At the beginning of the course, I often hand out a "questionaire" to all students asking them to tell me about themselves, work experience, what brought them to this school, why they are chosing this profession, what they hope to learn from this course, etc. This helps me be able to gain a lot of information about the students, such as, writing skills, vocab skills, experiences they are bringing to the class, etc.
Hi Lisa!
I like the pretest idea but I haven't been able to get instructors to provide any pretest they have used. Do you know of any that you will share?
Thanks and keep up the good work!
Jane Davis
ED106 Facilitator
Maybe on the first day you give them a pretest to see where they are. For example you are an A&P II instructor you may test the students to see how much they remember from A&P I, to see what you may need to revisit.
That is the best way to evaluate.
I agree the more students you involve in the discussions the more participation will occur.Also in a past module I had taken a non graded pretest of knowledge of the material was recommended which may be a great idea --then the results can be used to open a discussion for the upcoming material to be presented.
Hi Amanda!
I've had several comments of the same nature and I alwasy ask what instrument is used but never get a reply. I hope you will share the test instrument that you use.
Thanks and keep up the good work!
Jane Davis
ED106 Facilitator
One great way to get to know your student's learning needs and challenges is a pre-quiz at the beginning of the course. You will have a better understanding of backgrounds and experience as well as a clue as to which of your students will face learning obstacles.
By giving a pre-test to see where the students are in terms of the content you are going to be teaching.
Truly be interested in getting input from all students, see what interests they have, see how their life experiences can enhance their learning. Have the students tell me a bit about themselves, why they are in this class.
Virginia,
Thanks for mentioning the encouragement of questions. I feel that many times students who have learning disabilities have learned to take the "back seat" in classroom discussion. They have a tendency to wait for others to answer questions directed to the group, and they also wait for others to ask the questions that are on their mind. Many times those questions never get asked.
One thing that I will do if I feel that a student needs more help is to meet with them outside of class and mention some issues that I see in their work. Sometimes by simply bringing up the "symptoms" that I see, I can draw out the questions from the students that are necessary in order to provide them with the appropriate help.
Oh, there are tests like Myer-Briggs, but again, getting to the know the learner on an individual level is always best.
A quick pre-test at the beginning of the quarter helps give an understanding of students abilities and weak areas.
Establishing a rapport with a student, checking on the students that try to hide, don't engage.
Talk to the student and discuss the class content to understand their comphrension
Doing simple pretests to access to their command of languaue skills.
Although I can not diagnose a disability to the degree of medicine, I typically begin the course with 5 or 6 questions which I ask students to answer in writing. The responses give me some indication of educational background, the presentation gives me some idea of grammar, spelling, usage, etc.
On the first day of class I ask everyone to tell me why the picked this career. For some it is a first career and others it is a change in careers. This lets me know where they stand and how long they have been out of school. I also let them no that the only "dumb or stupid" question is the unasked question. If when I ask a student a question and they are having a hard time I then ask if someone else can help them. This usually gets more people involved and takes the pressure off. You also have to praise them for just trying to answer not just if it is right.
I remember a nursing student from Africa who was very intelligent and had a wonderful bedside manner but continued to do poorly on end of the quarter computerized testing--we sat down and figured out he was able to test better verbally in terms of understanding as his English reading comprehension was what was holding him back. However, we continued to work on his reading comprehension as he did ultimately have to take a computerized state board test. Take the time to try and figure out what your students' learning needs are.
I ask my students to write me a one page paper telling me all about them. what they want from my class, their goals...then I have a little snap shot of where they are and you would be suprise how much info they share with you
Greaat idea Tim! Also, a great role modeling of a management style.
Good work!
Jane Davis
ED106 Facilitator
I create a few simple tasks to complete in class over the first couple of weeks. I can asses there learning and comprehension needs by how far they get in the project.
I have found by reading my student's discussion posts and grading their assignments, I can determine how much they understand and can communicate concepts (I am an online teacher). I can extrapolate, from their submitted work and even from the quality of their messages in the classroom, the level of skill and comprehension of language and vocabulary that exists. I can also determine from reading assessment scores the level of understanding of the classroom text.
When I grade assignments, I can offer personal feedback and suggestions. I provide examples where appropriate, and vocabulary and word usage examples as appropriate.
