The "One-Minute Essay" CAT looks promising- I haven't used it yet, but it may be able to both focus students who have a shorter attention span and also draw in those who seem to feel they know more than the class can teach them.
I am curious, how often do instructors use the CAT format? Do the students get sick of it? Or do they always find it useful? Do they use the CAT to answer their questions or are the students at the end of their terms (senioritis) and do not care if they do not get credit for any effort? I have groups were the I see the results would vary according to the personality of the cohort. Some would respond extremely well, others negatively.
H Phil, Thanks for sharing an excellent example of timely assessment and feedback! Great work! Best wishes for continued success in your teaching career.
Susan Polick
Hi Eric, Thanks for your post to the forum. Students who have prior experience with a topic or skill can indeed add much to a lesson/lab, particularly to demonstrate relevance. Best wishes for continued success in your teaching career.
Susan Polick
I need to use more CATs, but already I am known as "Quiz-a-day Phil." My quizzes are useful to the students for later study. My students have learned that when a quiz has holes punched in it, then the Quiz is property of the student. I go over and discuss the quiz answers immediately. Some students do not participate voluntarily, so I enlist their comments by calling on them. In this manner, I know who has read the material and who has not read it well.
By giving spot quiz's through out the MOD.
I have found that prior to covering materials required for an application type lab that it is very interesting to ask who already has some knowledge of what we are about to do. (Background knowledge probe.)I have those that say they have knowledge to explain the procedure. We can then use several different approaches to solving the
problem or application we are going to do. This really gets students involved and gives a feel of ownership in the learning process. You must treat all ideas equally and let them experiment within the scope of the knowledge/application project.
Hi Tracy, This also gives us the feedback we need to tailor our instruction in a timely manner. Best wishes for continued success in your teaching career.
Susan Polick
Hi Stacy, I am sure that you will find the Minute paper very useful.
Susan Polick
To incorporate these techniques into teaching, the instructor could introduce the techniques directly after content was delivered to further solidify the learning process. Since it is suggested that the results be shared with the students, it's an immediate way to give feedback to the students.
I really like the idea of the Minute paper. It could be used to help students clarify what questions they have during classroom time. Sometimes they aren't sure of their questions until they look over the material later.
Hi Tracey, Thanks for your post to the forum. I hope that you will find CATs useful! Best wishes for an excellent July quarter!
Susan Polick
Hi Bob, Thanks for your post to the forum. Yes, CATs give us the feedback we need to tailor our instruction. Best wishes for an excellent July quarter!
Susan Polick
This is an interesting topic, one that I had never really thought of before. I teach primarily online classes. Isn't this what discussion forums do? Have you found another way to implement this in an online setting?
Tom
Back in college, I can remember in some of the "Core Courses" instructors would say: "you have 5 mins to write about (whatever topic)". This was mainly done in the PSY & SOC classes. This was when, the classes were taught 2-3 times a week for 12 weeks.
At the end of the term, before the final, we were asked to complete the same tasks; we were given our orignal topic. It was amazing what we learned.
I printed that section out as a guide so that I have my students start CATs. Teaching a math class, this will be helpful to see where we are starting and as the class progresses who may be lagging behind.
To maintain a progressive knowledge of the level of comprehension and participation of the students. It also keeps the concept of the connection between the instructors information and the student's learning in the forefront of the structure of the class proceedings.
Hi Allison, Thanks for your post to the forum. That is an excellent idea to get students participating! Best wishes for continued success in your teaching career.
Susan Polick
Hi Michael, Thanks for your post to the forum. That sort of timely assessment and feedback is so important! Best wishes for continued success in your teaching career.
Susan Polick
At my college, in my class curriculum, I have 4 review quizzes that bear a minor part of their practical grade. In reviewing these in class I encourage participation. By this means both the student and I can gain knowledge of what part of the material may need further study.
