Coach students to mastery
Frequently and consistently assessing students' understanding is important to leading students to mastery. Students will not always admit when they do not understand material. By providing these opportunities for both students and teachers to assess understanding, the teacher can tweak the direction in which they take the class based on this information. "Effective teachers use formative assessment during instruction to identify specific student misunderstandings, provide feedback to students to help them correct their errors, and identify and implement instructional correctives" (Cauley and McMillan, 2010).
There are several means of checking for understanding: small group discussions or collaborative learning, observing and providing feedback while students practice and class discussions (Goodwin and Hubbell, 2013). One method that has been used for this has been the use of Classroom Response Technology. "Using clickers to assess students' retention and comprehension is effective because, if nothing else, it gives feedback to the professor who can then make adjustments on the fly or even for future semesters" (Muncy and Eastman, 2012). While this may not be a method available to all teachers, there are other ways that a teacher can assess in similar methods. For example, K12 teachers might use individual white boards where students write the letter answer to a multiple choice question posed by the teacher. There are also apps that can be used for laptops, tablets and smartphones that will yield similar results.
There are several means of checking for understanding: small group discussions or collaborative learning, observing and providing feedback while students practice and class discussions (Goodwin and Hubbell, 2013). One method that has been used for this has been the use of Classroom Response Technology. "Using clickers to assess students' retention and comprehension is effective because, if nothing else, it gives feedback to the professor who can then make adjustments on the fly or even for future semesters" (Muncy and Eastman, 2012). While this may not be a method available to all teachers, there are other ways that a teacher can assess in similar methods. For example, K12 teachers might use individual white boards where students write the letter answer to a multiple choice question posed by the teacher. There are also apps that can be used for laptops, tablets and smartphones that will yield similar results.
Resources
Do You Check for Understanding Often Enough with Students?
Check for Understanding Strategy
21 Ways to Check for Understanding
Cooperative Learning
What is Collaborative Learning? Benefits, Theory, and Definition
Check for Understanding Strategy
21 Ways to Check for Understanding
Cooperative Learning
What is Collaborative Learning? Benefits, Theory, and Definition
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References
Cauley, K and McMillan, J. (2010). Formative assessment techniques to support student motivation and achievement, 3(1), 1-6.
Goodwin, B & Hubbell, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA: ASCD.
Muncy, J. A., & Eastman, J. K. (2012). Using classroom response technology to create an active learning environment in marketing classes. American
Journal of Business Education (Online), 5(2), 213.
Goodwin, B & Hubbell, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA: ASCD.
Muncy, J. A., & Eastman, J. K. (2012). Using classroom response technology to create an active learning environment in marketing classes. American
Journal of Business Education (Online), 5(2), 213.