| In
Prep |
In
Class |
In
Analysis |
Time
Required |
| Two
Minute Reflection |
| Plan
lesson to include a refleciton at the end of class. |
Have
students answer the following questions on a half sheet of paper:
What was the Lesson about? What did I learned from this lesson? What
did I learn about myself and how I learn?
|
Review
the reflections and share your observations and impressions with the
students. Write brief comments on each reflection (optional).
|
Prep:
Low
Class:
Low
Analysis:
Low
|
| Student
Generated Test Questions |
| Plan
to have students write test questions at the end of class. |
Have
students write test questions and model answers for specified topics,
in a format consistent with course exams. This provides students the
opportunities to evaluate the course topics, reflect on what they
understand, and review the course material. |
Make
a rough tally of the questions your students propose and the topics
that they cover. Evaluate the questions and use the goods ones as
prompts for discussion. Consider
revising the questions for use on an upcoming exam. |
Prep:
Low
Class:
High
Analysis:
High
Writing
test questions may be used a homework or extra credit assignment.
|
| Two
Minute Paper |
| Plan
lesson to include the paper at the end of class. |
At
the end of class, ask students to answer on a half-sheet of paper:
"What is the most important point you learned today?" and, "What point
is least clear to you?" |
Review
responses and note any useful comments. During the next class periods
emphasize the issues illuminated by your students' comments |
Prep:
Low
Class:
Low
Analysis:
Low
|
| Application
Cards |
| Plan
to ask students to fill out 3x5" note cards at the end of a lesson.
|
Students
usually fill out application cards following completion of a lesson
or a learning experience in which they acquire knowledge of an important
theory, principle, or procedure. Ask students to write down at least
one real-world application for what they have just learned to determine
how well they can transfer their learning. |
Teachers
usually analyze of application cards by quickly reading through and
categorizing the student responses. Finally, teachers many select
a range of examples for presentation to the class. |
Prep:
Low
Class:
Low
Analysis:
Low
|
| Directed
Translation |
| Plan
to conuct this assessment activity at the end of a lesson. |
Ask
students to write a layman's "translation" of something
they have just learned, geared to a specified individual or audience,
to assess their ability to comprehend and transfer concepts.
While the preparation time for using this strategy is low, the in
class time and the analysis time required is medium.
|
Categorize
student responses according to characteristics you feel are important.
Analyze the responses both within and across categories, noting ways
you could address student needs. |
Prep:
Low
Class:
Medium
Analysis:
Medium
|
| Chain
Notes |
| Get
an envelope. |
Write
one question about the class on the envelope and the chalkboard. Pass
the envelopre around the class. Have students write a brief response
to the question which they place in the envelope. |
Review
the responses to obtain information about students' comprehension
of the class material. |
Prep:
Low
Class:
Low
Analysis:
Low
|
