Library Educational Services

Name

Description (How to do it)

Time to peform

Purpose

Class Size

Grade Level

3-2-1

Students write any variation of the following:

• 3 things you found out
• 2 interesting things
• 1 question you still have on the topic

OR

• 3 key words
• 2 new ideas
• 1 thought to think about

Low

Helps students synthesize information from lesson and gives prof an overview of most important/memorable parts of lesson from students’ perspective

Any

Any

Analogy Prompt

Students are presented with an analogy prompt: (A designated concept, principle, or process) is like _____ because ______.

Alternative: A is to B as X is to Y. Where the Professor provides the “A is to B” part.

Low

Shows if students can connect new information to prior knowledge

Any

Any

Application Cards

After students have learned about a topic, principle, etc… the Professor hands out index cards and students are asked to write down at least one possible, real-world application for what they just learned.

Be sure to follow-up so that students who have misunderstood the concept don’t learn/remember the bad example.

Low to Medium

Shows how well students understand the applications of what they learned, connecting new information with prior knowledge

Any but make sure to follow-up

Any; Lower-Level

Big Picture

Ask students to diagram the context of the topic. Where does it fit in and how does it function in its natural “bigger picture.”

Low to Medium

Prof can see if students get the topic and it’s context

Any

Any

Categorizing Grid

Students are given a grid with two or three overarching categories (e.g., popular v. scholarly) and then a scrambled list of terms, images, etc… that belong in one of the categories.

Alternative (perhaps better suited to a higher-level class): Have students populate the grid with their own terms.

Alternative: Professor populates the lower portion of the grid and students come up with the overarching categories.

Low to Medium

Allows prof to quickly see if students understand elements of concepts

Any; Small to Medium if students populate the grid

Introductory course (when all concepts are provided for students)

Concept Mapping

A form of graphical organization which allows students to visualize relationships between concepts by diagramming key words representing those concepts.

1. Professor creates a focus question that clearly specifies the issue that the concept map should address, such as “What is the research process?”
2. Tell students (individually or in groups) to begin by generating a list of relevant concepts and organizing them before constructing a preliminary map.
3. If possible, students should have an opportunity to revise the map. Concept maps evolve as they become more detailed and may require rethinking and reconfiguring.

Encourage students to create maps that:

• Employ a hierarchical structure that distinguishes concepts and facts at different levels of specificity
• Draw multiple connections, or cross-links, that illustrate how ideas in different domains are related
• Include specific examples of events and objects that clarify the meaning of a given concept

NOTE: Can also be summative. Can also be group formative.

Medium to High

Solidifies concepts for students and prof can easily see students’ thought processes and patterns of association

Small to Medium (because of time needed to analyze)

Any

Circle, Triangle, Square

Students write about the topic or class:

1. Circle – Something that is still going around in their head
2. Triangle – Something pointed that stood out in their mind
3. Square – Something that “squared” or agreed with their thinking

Low

Helps prof understand memorable parts of lesson and areas of confusion

Any

Lower-Level

Content, Form, and Function Outlines
aka What, How, and Why Outlines

Student is asked to carefully analyze the “what” (content), “how” (form), and “why” (function) of a source (e.g., newspaper article, blog posting, diary). Student responds to questions in an outline form.

High

Gets information on students’ skill at separating the informational content, form, and communication function of a source

Small to Medium (because of time needed to analyze)

Better suited for upper-level courses

Defining Features Matrix

Professor creates a table of defining features of concepts (e.g., primary, secondary, tertiary) then asks students to designate with a + or – whether the list item applies to the concept.

Low

Helps students distinguish between closely related concepts (e.g., some list items may be a + or – in more than one category)

Any; Large Classes

Any; Lower-Level

Directed Paraphrasing

Students are asked to summarize in their own words a key idea presented during the class period.

Low

Demonstrates whether students actually understand a concept and can communicate it.

Any

Any; Lower-Level

Dos & Don’ts

Ask students to list 3 Dos and 3 Don’ts when using or applying the content or relating to the content (e.g., 3 Dos and Don’ts for searching a database).

Low

Makes students apply information learned and lets prof see if students get the concepts.

Best to follow-up so that misinformation isn’t remembered/learned.

Small to Medium (because feedback is important)

Any; Lower-Level

Draw It

Students are asked to draw what they do understand.

Low

Prof can see where students have learned concepts/topic.

