How to respond to student submissions
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#emphasize fundamental principles as a starting point in the problem solution | #emphasize fundamental principles as a starting point in the problem solution | ||
#utilize critical thinking (why did you choose to . . .) | #utilize critical thinking (why did you choose to . . .) | ||
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| + | Here are some questions you can ask [[http://myflexiblepencil.com/2013/03/11/understanding-questions/]] | ||
In large classes the instructor will not be able to view all student responses. However, in a 5 minute exercise it should be easy to view 1-20 responses. This is a much better sample of where the class is at than asking students to raise their hands and relying on the responses of one or two students (typically the same students). | In large classes the instructor will not be able to view all student responses. However, in a 5 minute exercise it should be easy to view 1-20 responses. This is a much better sample of where the class is at than asking students to raise their hands and relying on the responses of one or two students (typically the same students). | ||
Revision as of 20:27, 4 April 2013
Metacognition is addressed just by having students answer an open format question about their understanding. However, learning can be improved dramatically if students understand that the instructor is interested in knowing what they do and do not understand. Therefore it is important for you to read at least some students responses and acknowledge those via comments to the class as appropriate. These comments can:
- be suggestions (how does this question relate to what we just discussed)
- probe assumptions (why are some of you choosing to . . .)
- emphasize fundamental principles as a starting point in the problem solution
- utilize critical thinking (why did you choose to . . .)
Here are some questions you can ask [[1]]
In large classes the instructor will not be able to view all student responses. However, in a 5 minute exercise it should be easy to view 1-20 responses. This is a much better sample of where the class is at than asking students to raise their hands and relying on the responses of one or two students (typically the same students).
