2 Checking comprehension
In literally hundreds of experiments over the past century, practice testing has shown to enhance learning and retention (Dunlosky 2013). Furthermore, strategically asking questions throughout a lecture allows instructors to address student misconceptions immediately (instead of days or weeks later after an exam) and refocus the lecture where students need it.
Analogies
Gauge students’ understanding of relationships between key course concepts.
- Create a Fill in the Blank question where the first comparative set is provided and students must generate an approximate analogy. E.g., elephants are to peanuts as [blank] is to [blank].
- Reveal correct/acceptable pairs.
Grading
Participation only
Directed Paraphrasing
Give students opportunities to explain key course concepts in their own words. Paraphrasing content in their own words gives an opportunity to summarize and also communicate disciplinary concepts to a broader or lay audience.
- Create a Discussion question: “Paraphrase [key concept] for [selected audience]?” e.g., Paraphrase information processing theory for a PTA committee meeting.
- Have student work individually to create and submit their paraphrase.
- Encourage students to upvote (thumbs up) the most well-constructed paraphrase given the target audience.
- After class, sort through the responses and select 2-4 exemplary responses to share in the following class session
Other considerations: In efforts to remove student voting bias, under response options, set participants are anonymous to “participants only.”
Grading
Participation only
Interpreting Images
Use an image from the course content to anchor students’ responses to a question. This is of particular usefulness when the content of the image cannot be easily described in text.
- Create a question of any type. Attach an image under the question text.
- Compose the question text to either:
- ask students to identify or interpret the image using course concepts e.g., Based on the image below of [chart, diagram, test output] identify the [concept, problem].
- or, elicit responses to spark discussion around more subjective material e.g., Upon viewing the image below of [event, place, work of art] what do you [feel, believe is occurring]?
Grading
Participation and/or correctness. If the question is about application of course content, then giving points or only giving points for correct answers would be appropriate. However, if using the image to spur more open-ended discussion, only award points for participation.
Student-Generated Exam Questions
Provide opportunities for students to prepare for an upcoming exam and check student expectations of exam content.
- Create a Word Answer question: “What is your revised exam question for [chapter/unit X]?”
- Ask students to individually create an exam question they think might be asked of them on the upcoming exam.
- Have students pair up to review and critique each other’s questions.
- Ask students to revise their exam question based on the feedback they received from their peer.
- Ask students to submit their revised exam question in Top Hat.
- Use the student-generated exam questions:
- In the following class session, as Top Hat questions to provide additional review.
- On the exam, to add to the bank of exam questions you created.
Grading
Participation only