanced audio technology class, and as a recent example of lesson plan revisions, last semester I took my students to an outside large professional recording studio as a field trip. The following week we reviewed some of the new things we learned and just general things we noticed and took away from the experience. At the end I asked them their opinion on what was potentially the best aspect of the field trip, and also what may be something to change for future semesters' trips. The feedback I received was great, and the biggest take-a-way was that I should try to allocate more time in the future, as certain things seemed a little rushed/they would have enjoyed and learned from their experience better if they had more time. I felt this was a simple, yet important, suggestion.
Regarding how I regulate student input for lesson plan revisions, I guess I just kind of sort through the suggestions myself, and weed out the ones I feel aren't necessary. I know that may seem simple, but thus far it has worked, and my lesson plans continue to grow stronger and stronger.
I meet with my students outside of the classroom, usually in a conference room setting and ask for suggestions as to how the class could be presented better. I use this activity especially when I teach self-paced computer classes. It really is cool to hear their responses when an idea they suggested had been implemented.
I do not allow them to give input on lesson plans, I find that many of students in this time will find ways to lesson their work.
Absolutely, but not directly (I hope that makes sense). I listen to the students talk about things, I have students come to me and say, "I wish we could talk about ....." and surprisingly a few days (or weeks) later the "wish" can become reality. I believe that if a student makes such a comment (or better if several students make such a comment) they are interested and if possible I am going to use that interest to create some excitement around the course material. If it is a little off subject - OK, I will find a way to get it back on topic and weave it back in.
-Chris
I am always open in my classes to student input as long as we stay on the subject matter. It is natural for young students to sway from the subject, I always listen first then suggest we get back on topic. I have good success with this manner of teaching in the classroom
Stephen ,
This is a unique and elaborative process. Have you had success with getting your students to complete this document?
Tremayne Simpson
When a lesson is given and there is feedback I do my best to consider that feedback in any augmentation of how the material is delivered. However, the limits revolve around the need to impart the material, the course outcomes and the program objectives.
I will allow for the students to give input, but it is usually mirror. Example (I'll ask them if they want to test on Friday or would like to test on Monday in different circumstances. I found it to be bad sometimes and good other times. I think it depends on the actual group of students.
I usually try to survey my students when I try new approaches to a lesson. I take their suggestions at face value. Many times if a student doesn't like a topic than they will rate a lesson poorly.
I had 2 separate classes the other day and introduced a new video. The one class did not seem to like it but the other class loved it. I realized that by the time my first class had seen the video they were mentally exhausted from a lecture, so when i showed it in my second class I showed it before the lecture.
I have a group of friends who are attorneys and they are always talking about billing. Where they have to document time spent with a client and service rendered.
Taking this model I have students complete a participation invoice each class session. It is divided into 2 columns (1. List type Activity [lecture, video, quiz, student presentation, discussion, etc.] 2. Nature of activity and response to the activity.
I explain how to fill out the invoice and give them examples of student invoices I thought were well done.
I start each class by putting class activities on the whiteboard and erase them as we complete them.
Example:
Week 1 July 22
Syllabus/ Topical Outline/ Ascription Plan
Explain Participation Invoice System
Explain Vocabulary Test
Lecture-Tax Sheltered Savings
Explain-Stock Market
Stock Picks using ValueLine
Assign Round Table Discussion Topics
Assign Research Project 1
July 24
Stock Review
Review Invoice/Project 1/Vocabulary
Video-Public Schools for Sale
Video-Admiral William H. McRaven - What starts here can change the world http://m.youtube.com/watch?v=pxBQLFLei70
Lecture-China Coal
Test Ch 1: Basic Concepts in Economics
I use the feedback on the daily invoice as student input.
Yes. I feel student input is important in all we do. If they feel something is weak and I am losing their attention, I want to know. I will work in any of their suggestions as long as time allows.
Bryce,
Honestly, I believe that this is the best method for handling student input. Student input should be informal, because it enables them to be more candid and honest with their course feedback.
Tremayne Simpson
