On the first day of each learning plan in class, provide students with a list of topics/key words to know (or assign ahead of class time). In my case it was medication information for nursing pharmacology. Have students start with different sets of meds so they are not all working on the same. Have half the class be an Eagle, the other half Hawks. Pair students up into an Eagle-Hawk team. Continue reading
Are your student’s phones out in your class? Are they more interested in texting on their phones and looking things up on their phones rather than participating in class? Well, put their technology to work in their learning – Kahoots! Nope, not a sneeze! And nope, nothing to sneeze at! Students LOVE this. They get to use their phones, they get quizzed and find out what they know and don’t know, and the teacher finds out what they know and don’t know as well. It is not only a learning tool, but an instructional tool that faculty can use to reinforce information, or revisit information that their students are not understanding.
I often use Microsoft’s Snipping Tool to make grading with rubrics easier and quicker. With your rubric and a few key strokes, you can grade clearly and efficiently. See the accompanying short Camtasia video for specifics. I apologize for the gravelly voice and background hum.
Does your student’s portfolio fully showcase their skills and talents? There can be many approaches to building a portfolio and what to include in it. I have found the more specific the requirements has sometimes resulted in less creative and less unique portfolios. But without a guideline of what should be included and how one could be organized, students often feel lost and unsure of where to begin. In addition, if you require a portfolio for a class or a program you know how difficult it can be to assess.
Recently, while reading the latest issue of the STAR (STudent Achievement in Reading) newsletter I came across an idea for a vocabulary activity that could be done with…wait for it…no prep! What? It didn’t seem possible, but it really is a clever little activity that allows instructors to assess students’ depth and breadth of understanding of a particular vocabulary word with virtually no prep. Even better, it can be used in any discipline area on the spot (when you have a few extra minutes) or as part of your planned lesson delivery. If you are intrigued, click the link and read on…WHO NEEDS TO KNOW THIS WORD?
Financial Statements Don’t Lie.
Do you remember the infamous Father Guido from Saturday Night Live? He had a popular skit called the “5 Minute University” where he joked about starting his own college that took just five minutes, since the average college graduate only remembers five minutes worth of information five years after finishing school. Continue reading
Getting information on student understanding takes place throughout the length of the course in many different assessment processes. We all have lessons that we know create confusion or are a little more difficult for students to grasp. I have found that the memory matrix is a good tool to use to help reinforce what the class was focused on. It can be customized to any topic and allows the students to connect information that was presented in a practical manner. By putting a group discussion at the end of the activity it also allows for the students to understand the perspective other students brought to the topic and builds a larger knowledge base. By using this type of CAT I have noticed greater application of more confusing skills inside of my classes.
Before and After Muddiest Points:
As much as we don’t like to admit it, there are many times that content that seems perfectly clear to the instructor is as “clear as mud” to the student. One thing that I have found helpful is the “Muddiest Point” CAT. Continue reading
Have your wondered how you could better explain clinical paperwork expectations to your nursing students? If you have, you are not alone. Continue reading