Do you find that there is one style that more of your students seem to prefer?
The background knowledge probe approach seems like the perfect way to assess students. This will aid instuctors in finding weak and strong points in their students which enables instructors to choose what type of learning style best accomodates each student.
Because this is a class ofteam oriented , sharing would be best.
what I MEANT TO SAY IS THAT WE HAVE THE STUDENTS FORM GROUPS AND ANSWER QUESTIONS TOGETHER TO PROMOTE STUDYING WITH ONE ANOTHER IN AND OUT OF THE CLASSROOM
Are they anonymous minute papers? How do you then use the papers? Do you review them in class? I know - I ask a LOT of questions!
WE HAVE THE STUDENTTS FOR GROUPA AND WORK TOGETHER FOR THE GOOD OF THE GROUP..WE HAVE THEM PERFOR LIKE THEY WERE ON A QUIZ SHOW AND THEY MUST COLLOBORATE ON THE CORRECT ANSWERS. THIS HELPS TO GET THEM INVOLVED IN C LASS WORK AND ALSO HELPS THE TO HELP ONE ANOTHER IN AND OUT OF THE CLASSROOM
WE HAVE THE STUDENTTS FOR GROUPA AND WORK TOGETHER FOR THE GOOD OF THE GROUP..WE HAVE THEM PERFOR LIKE THEY WERE ON A QUIZ SHOW AND THEY MUST COLLOBORATE ON THE CORRECT ANSWERS. THIS HELPS TO GET THEM INVOLVED IN C LASS WORK AND ALSO HELPS THE TO HELP ONE ANOTHER IN AND OUT OF THE CLASSROOM
After every class I teach I use the "minute paper" method. I have all the students write a small summary of what they have learned and those topics that they are still unclear about. I let them know that this helps both the student and teacher and helps me to gain insight into the student's comprehension and improving my teaching methods.
Our average population is in their upper 20s; definitely not traditional. I've taught individual classes in which I had students from 18 to 55. I find that the younger students tend to adjust easier to a training environment (because they're used to it), and that as a course progresses, the differences in learning and performance fade gradually, but I do see a big difference initially. I must say, though, that the classes with the greatest disparity in student ages are some of the most fun to teach because of the differing perceptions associated with the different generations. It really is a fascinating experience.
It sounds like you keep pretty good tabs on how your students are grasping material on a daily basis. Can I ask - are your students generally traditional ( 18-22) or do you have a sizable adult population? If so do you notice differences in the way they learn/perform?
I have to say, this entire group has some wonderful ideas as to incorporating and validating CATs testing.
I've always used the technique of asking as each new topic is introduced what my students' comfort level with that information might be. Sometimes the answer surprises me, but most of the time I have some idea, especially as we grow more familiar with each other, what their skill level will be. Still, I don't make assumptions in that area so as not to short-suit anybody's learning of the material.
Often, I'll use short verbal quizzes to start the session as a means of reviewing previously covered material. It gives me an idea of what they may need more work on, and it gets them in their seats and ready to face the day.
That is a great technique to appeal to students who may be reluctant to ask questions in class. Do you ever have them fill out the KLW chart? It's good to have students recognize not only what they "want to know" but also what they "know" or have "learned". Often they are surprised at how much knowledge they actually have.
I use a system called k w l , know , want to know , and learned. students can anonymously leave their notes on the want to know and at the end of each class they are reviewed and answered
You're right to make sure that your students realize that this is a positive exercise. As we all know, students so often view assessments negatively, so it is really valuable that they find CATs non-threatening and in fact - helpful!
I will now use CAT"S at the beginning of the program along with the minute paper. This will be explained in detail to the students so that they will understand this as positive feedback.
Depending on the content of the class, I have a short time at the end of class for the students to list 5 things they learned and to write one question they are still unclear on. We do this on a daily basis.
I agree that CATs can be a great way of discovering where your students are at the start of a class. I think you will also learn a lot when you review the minute papers.
Personally, I use these more on the first day of the term to assess what students already know than throughout the rest of the term. The idea of the minute paper does appeal to me, however, and I am going to try and implement that into some of my classes (perhaps the day before review so that any unanswered questions can be answered at that time).
you make a good point, George. In administering a CAT it's a good idea to explain the purpose - you are looking for feedback that you can use to improve your instruction.
Most students will understand that feedback plays an important part to both Instructor and student at the same time and they will participate if explained.