Any

Lower-Level

Empty Outlines

Professor provides an empty or partially empty outline of the lesson and asks students to fill in the blanks. If students create their own outline from scratch – there is more higher-order thinking required.

Low to Medium

Allows prof. to find out how well students caught the major points of the lecture – and gives students knowledge structure, making retention more likely

Best for introductory classes with a lot of content presented in structured fashion

Entrance Ticket

Professor asks a question at the start of a lesson and students write their responses on index cards or strips of paper.

See also Exit Ticket, Index Card Questions, One-Minute Paper

Low

Allows prof to use the answers to assess initial understanding of something to be discussed in that day’s lesson. The lesson is designed around the fact that information on student learning will be coming in at the start of the lesson and can be used to improve the teaching and learning in that lesson. The question is designed so it is easily interpreted and analyzed, allows time for herself and/or the students to analyze the responses, and adjusts the lesson accordingly (if needed).

Any (but needs to have time to analyze in first few minutes of class so very large class would benefit from use of technology to quickly analyze data)

Any

Everyday Ethical Dilemmas

Students are presented with case study that poses an ethical problem.

For example,

Susan’s professor assigned a research paper six weeks before it was due. Because she has been busy with her other classes and works part-time, five weeks pass before she has time to start working on the paper. Susan wants to do well because the paper counts for 30% of the course grade. If Susan fails the class, she could lose her scholarship which would prevent her from returning to school the following semester.  Susan panics because the paper requires more than one week of effort. Her solution is to download pages from sources that deal with her topic. She puts the paper together using whole paragraphs from these sources. Susan doesn’t directly cite the paragraphs but does include a reference list with the sources she used.

Susan was morally right.

Strongly Disagree | Disagree | Agree | Strongly Agree

Susan violated academic honesty rules.

Strongly Disagree | Disagree | Agree | Strongly Agree

Susan’s actions are understandable.

Strongly Disagree | Disagree | Agree | Strongly Agree

NOTE: Can also be a group formative assessment.

Medium

Connects student values to course content. Allows prof to see where students stand on issues (e.g., academic integrity) and to discuss with students if necessary.

Any

Any

Exit Ticket

A question that is posed to all students prior to class ending. Students write their answer on a card or piece of paper and hand it in as they exit.

See also Entrance Ticket, Index Card Questions, One-Minute Paper

Low

Easily gauges student learning or sticking points.

Any

Any

Explain What Matters

Ask students to explain the most critical part of a given topic to a self-selected audience (must clarify) in two or fewer sentences. (Audience can be anyone!)

Low

Prof can see if students actually get concept/topic well enough to explain it to someone else

Any

Any

Index Card Questions

Either after a topic has been discussed or at the end of class, ask students to write on both sides of an index card. Side 1 > Based on our study of the topic, list a big idea that you understand and word it as a summary statement. Side 2 > Identify something about the topic that you do not yet fully understand and word it as a statement or question.

See also Entrance Ticket, Exit Ticket, One-Minute Paper

Low

Prof can see both student understanding of topic as well as trouble spots

Any

Any

K-W-L
K-W-L+

Students respond to a topic regarding “What they already Know, what they want to learn, what they have learned.”

Plus (+) asks students to organize new learning in the form of a concept map. Then, students write a paragraph summarizing what they’ve learned.

Low

Medium

A time-efficient mini pre/post-test depending on how it’s deployed

Any (+ would benefit from small to medium classes due to time needed to analyze)

Any

Muddiest Point

Ask students to write a quick response to the question: “What was the muddiest point in ____?”

Low

Provides information on what students find most confusing or least clear about lesson

Any;
Large

Any;
Lower-Division

New Clothes

Students are asked to take a given topic (e.g. thesis statements, the research process, etc.) and describe how it can be used in some other way than they’ve been taught.

Low

Makes students think of topic/concept in new way – which is fantastic for learning

Any

Any

One-Minute Paper
OR Minute Paper
OR Half-Sheet Response

Professor stops class a couple of minutes early and students answer a question posed to the entire class centered on a topic or a general question such as “What was the most important thing you learned during this class?” or “What important question remains unanswered?” Students answer the question on a blank index card, half-sheet of paper, via social media, or post on the CMS.

See also Entrance Ticket, Exit Ticket, Index Card Questions

Low

Depending on the prompt – faculty can quickly check how well students learned from lesson

Any;
Large

Any

One Sentence Summary

Ask students to write a summary sentence that answers any or all of the 6 question words: who, what, where, when, why, how – about the topic. Don’t pick a topic that can’t be summarized in one sentence.

