The following articles are from individual instructors from the community colleges on how they use different classroom research techniques. Collectively these articles are referred to as... Classroom Research Tips...
One of the most important things that must be considered in a class of adults is the demographic make-up of the class. We tend to assume that all students are the same, but when we ask, we come to find out that students bring with them varied backgrounds, experiences, needs for taking the class, etc. Knowing what these needs are can better prepare the instructor to conduct a successful class. On the first day of class I pass out a survey that asks for information regarding age, gender, ethnicity, reasons for taking the class, number of hours worked, marital status, etc. I compile those surveys to produce a "class profile." I bring the profile back to class and spend a few minutes discussing it with the students. This is a great opportunity to discuss such issues as time-management, program planning, study skills, and the various experiences that students bring to class.
On the first day of class after I have talked about the course, expectations, and method of delivery, I ask the students two questions: "What are your concerns about CIS105 or me as an instructor?" and "After being in class one day, what are you relieved about?" The questionnaire is anonymous. The amount of information that I get out of these two questions is amazing! I am able to clear up any misconceptions about the class immediately and reinforce information that needs to be reinforced.
After their first computer lab assignment is turned in, I ask "Were computers available for you to do your assignments?" and "Were you able to get assistance if you had a question? If you couldn't get help, why? (No one knew the answer, no one was around, etc.)" I then give the results to the lab so they could improve their service.
We have just completed a Collaborative Learning activity and I asked the class, "What did your group do well?" and "What could your group do to improve?" After I ask for feedback, I always discuss the results with the class.
During the spring semester of 1993, I experimented with electronic submission and peer review of lab reports in my Biology 181 class. Traditionally, lab grades have been determined by lab quizzes and one or two lab reports. My goal was to improve my students' comprehension of the process of science, which includes anonymous peer review of manuscripts, the writing of several documents, and service as a reviewer of manuscripts and proposals. To facilitate communication among students and the exchange of documents electronically, a networked computer application was instituted. Students could send mail and reports to me and to each other for review.
Peer review provided a second set of eyes. Students often incorporated ideas from the report they reviewed into the reports they submitted. Students writing skills appeared to improve over the semester, as did the quality of science in those reports. Some students chose to annotate the lab report they reviewed, much the way I annotate a manuscript submitted for my review as editor of a journal. Other students wrote detailed critiques of the report they reviewed, often critically evaluating the author's hypothesis, conclusions, etc. Students writing and critical reading skills have improved. Electronic peer review of lab reports seems to offer an alternative to the traditional lab experience.
One of the things I am trying for the first time is giving general economics knowledge questions to my students at the beginning of the semester. At the end of the semester, I will give them the same questions, and check their progress. This will give me a notion of overall progress, in addition to the incremental feedback I seem to get from other assignments.
I have used a variety of Classroom Research techniques in my classes. Not all of these techniques are appropriate for all classes.
A modification of the chain note has worked well to give me feedback on a new or different teaching method that I've tried. The students are given a 3x5 card at the start of class, a question is written on an envelope and the envelope is circulated through the class as the lecture or activity goes on. The question is simple and easy to answer on the 3x5 card that is then put into the envelope so it does not distract from the lecture or activity.
When a particularly challenging concept is presented during lecture, during the last five minutes of the class, I ask the students to write their version of the concept in only three sentences. This shortened version of directed paraphrasing has helped me to know how many of the students have really grasped this concept and are ready to proceed to a new topic.
I also use several of my own versions of the one-minute paper: 1) about three times during the semester, I ask the students two questions Ñ what do you like best about this class? And what do you like least about this class? If it is something I can change or modify, I will try to do it; 2) at the end of a class, I ask the students to write the one most important fact presented in the day's activities. I give a summary of responses at the next class, spend a short time on each response, and let the students know what I thought was most important. After the class and I are acquainted, more than 90% know what the most important fact is! 3) when I see puzzled looks, but few hands are raised to ask questions, I hand out cards and ask the students to write "The one thing you want to ask but your hand won't go up because your face will get too red." This has worked especially well early in the semester before the students are comfortable with each other and with me; and 4) I have asked the students for an "Honest Abe" response to find out how they really feel about ethical or sensitive issues. Their responses open the doors to continued discussion of these issues because I bring up their concerns during the next class
Several years ago I participated in a classroom research workshop at EMCCC. I didn't know what I was getting into, but the idea sounded interesting. I continue to use several of the techniques I learned in the workshop series. I often have students write questions they have concerning material we have covered either in text readings or through lecture. Sometimes I list topics which we have covered and then ask students to rate their level of understanding for each topic. I have found that students respond to my efforts and perform better when they realize that their concerns are being addressed. Classroom Research techniques are very helpful tools to help students review essential material and insure that both I and my students have the same goals.
