Kola,
I use pretesting in all of my courses for the reasons you list. I get a baseline on each of my current classes and then I can target my instructional content and delivery around the data I get. Helps with keeping the class moving forward at a pace that includes everyone.
Gary
Gary Meers, Ed.D.
On day 1 of class, I go over course expectations and class rules. Once I have given those expectations, I do not veer from them.
Kola,
I am convinced there is a Bermuda Triangle of Memory Retention for college students. This triangle is where information from the instructor about due dates and project requirements goes to die or stay in a vacuum forever. Fourth graders remember better than some college students when something is due. The syllabus, timeline handout, reminders on the board and announcements are all required to help the students remember than next Wednesday a project is due or a test is going to be given. It truly is selective hearing at the highest level.
Gary
Gary Meers, Ed.D.
I have learned that less is more. Little information at a time , while always adding more.
I try to be clear and simple with explaining expectations. It's important to make clear that I wouldn't expect more from my students that I wouldn't expect from myself. I try to approach it from a "we're a team" approach.
Pretesting is a really good approach. I have noticed that many students are usually free to let the instructor know where they are as far as their related knowledge in the area is concerned. It seems too that many students prefer to present themselves as having minimal knowledge of the course and discover later that they possess greater knowledge of the subject matter. They would rather spend time being brought up to speed by the professor than the other way around.
Thank you, Dr. Meers. It is amazing that a few students do not traditionally look at their syllabi and the deadlines already outlined at the beginning of the course. Unless the instructor periodically goes through the deadlines and expectations, such students usually end up failing the class woefully. They fail, not because they are not competent but mainly because they are careless and do not take time to go over instructional details.
Georgina,
This is such an important thing to do as you start off a new group of students. This way you are moving the accountability to them since you are sharing the details of the course via the syllabus. Spending time reviewing the syllabus shows your students the importance you attach to your syllabus and why they should follow the details listed in it.
Gary
Gary Meers, Ed.D.
To help students understand what is expected I review the syllabus in detail, highlighting critical points such as reading assignments, homework, late assignment deductions and late quiz restrictions, including any projects for the course and rubric of how it will be graded/when due. It is important to remind students weekly what will be covered next, and upcoming deadlines. I usually provide very detailed course expectations in the syllabus so that I as well as the students can reference. For Lab. procedures content courses, I inform the students how their participation or lack of effects their grade.
Joe,
Great to hear about your use of the different instructional strategies. Sounds like you have a variety in your instructional delivery and you have your students forward focused in the course. Keep up the great work.
Gary
Gary Meers, Ed.D.
I actually use 98% of the things discussed in this course. My outline is usually welcome, self introduction, Course overview, Roll call/Self introductions. Then the syllabus, reviewed in detial and a discussion of the course, requirements explained, questions answered etc. We are required to spend at least 50% of the intial class time in actual instruction due to accreditation requirements, so time vary. Some of our courses are 40 in one week versus the traditional achool model, so variations apply on approaches.
Jacqueline,
I give my students a handout like this as well. This reduces their reading down to one page in terms of details and expectations. I go over the syllabus which contains the school and general course polices and goals and then I give them the handout and that is what I refer to throughout the course in terms of timelines and details. In addition, I always print the handout on colored paper so it stands out among the other papers in the students' folders. This way I can say "Get out your green handout." and they go right to it and we can have a discussion in terms of upcoming due dates.
Gary
Gary Meers, Ed.D.
I have a printed handout that details exactly what is expected from the student and what they can expect from me
Kola,
Like the way you use check points along the way with your students. This is keeps the student up to date and reminds them of upcoming deadlines. This is a service to them and helps them stay current with their efforts so they don't get too far behind with their work.
Gary
Gary Meers, Ed.D.
Kola,
I use pretesting in my courses as well because I get from my students a baseline on their knowledge about what the course will cover. Covering your grading rubric is another good idea because it lets the students know what to expect as they complete their projects and assessments.
Gary
Gary Meers, Ed.D.
This is where the syllabus needs to be very clear on the course expectations along with the first day of class so the students understand exactly what is expected of them.
Yes, Dr. Meers. In fact, all the courses I teach have a project that runs through the term, in addition to other work students do in the class. The syllabus normally has provision for discussing the progress of each student in this particular project during the second, fourth, sixth and eighth weeks. That way, students can let me know the difficulty they are having and I can help them out. Also, I am able to re-direct them where they are going wrong out of lack of understanding of the expectations.
I encourage the students to ask quetions. At times, I ask them questions directly. Also, I give a pre-test at the beginning of the course. In addition, I spend time going through the criteria for evaluating their work.
Gerald,
I think you will like the results you get with this approach.
Gary
Gary Meers, Ed.D.
Sounds like a very interesting concept. I may see how I can apply this to my class.
