Tips from the student perspective:
The tips below are from:
and Maureen Schuler. "Ideas On Teaching and Learning From HCC’s Social
Sciences and Education Faculty." Fall 2008
1. Make the class
sessions so interesting and relevant students want to be in class to
increase class attendance.
2. Provide Answer Keys with a very good answer, a good answer, and a
poor answer with comments
from the instructor to help communicate expectations to the students.
3. Provide written and specific objectives for each chapter, homework
For more resources from Dr. James Bell, visit
Tips from the educator
Learning Style Inventory
will help you discover the way your students learn the best.
The tips below are from:
Angelo, Thomas and
Patricia Cross. Classroom Assessment Techniques. 1993
1. One-Sentence Summary
To Assess Skills in
This simple technique challenges students to answer the questions "Who does
what to whom, when, where, how, and why?" (represented by the letters
WDWWWWHW) about a given topic, and then to synthesize those answers into
a single informative, grammatical, and long summary sentence.
The One-Sentence Summary enables teachers to find out how concisely,
completely, and creatively students can summarize a large amount of
information on a given topic. As the name indicates this technique
requires students to summarize the information within the grammatical
constraints of a single sentence. This response format has advantages
for the teacher and the students. It allows faculty to scan and compare
responses quickly and easily. The One-Sentence Summary also gives
students practice in using a technique for "chunking" information -
condensing it into smaller, interrelated bits that are more easily
processed and recalled.
Step by Step
1. Select an
important topic or work that your students have recently studied in
your course and that you expect them to learn to summarize.
2. Working as
quickly as you can, answer the questions "Who Did/Does What to Whom,
When, Where, How, and Why?" in relation to that topic. Note how long
this first step takes you.
3. Next turn your
answers into a grammatical sentence that follows WDWWWWHW pattern.
Note how long this second step takes you.
4. Allow your
students up to twice as much time as it took you to carry out the
task and give them clear directions on the One-Sentence Summary
technique before you announce the topic to be summarized.
Most of the students in
this course, taught by a biology professor, plan to pursue graduate
education in medical fields. Therefore, the instructor stresses the
importance of understanding the heart of the concepts and recognizing
their applications. After an initial lecture and reading assignment on
AIDS, the professor gave students five minutes to write a One-Sentence
Summary explaining how HIV infects and affects the immune system. She
stipulated only that the HIV virus had to be the subject of the summary
sentence. In other words, the answer to the "who" question in this case
was HIV. At the end of five minutes, almost no one in the large class
was finished; so she allowed five more minutes and then collected the
In the quality and
completeness, the ranges was rather wide. Students had the most
difficulty answering the "how" and "why" prompts. To provide feedback,
she selected three of the well-written summaries and read them to the
class, pointing out that each writer had answered the questions in
different ways. After taking a few questions on the issues raised by the
summary, she reviewed the HIV infection process again, this time in more
detail and using much more specific terminology.
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Learner Reactions to Course Material:
Reader Rating Sheets
Reading Rating Sheets are short, simple, assessment forms that students
fill out in response to their assigned course readings.
The purpose of Reading Rating Sheets is to provide faculty with feedback on
students' evaluations of their course readings. Faculty use this CAT to
find out how interesting, motivating, clear and useful their assigned
readings are from the students' point of view. This information can help
teachers adjust the way they teach those texts in the short run and
rethink the selection of course readings over the longer term.
Step by Step
1. Determine why you
want students to rate the course readings. To make decisions about
which readings to include in future syllabi? To focus student
attention on specific aspects of the texts? Your reason for using
the technique should inform your choice of questions.
2. Write a few
questions, no more than four or five. Provide most of them with
"yes/no" or multiple-choice responses, followed up with one or two
short-answer questions to prompt reasons and explanations.
3. Make sure to
include a question that assesses how thoroughly students have read
the material being rated.
4. Try answering
these questions yourself after reviewing the assigned reading, and
then revise as necessary.
5. Create the
simplest Reading Response Sheet form possible. Ask students to
complete it out of class, as soon as they finish a reading, or at
the beginning of the next class.
Philosophy of the Person (Philosophy):
The philosophy professor
teaching this introductory general education course held one large
lecture each week and then broke the class into three groups for weekly
section meetings. All the students were assigned supplementary readings.
The instructor required students to fill out Reading Rating Sheets on
the supplementary readings and compared the responses each week.
Largely in response to
student feedback, the philosophy professor selected the supplementary
readings that students had rated as most selected the supplementary
readings that students rated as most helpful and clear and used them for
all sections the following semester. One of the unintended benefits of
using this CAT was that more students seemed to come to section better
prepared for the discussions. When she asked them why they were better
prepared, several students said that the Reading Rating Sheets, and her
feedback on them to the class, encouraged them to do the class reading
more often and more carefully.
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