At Rio we have incorporated our Classroom Research efforts with our efforts to implement Total Quality Management (TQM) in instruction, and have found these to be two pieces of the larger puzzle that is our Student Achievement Plan that go well together.
Three faculty members at RSCC, Dennis Shaw, Rod Christian, and I presented workshops to approximately 90 faculty that focused on data collection (Classroom Research) as an important piece of the Plan-Do- Check-Act cycle used to improve processes in the classroom. We have used three techniques from classroom research: Chain Notes, which provide feedback on the students level of engagement and involvement; Teacher Designed Feedback Form, which allows instructors to make informed and timely adjustments in teaching; and RSQC2 , which provides a framework for recalling, reviewing, synthesizing, and integrating. We received very enthusiastic feedback from the participating faculty regarding the usefulness of these techniques. Our approach to increasing student achievement includes "dovetailing" characteristics from Collaborative Learning, Classroom Research, and TQM.
Classroom Assessment Technique
Teacher Designed Feedback Form
Sample
Directions: Please respond honestly and constructively to the
questions
below by circling the response you most agree with and writing
briefly.
1. On the scale below, please rate how well the class session met
the objectives.
1 2 3 4 5
2. Did the introduction help you understand the direction for the
class session?
1 2 3 4 5
3. Were the activities and resources used relevant to the
objectives?
1 2 3 4 5
4. Did the instructor answer your questions?
1 2 3 4 5
5. What was most helpful? What could have been improved?
Purpose: Feedback to make informed and timely adjustments in
teaching.
PLAN:
DO:
CHECK:
ACT:
Classroom Assessment Techniques
RSQC2-Recall, Summarize, Question, Connect, Comment
Sample
1. Recall most important ideas from our previous class. (2
minutes)
2. Write a sentence summarizing as many of these important points
as
possible. (3 minutes)
3. Write one question about material from the previous class that
you
want answered. (1 minute)
4. Make one connection between material from previous class and
any
of the classes before that. (3 minutes)
5. How confident did you feel in doing the homework from the last
class?
(2 minutes)
Purpose: Provide a framework for recalling, reviewing,
synthesizing
and integrating.
PLAN:
DO:
CHECK:
ACT:
I have used: chain notes, the "train," one-minute papers, clear/muddy scales, plus/delta charts, and electronic forum most extensively.
I became a convert to CR when I was introducing the use of graphing calculators to a math-aversive bunch of college algebra students. I found out that my pace was much too fast and that the "review" material I had chosen for them to work with as they learned the calculator buttons was NOT review to them!
I found out from another class that my time spent going over tests was inadequate. (Sometimes it was just a session on which test items were in question, or "see me if you have questions.") After the CR, I went to what we call "red-penning" which means that after the test, groups of students are assigned a problem or problems to present to the class and the rest of the class is allowed to use red pens on their tests to communicate to me where things may have gone wrong.
I found out from Electronic Forum that students felt overwhelmed by all of the media we were using in our team-taught calc-physics section. (We were using three computer programs, EF, graphing calculator, two manuals, and a textbook just for calculus.) I devised a computer- generated assignment sheet that I update weekly.
Several times last semester I asked the students to respond to a question I had written on the board. Questions were on the order of:
The average for all classes to the second question is between six and seven hours per week. I read the answers to the first question and group them. Then I respond to the students.
As a student of Nova University, I am doing a report: "Reading Level and Success in Mathematics." For this study I have taken the ACT Reading Test scores and will compare with all students enrolled in Beginning Algebra during Spring 1993 at CGCC. I have talked to all the teachers and gotten the students percentage score, and will do an analysis of paired data.
I sometimes pass out 3x5 cards at the beginning of a literature class, and ask students to write down one or two questions they would like answered. I used this once when dealing with Borges' story "The Garden of Forking Paths," and discovered that the students were FAR from ready for the discussion on symbolism and structure that I had planned for that hour; they still needed to clarify basic plot questions about what happened. Once we were able to clarify the plot, we were able to move on to a satisfying discussion.
In a combination of CR and Collaborative Learning, I have had students work in small groups to compose questions for exams and quizzes -- and then we talk about their questions and why they asked them. This helps students recognize which material is important and which is merely supporting detail. When they compose essay questions, they get a broader perspective on the course and recognize for themselves some of the connections among the various things they have read.