Carol,
I agree. Do you provide your students with a pre an post survey, to collect their feedback?
Tremayne Simpson
Create a discussion amongst the class
I think it is important for the students to have input as to what they think is important for them to get out of the course
Student input is always welcome. If it is a trend in issues it is important to take a look at the lesson plan over a period of different terms as well as amongst multiple instructors and time frames. At the end of each term the students have the opportunity to provide input in an end of course survey. The lead from each department reads the input. Trends are always looked at as a way to improve.
joel,
Do you assign informal/formal personal surveys for your students, during the course?
Tremayne Simpson
Phyllis,
I agree. The classroom is a mutually beneficial, learning environment. I always try to create assignments that will enable my students to contribute their insight and provide additional examples of subject-related topics.
Tremayne Simpson
We provide student surveys each term. I review these and look over test/quiz results to determine if that cohort of students need a change in presentation.
End of course evaluations are utilized at my school
I also encourage continuous feedback from my students
I will periodically inquire about my students likes and dislikes in regard to certain pieces of my class. I then may modify my lesson plan using some of their comments as a guide. I feel this is a great way to use their input indirectly and also reduces the potential for silly suggestions.
I am always surprised by how much insight students have. I can always use something a student has suggested.
Dan,
I agree, nonverbal communication is an accurate tool for assessing student comprehension. I constantly "scan" the class during lectures, in order to physically see if the students are comprehending the topic. Whenever I see "looks of confusion" or "disinterest", I make sure to summarize the content and ask Socratic questions.
Tremayne Simpson
Dan,
I agree, nonverbal communication is an accurate tool for assessing student comprehension. I constantly "scan" the class during lectures, in order to physically see if the students are comprehending the topic. Whenever I see "looks of confusion" or "disinterest", I make sure to summarize the content and ask Socratic questions.
Tremayne Simpson
Generally my students do not know they have provided input, however, every student does provide input. During a lesson I watch the students to see if they are connecting to the material. If at any time I begin to sense that a student "disconnects" I will try to reengage that student. I will also make a mental note of what I was doing and attempt to change the activity before the next lesson.
I am almost always working with my lesson plans as a fluid document, which may be adapted to the individual class. Of course this depends on what I observe works best with a group of students.
Rudayna,
I agree. Instructors have to find opportunities, either in an assignment or course lecture, that enable students to demonstrate their knowledge about the topic.
Tremayne Simpson
Allen ,
I have used the method as well. It is an informal, Democratic procedure to garnering student feedback. In many cases, I tend to receive candid responses, because the students can see that their responses are uses as "agents of change".
Tremayne Simpson
Absolutly. I always say I learn from my students just as they learn from me. This is important because the lesson plan needs to work for the students as well as myself. The best way to make sure that it works for them is to listen to their suggestions. I usually ask my class what they think and if they have any ideas on how I can make things better.
I ask three or four questions verbally about the class and after each question a show of hands of those that agree. If I get a consensuses, two classes in a row, I work that result into the changes in the class going forward.
Diane,
Do you ever have students that make suggestions for assignment revision? If the concern is justifiable, what would be the procedure for changing pre-populated assignments/topics?
Tremayne Simpson
Assignments and topics are defined for us. We do deliver weekly chats and that is where we can determine how best to help our students learn the material and complete their assignments. Based on an understanding of what the assignments cover, I typically cover the topics. I do look for feedback from students at the end of the chat to see whether they have questions or suggestions. I also review end of course student surveys to gain a general sense of whether the chats were helpful. If the majority feel they are helpful, I believe that I am on the right path. If most of the respondents think that the information was not helpful, I would review and revise accordingly.
I have actually added several components to lesson plans because of great feedback from students after they have completed their surveys. For example, I've added two "on campus field trips" to look at lab equipment or procedures that related to lectures.
