Hi Ed,
How thorough of you to tell/show the student exactly when/where a concept was covered. I've heard that many times in my tenure as well "nobody taught us that," and I do just as you do tell/show them, then students begin to think about this...oh that's on me then kind of thinking.
Patricia
Hi Howard,
You provide a thorough explanation of your requirements for the course. I know your students appreciate that there are no gray areas.
Patricia
In my experience, I have found that the more relevent information you give to the students on the first day the easier and consistant the class will perform throughout the mod, semister, or quarter. These could include a rubric, a syllabus with daily content and what I call a student calendar. This calendar would include objectives, methodology, activities, assignments and due dates. This allows the student to focus on the daily progress as well as upcoming events. It also provide opportunity to complete assignment due if the student is absent for what ever reason.
I have a syllabus and a course schedule with all dates highlighted and color coded. In addition, I like to do a calendar with the due dates for assignments and class times. Students really like this format. I post announcements with reminders also. Sometimes the students still do not make deadlines. Always with an excuse that I have heard multiple times!
I outline grading procedure for class tests & lab scores on the board the first day of class & we discuss each chapters content & the lab task for that chapter. I then expound as to what the capabilities of each student should be upon completion of the coarse.
Hi Pat
In a way we do teach to the test by ensuring that any question on the test had been discussed at one time or was in their text material.
Most of the students I deal with will not read the text book and expect to learn everything directly from the instructor. They will also study by trying to memorize review questions and the answer that goes with it.
When I ask a student a question and he gives me the right answer I will ask him to explain the details of the answer.Often they can't explain it, they just know its right. If they get the answer wrong they will say "nobody taught us that". I will then inform then of the day it was discussed, the presention it was in and the page and paragraph where it is in the book.
Ed
Hi Edwin,
A whole lot to cover in 8 months. It sounds as though you do an exceptional job preparing your students. I bet you really have to teach to the test to get them ready.
Patricia
Hi Susan,
Rubrics are awesome. Students have a good idea of their grade before the grade is issued by the instructor. There are not many surprises with a rubric.
Patricia
I like to provide a detailed grading rubric for assignments accompanied by examples of work that meets, partially meets, or does not meet the criteria. The students are then better able to evaluate and revise their work prior to submission. I’ve found that students submit higher quality work, earn higher scores and report increased confidence.
Hi Edwin,
I certainly understand your perspective about not giving reminders. In the real world your boss is not going to constantly remind you of a deadline. If you do not meet expectations, simply put, you are out of there.
Patricia
Hi Shannon,
I also like the idea of a PowerPoint presentation for this purpose because it really sticks home to the visual learners.
Patricia
I use a powerpoint the first day to review what is in the syllabus so they get a better understanding and then ask if they have any questions.
Hi Lori,
I like the idea of unannounced quizzes. Students tend to stay more focused whenever they know they can have a quiz at any given time, and unannounced quizzes also encourage attendance.
Patricia
The syllabus is reviewed in detail and all students must respond to the questions at the end of each chapter by the due date. Certain discussion questions must be responded to too and responses are shared in class. Students are encouraged to ask questions when they need clarification on a particular topic.
Unannounced quizzes are given to make sure course content is being achieved too.
I beleive that a syllabus should be well written, but in what language. Ours are in english. We have a wide range of students who are emigrants from around the world. No matter how clearly written students will always have doubts about the requirements. Since I have a schedule of events posted i don't give reminders. I want students to learn the type of responsibility expected in the real world and accept the consequenses.
Must be specifically written in the syllabus in language that is clear and leaves no doubt in the student's mind.
Read complete syllabus at the beginning of the term.
Remind students of assignments due a few days before - go over assignment requirements if students are unclear.
That is an interesting approach to start of with review tests. That way you know where the students are at.
I teach online and send an announcement for each unit/week where I tell the students the graded items and deadline for those assessments. I send this via email and also post in the course.
I also direct students to the syllabus that sets for the course objectives and course outline.
Pat
I teach the final month of an 8 month hvac course. I have to ensure that the students know and understand the requirements for the entire course as well as the the current phase of instruction.
The following methods are used to show the students what the HVAC industry expects in order to build confidence for entering the field of their choice.
What do they need to know?
I hand out the sylabus for the current phase and read through it with the students. I tie in the requirements with previous information they have received in prior phases and also relate the knowledge they are required to have as an entry level person in the HVAC field. I use examples of the types of questions they would be asked by prospective employers during an interview. A calender is posted showing events that occur each day and a copy is made available to sudents on request.
What is their current level of knowledge?
From the first day we start off with 3 100 question review tests. These tests establish their current knowledge level based on what they should have learned as an industry standard of knowledge.
How do they demonstrate that they have fulfilled the necessary requirements for the course?
We use hands on activities which require the students to demonstrate what they have learned through real world situations.
Validation?
Students complete a series of practical tests and then a 100 question written test all requiring a grade minmum of 70%
Hi Eileen,
You are absolutely correct. My clinical instructor does the same things. She is a stickler for appropriate dress. She tells her students why rules are in place for clinical classes. She does not even allow her students to wear diamonds, no gaudy jewelry, only clean white tennis shoes, only stud earrings, hair must be pulled back, etc. Most students understand and certainly abide by the dress code.
Patricia
