|
A low-cost technique for incorporating both interactive learning and student feedback into a large lecture setting is described. Approximately once a week students answer a quiz question, submitting their results anonymously. The question is actually answered twice: once after individual thought and a second time after a short discussion with nearby classmates. Regular, but limited, use of such quizzes provides a means by which an instructor may foster an interactive environment without spending large amounts of class time.
The quizzes themselves provide the instructor with useful feedback in two ways. First, a quick glance at the papers allows for a general assessment of learning for a topic. Widespread incorrect or uncertain answers can indicate the need for additional coverage of material. Second, a more thorough analysis allows an assessment of the value of student collaboration in a large lecture setting. In our experience, as noted in several examples here, this student interaction leads to substantial positive outcomes, (corrected understanding or increased confidence) with minimal negative outcomes, (newly mistaken understanding or decreased confidence).
|
Citation