Medium

Allows prof to see how well students can summarize a topic

Any

Any (can be challenging for less advanced students)

Pre-Test
OR

Background Knowledge Probe

Professor prepares a short, simple quiz or questionnaire and administers it at the beginning of class. Question types may include short answer and/or multiple-choice questions. Length is about 2-3 short answer or 10-20 multiple-choice questions.

Low to Medium

Prof learns student knowledge on topic and can adjust lesson accordingly

Any (but if used to inform lesson needs to have time to analyze in first few minutes of class so very large class would benefit from use of technology to quickly analyze data)

Any

Pro/Con Grid

Students come up with pro/con or advantages/disadvantages list for a topic or issue (e.g., using newspapers to support an argument in a research paper).

Low to Medium

Allows prof to see depth and breadth of student knowledge and thoughts on an issue. Makes students think a little more deeply about topic.

Any

Any

Process Analysis

OR Research Trail
 

OR Documented Problem Solutions

Students are asked to provide information, either a numbered list or a set of screen-shots, on the ways they carried out an assignment (e.g., how they found a source (or sources) for a research paper).

Students keep track of steps they took in solving a problem.

NOTE: Can also be a summative assessment.

High

Prof can see how well students solve problems and, with IL, you can see how students find sources. Prof can pinpoint problems in methodology.

Small to Medium (due to time needed to analyze)

Any

RSQC2 (Recall, Summarize, Question, Connect, and Comment)

In two minutes, students recall and list in rank order the most important ideas from the class; in two more minutes they summarize those points in a single sentence, then write one major question they want answered, then identify a thread or theme to connect this material to the lesson’s major goal/outcome. Finally students comment or give a brief evaluation of the class session.

Not all steps need to be performed to be effective. Many omit the comment step.

Low to Medium (depending on number of steps performed)

Prof can see students recall, understanding, and evaluation of a class. Students have framework for remembering class session.

Any; Small to Medium if all steps followed (due to time needed to analyze)

Lower-level – students with little background in the discipline

SEE-I Technique

Ask students to write the following about a topic or concept:

• S=Statement (A clean, concise definition of the term, this can come from the text or lecture)

_______ means.

• E=Elaboration (Another way of saying it, in their own words. How would they describe the topic to someone else?)

In other words, _______.

• E=Example (Students come up with their own example of the topic.)

An example of ______ would be _______.

• I=Illustration (A metaphor, image, or comparison)

______ is like _________.

Sometimes Illustration is omitted from this technique if topic doesn’t lend itself to metaphor.

Medium

Gets at all aspects of meaningful learning to ensure students actually get the topic.

Any

Any

Self-Directed Response

Ask students to prove they understand a topic in diagram, written, or related form in a way that a stranger would understand.

Low

Prof can see if students really understand topic.

Any

Any

Student-Generated Test Questions

Students are asked to prepare a test question and model answers on material presented in class.

Consider asking professor to give course-credit for assessment since it can be challenging.

Medium to High

Allows prof to see what students consider the most important or memorable content, what they understand about content, and how well they can answer proposed questions

Small to Medium (due to time needed to analyze)

Any but lower-division might need more feedback

Three-Minute Pause

• I changed my attitude about…
• I became more aware of…
• I was surprised about…
• I felt…

Low

This activity allows students to reflect on concepts and ideas, make connections to prior knowledge, and seek clarification.

Any

Any

Three Most Common Misunderstandings

Students list what they think might be the three most common misunderstandings of a given topic based on an audience of their peers.

Low

Helps prof see concepts and issues where students may be having trouble

Any

Any

Three Questions

Ask students to ask three questions about the topic, then rank them in terms of their importance/value to the topic as a whole.

Low

Allows the prof to see what students saw as the most important aspects of a topic. And gives a chance for redirection/refinement of teaching if the concepts identified are not the most important

Any

Any

Venn Diagram

Students compare/contrast a given topic to a tangent topic (e.g., searching Google v. searching library databases)

Low

Allows students to make connections between prior knowledge and learned knowledge or to solidify learning of concepts.

Any

Any

Yes/No Chart

Ask students to list what they do and don’t understand about a given topic – what they do on the left, what they don’t on the right, but overly-vague responses don’t count. Specificity matters!

Low

Allows prof to see where students are/are not understanding concepts.

Any

Any (but topic should be aligned with course level)

Name

Description (How to do it)

Time to peform

Purpose

Class Size

Grade Level