What is a "good" class session?
This is a simple question but one for constant reflection for the professor. In fact, I suggest that a continuous self-evaluation is important for a professor at any career stage.
I find this an interesting question and I cannot say that I have an answer. However, I can certainly say that I do know when we’ve had a good class, when it was OK, and when it didn’t work as planned. I might term the “good” class with an analogy to the famour Tiger Woods “fist pump” moment. “Yes, that worked!”
In the past week, I’m had two classes (out of eight) that had a specialness that I classify as “good,” most were OK, and one was less than I would have liked. Why, why, why?
In one class, it clearly was the interaction with the students. Early in the class, a student asked a question that opened up a lot of things I had intended to discuss… but I did them in a different order than planned! And I liked it. I know that m enthusiasm peaked and I probably was able to link concepts together in a new way. I enjoyed it, the students were engaged, and I left feeling very energized! (I’m assuming they did too.)
In another class, it was actually an error. I was working a complex problem (one I’ve worked many times) but it took an interesting twists--- and for a second, I did a second look and it wasn’t working out. Then I took a different approach and it worked with a check! A new approach to an old problem.
I’ve noticed that these special class sessions do not happen in the first two weeks of the term, because it takes a while to establish communications with the class and to have shared common material. Linking concepts that have been well developed begins to occur in the third week. These are exciting and special times.
The commonality in my opinion is the freshness of a class---student interaction, or perhaps a newness for the professor. Powerpoint slides can have good information but do they provide the ability to be responsive? …… think about it, what happens when you depart from your notes? Give it a fresh approach.
When I feel connectivity with the students, these are very special teachable moments and contribute to a good class session. What is your definition of a good class??
Monday, January 28, 2008
Sunday, December 9, 2007
Teaching with Technology II: Gradebook
TTY: Becky Barlag, Mykaylo Korda
The electronic course management systems(Blackboard, Web CT etc) have a gradebook. Whether or not to use the gradebook is the decision of the professor. I’m going to outline some pro’s and con’s based on my experiences with Blackboard (Bb).
I have been using the on-line gradebook exclusively for over two years. I am not an enthusiastic user but I believe the pro’s outweigh the con’s.
The pro’s for an on-line gradebook are fairly obvious.
1. The student sees the grades as you have them. If there were any errors in recording or a grade adjustment, the student knows what information you have. At the end of the term, there are no misunderstandings, the grades are as the student sees.
2. Bb allows a professor to control when a student sees the grades. Normally I post them on Bb immediately after an exam, but I do not make them available for students to see under about a week after the exam has been returned. That way, the student picks up his/her paper in class, has a week to request a closer look at any grading issues, I can make any minor changes, and then the real grade appears on Bb. Those students who have not attended class (to pick up graded exam) don't find out their grades until about a week after everyone else.... perhaps that's a hint to come to class!
The con’s as I see it are more technical.
1. The course managements systems have some (but not all) information that is on the university grade recording system (SIS). The reasons are associated with security mainly. In our system the courses have a unique number (the Call Number) for each offering but that number is not available to the Bb system. Instead the Bb system has to use a section number. Similarly each student has a unique Personal Identification Number(PID) on the university system (SIS) but the Bb system uses a different but unique number. Thus a professor who uses the Bb gradebook needs to be aware of the differences between the systems and be willing to work within the framework.
2. The rosters on our Bb system are updated daily in the first part of the term and those who drop the course no not appear. On the university system the names of those who withdraw after a certain date still appear and must receive a grade at the end of the term (like Withdraw Pass, Withdraw Fail etc)
3. Entering grades on-line can be by two methods: directly (a bit slow and tedious, in my opinion), and the download/upload method (my preference). This takes some experience because the dynamic rosters do cause problems with incompatible lists.
4. The downloaded spreadsheet comes in a simple version of Excel. So to do more complete types of calculations, you need to copy the downloaded spreadsheet into your favorite version of Excel. This is cumbersome, but manageable. I have accepted this drawback.
The gradebook has some features that you may or may not use including the percent of the course for each component (weightings) and some useful management tools. It does take some effort and patience. That's why I've acknowledged two of my colleagues in the TTY section who pushed me a bit two years ago to try this out. I'll continue to use it.
So, judge for yourself about the on-line gradebook. As I said, I’ve been using it exclusively for two years. My colleagues are split on the issue. Most do not use it, some do. It would be nice if the process were easier to manage, perhaps in the not-too-distant future. Other opinions? Other experiences??
The electronic course management systems(Blackboard, Web CT etc) have a gradebook. Whether or not to use the gradebook is the decision of the professor. I’m going to outline some pro’s and con’s based on my experiences with Blackboard (Bb).
I have been using the on-line gradebook exclusively for over two years. I am not an enthusiastic user but I believe the pro’s outweigh the con’s.
