Using CATs is an important tool for both the instructor and student because it indicates to the instructor that the student understands or does not understand the material. It is a way of correcting any misunderstanding the student may have on the topic resulting in corrective instruction by the instructor.
Hi Heidi, I am glad that you have a new view on CATs! (:
Susan
Susan Polick
Previous to this module, I thought that CATs were just stress producers for students. I see now that they are definitely useful for immediate learning and skill application. Glad to have read comments on this thread.
I have also used frequent questions while presenting new material. The biggest problem is that 3 or 4 students supply the answers while the others remain silent. Some of the silent are shy but others have not answered simply because they do not wish to, they would prefere to do something else. This was verified by various discussions with individuals.
I thinks some of the ideas in this section should work for me. The quick quiz before the presentation and after will do 2 things; first provide me with additional feedback, second will show the student the progress he is making with the new material in a real time basis.
I may attempt to turn these mini assessments into a competition. Maybe the person having the highest grading gets bonus points on tests etc.
Hi Carey, Thanks for your post to the forum. You are using a good progressive approach in your assessment choices! Best wishes for continued success in your teaching career. Susan
Susan Polick
I use CATs when I have a new group of students for the first time. Not only does this give me a foundation but it helps me to assess the needs of each student as individuals. I then begin to take each weeks lecture and incorporate more critical or higher level thinking into the case studies or whatever materials we may be covering. Students seem to understand the concept of applying knowledge and skill to an outcome if we build on it slowly. Once the course is completed they are able to answer a higher level thinking question on an exam without the stigma of an essay type question haunting them.
ONCE YOU ASSES THE LEARNING STYLES OF EACH STUDENT; YOU CAN CREATE A LESSON PLAN THAT IS CATURED TO THE ENTIRE CLASS.
tHEY POINT TO ATREAS WHERE IMPROVEMENT IS NEEDED
In the field of Dental Assistants. I incorporate the classroom assessment techniques in lab by having my students proform the same daily task they would be proform everyday on the job. This give them the on the job training and the chance to ask questions and learn from their mistakes. Before entering into the field. The assessment is a daily task for me to insure the sucess of my students and my program.
Hi Angela , I think that you will find the Minute Paper useful. Susan
Susan Polick
I have used the open questions and it seems to work well, then I know if I need to review certian items. I never thought about the minute paper and I am going to impliment that into a class to see what that will generate.
My wife is a teacher and she told me about the one minute paper a few years ago and I have used it at the end of all my classes. I found that it opens the students up to ask questions and helps me evualate what they have learned.
Hi Jacob, I agree that especially when we are trying out new material or techniques, we need all the feedback that we can get. Best wishes- Susan
Susan Polick
Hi Damian, Thanks for your post to the forum. Even instructors like myself who have been in the field for 30+ years can still benefit from CATs! Best wishes for continued success in your teaching career. Susan
Susan Polick
Minute papers are a great tool when trying a new technique or introducing something that you have not taught in a class before. Not only does it help the students evaluate what they have learned, it can also help you as an instructor.
As I lecture, I always ask questions. I will ask questions that probe their ability to recall prior information and then relate it to the new information. I will also question them to challange them to perform higher level thinking than just recalling facts or information.
When students are working on hands on assignments, I will question them on the steps or process that they are completing. I have them explain the what and how as they are performing the lab exercises.
Over the first 4 years of my teaching career I have found that I benefit just as much as the students for CAT's. They let me know where the students are as well as where I am as far as delivering the information. As I feel that I am still new to the field I can use this feed back.
By explaining the results of the CATs, students can identify strengths and weakness of what they have learned.
it allows me to gauge thier progress which allows me the oppurtunity to stress or emphasis any missed concepts.
it is a measurement of how much learning has taken place in the class room
