Most of the work done in my classroom is hands on, meat cutting, by allowing students the opportunity to help w/ demos, then take back to their work stations items to fabricate, I can judge by their efforts what they may or may not have learned & use that as a more "personal, one on one" sort of feedback opportunity
I attempt to identify early on the learning styles of each of my students and build my tests in such a manner as to be representative of the various learning styles. Additionally, I incorporate all 4 types of presentation (learning) skills into my Public Speaking classes.
I am able to provide feedback to my students on each of the item types on my tests and quizzes and discuss each of the items with the group. In my classes, we always go back and review test/quizzes to help reinforce learning.
Hi terry - that is really excellent! getting students to realize how relevant their classwork is to their future career is very valuable. Susan
I teach a class that is best described as being on the periphery of their career path. I have had a good deal of success with a CAT I administer that asks for the students' perspectives. It helps them reflect on how the class will ultimately help them in their career, and helps me fine tune the course based on an occasional new viewpoint.
Hi Krashania- You are absolutely correct - CATs can open up discussions that will make your students feel more comfortable. Anytime that you can get your students to communicate is a valuable opportunity! Best wishes - Susan
In an speech class, CATs are helpful to break the ice and decrease the shyness of the students. Based on the type of CAT, the students participate in activities that allow them to share their fears and concerns in more of a general manner. Because on how that disussion goes, the effectiveness is witnessed during presentations.
The best way to incorporate these techniques into our teaching is to utilize these assessments as they were designed to be used. If the assessment was designed to gather the students assessment of thier basic skills, than that is what it should be used for. We get in trouble by trying to use assessments that were designed to get one result, but we wanted to actually get a different result or objective. Its all about the usage and what we are looking to solve.
I do the minute paper or minute presentation frequently. I actually think they have come to enjoy it, I just say "okay" one minute! I rarely do this at the very end of the class, since I usually have a team assignment going, but rather just before a late break. That gives me time to put the items together and then provide feedback and answer any questions on the papers after the break. If it is one minute presentation, we go through it right there, although these are usually done later in the session since by then everyone has the confidence with their colleagues to be able to share any ideas or ask questions. Does it always go smoothly, no, because sometimes it can be used as a gripe paper; however, often is the case that the class provides feedback on the negative comments themselves and there is nothing like peer feedback! Kathleen
Hi James - Welcome to ED 103! You are effectively using CATs and from your post I see that you are utilizing the info to keep your students on track. Well done! Best wishes - Susan
I use cat's when I give students tasks to perform.I lecture on a topic,subject matter, and or a lab task,I state what each student needs to understand, what needs to be performed, why this task is important, the time frame in which this task must be completed, and what is in it for them.I then understand clearly where each student is in the learning process, and who needs help and who doesn't.I now give students feedback on where they are in class and how well they are doing. With cat's the student is informed early in the phase and I can catch a student who needs help quickly and keep the student in the phase, and keep the student learning. win-win
I use daily chapter exercises that incorporate something fun as well as instruction. This gives me an opportunity to assess their working knowledge of the specific subject and the student's level of knowledge. By having fun with the material, it also helps focus their attention on that material that is necessary for the next level of the subject.
Hi Kerry - Welcome to ED 103! I think that is true of almost everyone. We are embarrased to admit we don't know what others do know.(or MAY know!)Best wishes - Susan
I find that if a student isn't being watched by other students the are far more likely to be honost about area's they are haveing trouble in
Doing a quick assessments of a daily lesson, a particular technique or important demo will give me and my students feedback on how well the are retaining the information and on any changes I can make to deliver the information more effectively.
we are already using those techniques in the culinary field. especially in groups. it give us a chance to give out feed back to the student
Hi Jim - You are exactly correct - students who are engaged in active learning have better retention of the material. Best wishes - Susan
By not only keeping the class engaged by envolving the students both verbally, but also get them to do hands on learning demonstrations. If they are engaged in the learning process they will retain the information.
At the close of the day about twice a week, I have the students write down what is working at their stations and where their challenges lie. It allows me insight into their points of view and gives them a chance to "vent" a little, usually reducing carry-over stress.
Assessment can be verbal, written, or hands on. For the automotive field its very important to use all senses so the students can be successful.
Hi Rich - Welcome to ED 103 - I am not sure what you mean by "individual oriented classes" - can you explain? Thanks! Susan