The pro’s for an on-line gradebook are fairly obvious.
1. The student sees the grades as you have them. If there were any errors in recording or a grade adjustment, the student knows what information you have. At the end of the term, there are no misunderstandings, the grades are as the student sees.
2. Bb allows a professor to control when a student sees the grades. Normally I post them on Bb immediately after an exam, but I do not make them available for students to see under about a week after the exam has been returned. That way, the student picks up his/her paper in class, has a week to request a closer look at any grading issues, I can make any minor changes, and then the real grade appears on Bb. Those students who have not attended class (to pick up graded exam) don't find out their grades until about a week after everyone else.... perhaps that's a hint to come to class!
The con’s as I see it are more technical.
1. The course managements systems have some (but not all) information that is on the university grade recording system (SIS). The reasons are associated with security mainly. In our system the courses have a unique number (the Call Number) for each offering but that number is not available to the Bb system. Instead the Bb system has to use a section number. Similarly each student has a unique Personal Identification Number(PID) on the university system (SIS) but the Bb system uses a different but unique number. Thus a professor who uses the Bb gradebook needs to be aware of the differences between the systems and be willing to work within the framework.
2. The rosters on our Bb system are updated daily in the first part of the term and those who drop the course no not appear. On the university system the names of those who withdraw after a certain date still appear and must receive a grade at the end of the term (like Withdraw Pass, Withdraw Fail etc)
3. Entering grades on-line can be by two methods: directly (a bit slow and tedious, in my opinion), and the download/upload method (my preference). This takes some experience because the dynamic rosters do cause problems with incompatible lists.
4. The downloaded spreadsheet comes in a simple version of Excel. So to do more complete types of calculations, you need to copy the downloaded spreadsheet into your favorite version of Excel. This is cumbersome, but manageable. I have accepted this drawback.
The gradebook has some features that you may or may not use including the percent of the course for each component (weightings) and some useful management tools. It does take some effort and patience. That's why I've acknowledged two of my colleagues in the TTY section who pushed me a bit two years ago to try this out. I'll continue to use it.
So, judge for yourself about the on-line gradebook. As I said, I’ve been using it exclusively for two years. My colleagues are split on the issue. Most do not use it, some do. It would be nice if the process were easier to manage, perhaps in the not-too-distant future. Other opinions? Other experiences??
Sunday, November 4, 2007
Teaching with Technology Part I: General Things
This is the first of several posts on the topic where I will discuss management technologies (like Blackboard –Bb or Web CT), authoring technology, and presentation technologies.
When I began teaching, it was the chalkboard (with chalk) and live demonstrations. Things have evolved to using excellent video libraries of chemical reactions, document cameras, and fewer live demonstrations, mainly due to safety concerns.
My experience is with Blackbaord (Bb) where we use it for distributing handouts, grade management, and preparatory quizzes. The preparatory quizzes (Prep Quizzes) are a method for students to prepare for class. Before each class they are to complete a short quiz (5-8 questions) on-line covering material for the upcoming class. The logic is that a prepared student will be receptive to understand more deeply during the class.
After much discussion, for our combined sections, we decided that a student should be able to complete the Prep Quiz at the 75% level for maximum credit. The quiz would be from reading material in the text. We use the scores as a bonus for some course, but the are required for other courses. In our labs, the preparatory quiz is required for all students and it counts in its entirety.
We now have libraries of appropriate questions written for five courses. In a coordinated course, the professors share the libraries and write a few questions on their own. We usually post the Prep Quizzes a week at a time. They are due two hours before the class begins. The professor can then access the statistics for the prep quiz. It is extremely useful to know the percentage of students who can (or cannot) handle a concept. Then during the class, the professor can emphasize the troublesome point. Having used this system for over five years, I believe it is a good addition to our program and helps us achieve our goal. Writing the questions initially was very time-consuming but now that we have a decent data base, writing just a few new questions for each year is manageable. I endorse the concept. Yes, there are some details that could be improved! Write me if you want to know more.
Bb has some quirks that require adjustment overall. However, it is the system we have and will continue to use.
The students particularly like having their materials available easily and, accessing their grades on-line. I'll address further aspects of this in future posts.
Saturday, November 3, 2007
Exams Part VI; Returning Exams
Exams Part VI: Returning Exams
TTY: Tom Bowers
Emotions are a bit high on the day we return exams. We usually return them at the end of the class because otherwise, the students cannot focus on the class at hand. However, we do allow time for the process. The papers are alphabetized so the students can pick theirs up and leave the room.
Prior to picking up their paper, we post the statistics for combined sections including average, median, standard deviation, high-low score. We post the answers on Blackboard.
