I like to assess students at the beginning of each class to see what they remember from the pervious class and answer any questions. I assess them again at the end of the class to see what they have learned.
To successfully lead a class, it is important to maintain a good level of communication between the instructor and the students in regards to their progress in class.
CATs help definitely identify student at risks and which kind of focus the instructor should have to help these students. On the other, student knowind and understanding their current level of knowledge, are more prepared and informed on how to continue their learning journey.
Hi William - I agree - in a long class, using CATs before a break can give us a "Heads-Up" that we need to review some material before continuing on blindly. Susan
Hi Willaim - Thanks for your post to the forum. You make an important point - students need feedback not only from their instructors but also their peers. For example, if a students see that they are not the only one that was confused on a topic they are reassured that it is OK to ask questions. Best wishes for continued success in your teaching career. Susan
Instructors need to have feedback from students regarding the information that they just covered in the classroom , coupled with the students need to have feedback from themselves to themselves about the information that was just discussed in the classroom. I like to think of this as a feedback loop in that both parties reinforce the information that was just disseminated.
On the instructor asked the student prior to the presentation for the date what they expect to get out of the lecture. This is especially valuable when you are teaching a three-hour class which has a break and you can review of these documents during the break, and tailor the second half of the class to answer those questions.
The best way to assess how well you're doing in the classroom and on topic. Coverage is to have the students take a moment to jot down some of the particular points which he they learned during the class. You might be surprised at the outcome.
This methodology eliminates a lot of conjecture on behalf of the instructor. Sometimes the instructor assumes that the student has understood a point when in reality they have no clue.
It's very interesting on laboratory situation for the students to assess what they have learned in today's laboratory by inputting information that can be easily assessed by the student as to how well they have learned the concepts.
I agree as well. the emphasis on the materials covered helps the students retain the informations.
Hi Norman - Thanks for your post to the forum and for sharing an excellent idea for using CATs! Susan
In the environmental science course that I teach, CATs in the form of a short listing of "summary ideas" on a half sheet of paper submitted at the end of each class can be very useful in allowing the students to mentally review the concepts we discussed and to crystallize these into brief statements. The next class can begin with a summary of the statements given, and this will at the same time serve as a bridge to the main discussions for the day.
On the first day of class with any new group, I always like to give a questionaire to collect some basic background material. I ask questions such as:
Where they you from?
Where do you work? How many hours a week?
What are your long term and short term goals?
Hobbies?
List a favorite phrases.
I tell them they are not obligated to give me personal information they don't wish to share, but to answer at their comfort level.
I find this is a great way to get to know my students on a more personal level. It helps them to know that I care to know more about them. If I know that their long term goal is to work for a baker in France and I have some connections in various French pastry shops, then I can help them to achieve their goals in and out of the classroom. Or it may help me to understand why my student working 40 hours a week keeps falling asleep in lecture.
Insight into your students lives will answer many questions and open many doors to endless possibilities. The very least of which, it might just let them know that you care!
A wise philosopher once said,
"Students don't care what you know, if they don't know that you care."
You are quite welcome! Susan
Thanks for the helpful tip. I will do definitely apply your suggestions.
Hi Geni - Thanks for your post to the forum. I am sure that you will find CATs very usefull! Best wishes for continued success in your teaching career. Susan
I haven't applied CATs into my classroom yet, but I am already thinking of multiple avenues to include them for certain topics in my class. It will also enable me to better understand where I need to focus my instruction if students aren't really grasping the topic I'm covering.
Hi Eulalia - CATs are even more effective if they are anonymous. Ask your students to write questions/things they did't quite get, at the end of class or put them in your mailbox - without their names on them. Susan
Thank you for sharing Classroom assessment techniques (CATs). I did not think of this strategy. I will implement it immediately. At the end of every lecture, I plan to ask the students to share with the class or email me a brief feedback on the lecture regarding what part of the topic they feel needed more elaboration or explanation. I will also request for suggestions how the lecture could have been more productive and effective in their learning experience.
I agree, the lab class is a perfect environment to use this in setting the pace for the real world and what is to come
