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Student Feedback and Formative Assessment What are some challenges in a large course?
http://admissions.yale.edu/small-seminar?format=large
Photos: http://symposium.tlt.psu.edu/2011/03/symposium_stories_4_from_large_lecture_to_a_world_in_conversation/
Tablet – The “New” Blackboard
• Provide bare bones outline on Trunk before class• Students fill in as we go
• Allows time for digestion of material
• Increases flexibility
• Freedom of conversation allows me to see where we are• Use to brainstorm• Ask open-ended questions
Benefits over the Real Blackboard
• Orientation
• Provides outline/structure for class
• Incorporate multimedia/images
• Permanent record for instructor
Mechanisms of Receptor Tyrosine Kinase Activation(ex. from Bio46 – Filling in Outline)
1. Divalent Ligand
http://www.molecularmovies.com/bindingstudy/treatment_03.html
Clickers to Enhance Student Self-Assessment and Feedback• Answering 80% of the questions was worth 10% of grade• over 95% of students received a 100%
• Used at least 2 questions/class (with other brainstorming/open-ended questions)
• Used in think-pair-share format or discussion format• Why is the right answer right?• Why are the wrong answers wrong?
• Provides us BOTH with real time feedback• Monitor responses as they come in • Provide multiple questions on same challenging topic• Follow-up next lecture• Students have opportunity to immediately USE information and
monitor their own understanding
Some Clicker “Tips”
• Use old exam questions to generate questions
• Use data/images/etc to make clickers more interesting/relevant
• Focus on areas of misconceptions
• Clickers aren’t just for right/wrong questions
• Provide students with some sense of how many people chose a given answer even if you don’t show the graph (ex. 50/50)
• Teach students how to use clickers to enhance their studying