I open the class to discussion at the end of a lesson by offering a story of my own experience then encourage students to put themselves in the same situation and answer the questions that come up.
I use multiple choice questions, but also fill in the blank. I believe in using multiple evaluation methods of testing if possible.
Hi Barbara, Thanks for your post to the forum. That 10 minutes is time VERY well spent!
Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Ruben, Thanks for your post to the forum. I really like this idea and agree that adding the competetive edge takes it to another level!Best wishes for continued success in your teaching career. Susan
Susan Polick
Every day I start class with a 10 minute Recap from the day before's lesson plan. It gives my students time to review there notes and think about all the information they have just absorbed and usually they have questions that wouldnt of realized they had at the end of that class day.
I do this to some extent but didn't realize it was an actual tool. I assign the students to a group each course. At the end of every week I assign the groups a case study regarding concepts addressed that week. Students work together in their groups and present their case study and recommendations to the class. Each presentation is evaluated and graded as a group and as the student. I find students are excited to do it at the end of each week and have now made it into a competitiion amongst themselves. It gives the students and myself a weekly metric to measure what was learned that week.
Hi Rachel, Terrific ideas for feedback! Thanks for sharing the info on Dylan Williams!
Best wishes- Susan
Susan Polick
If you haven't read about Dylan Williams reasearch on formative assessment, it's incredible. Research shows that the closer the feedback (formative assessment) to the learning, the greater impact on student achievement. I am trying to implement this with total response systems (i.e. clickers or cell phone response apps, thumbs up/down, responses on dry erase boards, etc...) Daily quizes and embedded quiz questions during lectures also give feedback to students. Self-reflection is also important, so giving opportunities for self- and peer- evaluation is important as well.
I use a daily quiz to recap what was covered previously. It gauges how the learners are doing, and affords them the opportunity to ask questions before we move on. We use TurningPoint software so we get immediate feedback on how each question was answered. The results are anonymous to the students, but I can look at the results on individuals, and those having difficulty will get feedback from me at one of the breaks to ensure they understand the material or know where they can go to get more information. I don't 'grade' the formative evaluations, only the summative at the end of the course, similar to the process used within these online courses.
We start class with questions and discussion on what we learned the day before,I enclude questoins that I will be giving them for mid term and finals,this helps me to see who neds help where.
Hi Sandra, Thanks for your post to the forum. That's also a great way to increase their self-confidence! Best wishes for continued success in your teaching career. Susan
Susan Polick
I always start the class with a review from the day before. I review by asking questions that they should know the answers to if they understood the material. It seems to work well.
Hi Tessie , Thanks for your post to the forum. You shared some good ideas for formative evaluation. Best wishes for continued success in your teaching career. Susan
Susan Polick
I use short quizzes, jeopardy-like games or a question and answer session about the previous day's lesson before the start of the class.
Hi Leslie, Thanks for your post to the forum. You shared some great examples to use interactive activities. Best wishes for continued success in your teaching career. Susan
Susan Polick
Because I teach basic science courses to students who must pass a board or certification exam in order to practice their chosen profession, I use daily quizzes with plenty of review before the quiz in order to assess their retention of the material.
Many times I also use visual a representation of the information to help the students recall the information that we discussed that day. For instance, if I'm teaching the skeletal or muscular systems I may project images of bones and muscles on the white board and have the students label the diagrams appropriately. Although I usually just call on one or two students to fill in the diagram, this usually turns into a 'group' activity with the entire class participating.
In addition, I have in-class and workbook assignments that the students can do either individually or in groups. Many times the workbook assignments are homework, which the students turn in on a specified date for a grade.
In many classes I also assign a research project, usually as a PowerPoint presentation, in which the students choose or are assigned an appropriate topic. This assignment may be done individually or in small groups and helps them integrate the information that has been presented during class in a new or different situation.
Hi Donald, Thanks for sharing some excellent examples! Best wishes for continued success in your teaching career. Susan
Susan Polick
I enjoy the "hands on" formative activities. Take time while students are using class time to work on their projects and go over to them and do a quick formative eval. Ask why they set up their equipment the way they did or how did they calibrate for the range of data to be measured. Let them explain - there is your eval.
Hi Sherise, Thanks for your posts to the forum. I agree that discussion is an excellent way to get feedback that we need to improve our teaching. Best wishes for continued success in your teaching career. Susan
Susan Polick
I truly believe in discussions. I review what we discussed in the prior class to see how much was retained and ofcourse reiderate what to study for. This way the students are more prepared not scared.