In the event of a grading error or need for further discussion, we ask the students to WRITE their concern and return the paper to the professor within one week. There are several reasons for this procedure. Some students are too timid or nervous to verbally make their case. It is much less threatening to write out a concern. Similarly, with written comments, I do not make any changes with the student present. I consider any challenges based only on their written comments. Some, of course, are obvious (points added wrong, clear error) but others require consistency to all students.
The professor needs to understand the wide variety of emotions for the students on this day. Some are delighted, others deeply disappointed. Being direct with clear explanation of the results without comments is how I handle this tough day.
http://weblogs.jomc.unc.edu:16080/tbowers/
TTY: Tom Bowers
Emotions are a bit high on the day we return exams. We usually return them at the end of the class because otherwise, the students cannot focus on the class at hand. However, we do allow time for the process. The papers are alphabetized so the students can pick theirs up and leave the room.
Prior to picking up their paper, we post the statistics for combined sections including average, median, standard deviation, high-low score. We post the answers on Blackboard.
In the event of a grading error or need for further discussion, we ask the students to WRITE their concern and return the paper to the professor within one week. There are several reasons for this procedure. Some students are too timid or nervous to verbally make their case. It is much less threatening to write out a concern. Similarly, with written comments, I do not make any changes with the student present. I consider any challenges based only on their written comments. Some, of course, are obvious (points added wrong, clear error) but others require consistency to all students.
The professor needs to understand the wide variety of emotions for the students on this day. Some are delighted, others deeply disappointed. Being direct with clear explanation of the results without comments is how I handle this tough day.
http://weblogs.jomc.unc.edu:16080/tbowers/
Exams V: Grading Sessions
TTY: About 20 TAs a year for almost 20 years.... approximate 400!! THANKS, we couldn't do it without you!
Grading exams is difficult, no matter how you look at it. Many schools use machine-graded assessments for this very reason. We have resisted because we want to give a variety of question types and offer partial credit for calculations and discussion questions. We do try to design exams with the grading in mind.
I am eager to hear how others handle grading of 100-500 papers within a 3 hour session. I’ll describe the system we have devised over the past 15 years.
Our exams are administered from 5-6 PM and grading begins immediately after the exam is finished. We have a room with tables and we order pizza for delivery about 15 minutes after the session begins. Food does help the process!
The professors have written the key in advance and agreed on partial credit. Each professor is in charge of one page and works alongside the TAs to grade just that page. Each TA grades one question consistently. The first 30 minutes of the session is critical as the TAs need to make sure they understand the problem and various acceptable responses. Once we get rolling, the TA consults with the professor in charge of the page as needed.
When possible, we try to grade some exams prior to the large grading sessions. These are from students who had a conflict and took the exam at an alternate time. We can then see the common errors and address the grading protocol based on real answers.
We total each page and then the exam, writing the score on Page 2 as described in a previous post. Then we sort and alphabetize the papers for each professor to record.
In general the process works but there are some issues. Some graders lose focus and do not show the consistency we want. In the Fall, when many of the TAs are new graduate students, we are not aware of their strengths and weaknesses. As time goes on, we learn how to assign tasks for efficient and effective evaluation.
Normally we can finish a session in three hours, but there have been times it lasts much longer than that. What can I say? The task isn’t finished until all papers are graded, sorted, and ready to record.
Grading exams is difficult, no matter how you look at it. Many schools use machine-graded assessments for this very reason. We have resisted because we want to give a variety of question types and offer partial credit for calculations and discussion questions. We do try to design exams with the grading in mind.
I am eager to hear how others handle grading of 100-500 papers within a 3 hour session. I’ll describe the system we have devised over the past 15 years.
Our exams are administered from 5-6 PM and grading begins immediately after the exam is finished. We have a room with tables and we order pizza for delivery about 15 minutes after the session begins. Food does help the process!
The professors have written the key in advance and agreed on partial credit. Each professor is in charge of one page and works alongside the TAs to grade just that page. Each TA grades one question consistently. The first 30 minutes of the session is critical as the TAs need to make sure they understand the problem and various acceptable responses. Once we get rolling, the TA consults with the professor in charge of the page as needed.
When possible, we try to grade some exams prior to the large grading sessions. These are from students who had a conflict and took the exam at an alternate time. We can then see the common errors and address the grading protocol based on real answers.
We total each page and then the exam, writing the score on Page 2 as described in a previous post. Then we sort and alphabetize the papers for each professor to record.
In general the process works but there are some issues. Some graders lose focus and do not show the consistency we want. In the Fall, when many of the TAs are new graduate students, we are not aware of their strengths and weaknesses. As time goes on, we learn how to assign tasks for efficient and effective evaluation.
Normally we can finish a session in three hours, but there have been times it lasts much longer than that. What can I say? The task isn’t finished until all papers are graded, sorted, and ready to record.
Exams IV: Administration
Again, I’m sure that there are many ways to organize exam administration for large groups. I’ll share the way we administer and grade 100-500 exams in about 3-4 hours. This style is what we have worked out over quite a few years.
