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Learning Feedback Methods For Lectures

As you progress through your lecture, it is important to gauge if the students understand the information being presented. Listed below are seven methods in which a lecturer can get solicit this information:
  • Concept mapping
  • RSQC2
  • Minute Paper
  • Think Pair Share
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  • Plus/Delta
  • Muddiest Point
  • Audience Rapid Response
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    Let's see how many of these techniques you recognize. In the quiz below, you must match the terms with the methodology by using the drop down menu on the right. When you are done, press the "Check" button to see how you have done.

    1. Brief student response to a question posed by the instruction at the end of a session that is collected as students leave.
    What was the most important point made in class today?
    What unanswered question do you still have?
    Write down a question you have at this very moment.
    2. Brief student response to a question posed by the instruction at the end of a session that is collected as students leave.
    “What was the muddiest point in today’s lecture?” often yields the most helpful information.
    3. Usually presented at the end of learning activity. Learners are asked to write comments in following areas: Recall what is the most important to remember from this session, summarize main points, identify questions they still have, comment on the learning process, connect to other things they have learned and/or how they apply it to their daily practice.
    4. Uses rapid response technology or low tech means such as show of hands, holding up a sign or signal to answer questions presented orally, written on paper, or projected. Can be used at beginning of class to see if students did assigned reading, as the class proceeds to see if the concept just covered was assimilated, or to check opinion, preferences, etc.
    5. Non-linear, node-like diagram of an idea, topic, process in which the central idea is linked to related concepts/information using labeled lines in a manner that illustrates the nature of the relationship and hierarchy. Usually beginning with general and radiating to the specific.
    6. In response to a question, students pair up, share their responses, and create a joint response. All or example responses are shared with group at large. If a correct or expert response is appropriate, the teacher provides it.
    7. Format for students to identify and record what is working (+) and what needs to be changed for improvement (∆)—students draw a vertical line down the center of a piece of paper, write a + at the top of the first column and a ∆ at the top of the second column, and then write in comments that correspond to each heading. Most useful at the end of an activity.
    This quiz uses information from, "Strategies/techniques for activitating learning" located here: hsc.unm.edu/som/TED/ACTIVATING%20LEARNING.pdf

     

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