We have classroom activities and lab the student must be able to do the process and explain why they are doing it.
james,
explanation followed by demonstration - great! Now, I would suggest you follow up more with critical thinking opportunities such as, "What would happen if this instead of this?" or "What would you do if that was not there?" These kinds of applications questions help students think of the issues from various perspectives and grows their overall knowledge base.
Dr. Ruth Reynard
After we give specific information the students need to know, we apply it in a hands on fashion for our lab exercizes. I will quiz on the spot what they expect to see, not only a measured value, but why the reading may be good or bad. Students can memorize what specs or values 'should' be, and what values show a fault, but if he or she doesnt understand, and know why the value is such, they have a very difficult time explaining it. Our post test never duplicates our lab exercize, the technique is the same, but never the exact problem. This way, the student must use what they learned to come to a solution, not just memorized from a previous exercize.
Louis,
...or if the students ask their own questions that emerge from the application of their learning, that will reinforce that knowledge building.
Dr. Ruth Reynard
James,
Presentation -> reinforcement -> application + learning process. You have captured each one of these stages in your description here. Great!
Dr. Ruth Reynard
ask questions, of how a particular task is done. then take students to lab after a theory session and have them perform the tasks.grade on a scale of 1-5 five being the best score, then work with the students with the lower scores.
I can adress the difference by how I ask questions and how the student responds.
If they respond with technical information, to me that is information recall.
If they respond with general terms and procedures that to me is knowledge and understanding.
the way i do this is; generally we have a lecture, then a hands on task, then a written multiple guess exam. then this is where we assessthe understanding/knowledge of the subject, we have a hands on evaluation of a task and we ask them questions on the task, what parts do; how and where, fluids and gases flow (they trace this out on the components with thier hands). It ties everything together.
Milton,
Tests often have to be set to prepare students for external tests they will have to take - having students use the information in a relevant context will demonstrate what the student understands as opposed to what he/she remembers for the test.
Dr. Ruth Reynard
Watching a student perform the task required,talking with the student. But mostly seeing the student become more confident as he/she performs the task over again. However test takeing is still a major part of passing.
Robert,
Yes, student-led tutoring or instruction is a great method...
Dr. Ruth Reynard
Observing students in lab is a great way to assess,not only what they have learned, but how they have learned to apply the information in a real setting. When a student is helping/teaching another student, it will re-enforce their learning.
Steven,
Testing can indicate how much information the students has covered, however, think about ways in which you can have students work out or apply the information in some way that clealry demonstrates what is understood.
Dr. Ruth Reynard
In my classes that I instruct being from the technician discipline I feel that the student should demostrate what has been taught in the class. Full comprehension of the subject will be realized if the student can perform the tasks and explain why and what the outcome results were. I enjoy allowing all of the students the ability to learn at different speeds. Letting students either work in teams or alone, each student will have the opportunity to answer questions that pertain to that task that was assigned.
I have a demonstration that I use using five sticks on the table and a story of how as a tech you need to rememeber t0 look at the Big Picture. I will tell them that this displine was handed down to me from grandfather that was a mechanic and this has always been the way a approach my most difficult jobs. With five sticks I can have up to ten numerals on the table. As I lie the five markers on the table in a pattern I will place my fingers (1-10) on the edge of the table and ask them what number I have just put down and they must look at the Big Picture. There will always be a student that is watching the entire table as I am demonstrating and he/she will agree with my answer of what the number is, due to the fact that they are not looking at just the sticks and their position. As the students start to catch on there is always one student that will be at the table trying to figure how the sticks represent the number of fingers showing on the table. In the five or so minutes the class understands that we need to expand our eyes, ears, and concentration away from the obvious. I will remind them when we are trouble shooting a problem in the lab wheither it be drivelines or diesel engines, we need to investigate what caused the failure. They need to remember the BIG PICTURE!
By standard testing and the use of lab testing; I get a better idea of where each student is at. I then can work with them in a more individual basis to help them. I also will use another student to help them learn in words they understand easier.
In my class I assess knowledge and understanding verses information recall by having the Students explain their answer. On a multiple question test anyone can get lucky and guess the right answer, but if I ask them to explain their answer then they need to know the information about what the question was referring to. The Students have to do a web course first, and pass it, and then we do a pre req. review to see what have retained, followed by hands on labs assignment, class room discussion, and finally a written test and hands on lab test. By the time all this is done I definitely know what Students get and which ones don’t.
james ,
VEry true - there are times when the actual thinking process, research process and application process are what needs to be evaluated.
Dr. Ruth Reynard
if i am watching a student perform a set task and he uses technical manuals or computer programs he is using his knowledge of where to go for proper guidance and not reling on his memory to get the job done. i feel this is a very good learning for the student and the instructor also.
Anthony,
The explanation is key here - this let's you check for understanding and raises the confidence of the students...
Dr. Ruth Reynard
What I do is have them use different types of scan tools, as an example, and explain to me what they like and dislike about them and which one they would buy also I ask them to explain what the data is telling them.