We reserve large rooms for 90 minutes (5:00 to 6:30 PM) for the days of exams. We request enough seating so that students can sit in alternate chairs. We do give two versions of the exam as well. This takes care of inadvertent cheating. In order for students to do their best, a good testing atmosphere is essential. Space between students minimizes distractions during the exam.
As the students enter the room, they must sit in alternate chairs directly behind another student. The TAs direct students for the first exam. For other exams, the students know the system and sit as we want.
We reserve a small section in the room (I call it the First Base Line, baseball fans will know what I mean) for latecomers or others that have special testing needs…like a class that meets at 6:30. See below for students with disabilities.
To begin the exam, we pass out the pre-counted papers. We always have a cover sheet that contains reference material such as the Periodic Table and certain equations. We ask for students to count the pages in their exam and TAs check for defective copies. When we are ready, we say “Tear off the first page and begin.” At the same time we write the exact time on an overhead where everyone can see. We also write the time that papers will be collected: Example: Start: 5:12 Stop: 6:12.
We project clocks during the exam, but only give an oral time check once, usually with 5 minutes left. When the exam is finished, we stop everyone and collect the papers. We do use an ID check as they turn in their papers.
Students with disabilities do not attend the combined section exams. They go to a special place (Office of Institutional Equity) where their needs can be met. In our experience, it is best for all concerned to have these students tested at the center. We just cannot fairly give extra time to anyone.
Next post will address grading sessions with 4 professors and 12 graduate students!
As usual, I’m interested in the way others handle these types of exam situations.
We reserve large rooms for 90 minutes (5:00 to 6:30 PM) for the days of exams. We request enough seating so that students can sit in alternate chairs. We do give two versions of the exam as well. This takes care of inadvertent cheating. In order for students to do their best, a good testing atmosphere is essential. Space between students minimizes distractions during the exam.
As the students enter the room, they must sit in alternate chairs directly behind another student. The TAs direct students for the first exam. For other exams, the students know the system and sit as we want.
We reserve a small section in the room (I call it the First Base Line, baseball fans will know what I mean) for latecomers or others that have special testing needs…like a class that meets at 6:30. See below for students with disabilities.
To begin the exam, we pass out the pre-counted papers. We always have a cover sheet that contains reference material such as the Periodic Table and certain equations. We ask for students to count the pages in their exam and TAs check for defective copies. When we are ready, we say “Tear off the first page and begin.” At the same time we write the exact time on an overhead where everyone can see. We also write the time that papers will be collected: Example: Start: 5:12 Stop: 6:12.
We project clocks during the exam, but only give an oral time check once, usually with 5 minutes left. When the exam is finished, we stop everyone and collect the papers. We do use an ID check as they turn in their papers.
Students with disabilities do not attend the combined section exams. They go to a special place (Office of Institutional Equity) where their needs can be met. In our experience, it is best for all concerned to have these students tested at the center. We just cannot fairly give extra time to anyone.
Next post will address grading sessions with 4 professors and 12 graduate students!
As usual, I’m interested in the way others handle these types of exam situations.
Saturday, September 22, 2007
Where does September go?
No, I have not lost interest in blogging. In fact, in reading another blogger who has so much to offer, I’m more motivated in using this format as I learn about it. Others can provide a fresh perspective.
But, September is just crazy on the college scene. I’m sure everyone else experiences the same thing. No matter how prepared you are, there are new students (I teach mostly freshmen) who just don’t quite understand what is expected of them as well as a large variety of Fall Issues that do not happen later in the year. So we all take a deep breath and hope to survive September. But really, we have to do more than merely survive, we have to get off to a productive start. Advice from various bloggers can help, but for a new faculty member, September is a unique month to be sure.
Next week I have the first round of combined-section exams in two large enrollment courses. Then we’ll be doing combined-sections grading. My next blog will deal with grading in a group setting, with new TAs. Exams Part III is on deck!
So thanks for stopping by my blog, and YES, I’ll be writing more soon. If you have any comments regarding first of the term issues, do make a comment.
But, September is just crazy on the college scene. I’m sure everyone else experiences the same thing. No matter how prepared you are, there are new students (I teach mostly freshmen) who just don’t quite understand what is expected of them as well as a large variety of Fall Issues that do not happen later in the year. So we all take a deep breath and hope to survive September. But really, we have to do more than merely survive, we have to get off to a productive start. Advice from various bloggers can help, but for a new faculty member, September is a unique month to be sure.
Next week I have the first round of combined-section exams in two large enrollment courses. Then we’ll be doing combined-sections grading. My next blog will deal with grading in a group setting, with new TAs. Exams Part III is on deck!
So thanks for stopping by my blog, and YES, I’ll be writing more soon. If you have any comments regarding first of the term issues, do make a comment.
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