summary a topic by constructing a single summary quickly and holistically. In class: Med sentence that answers the Note whether students have Analysis: Med questions "Who does what to identified the essential concepts of whom, when, where, how, and the class topic and their why?" The purpose is to require interrelationships. Share your students to select only the defining observations with your students. features of an idea. Application After teaching about an important Quickly read once through the Prep: Low cards theory, principle or procedure, ask applications and categorize them In class: Low students to write down at least one according to their quality. Pick out a Analysis: Med real-world application for what they broad range of examples and have just learned to determine how present them to the class. well they can transfer their learning. Allow students to write test Make a rough tally of the questions Prep: Med* questions and model answers for your students propose and the In class: High test questions specified topics, in a format topics that they cover. Evaluate the Analysis: High consistent with course exams. This questions and use the good ones (Could be homework) will give students the opportunity to as prompts for discussion. You may *Might need a evaluate the course topics, reflect also want to revise the questions rubric to guide on what they understand, and what and use them on the upcoming students. are good test items. exam. Principles for feedback When giving feedback to students there are some principles that are useful to follow: Start with the positive feedback. Feedback that is concerned with how work can be improved should be ‘sandwiched’ between two groups of positive feedback. Focus on only 2 or 3 points for students to work on – these should be related to the assessment criteria. Provide concrete suggestions about how to improve. Give feedback that is succinct and written in easy to understand language. Make sure it is understood. When possible, ask the student to describe the feedback in their own words.
summary a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea. summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students. In class: Med Analysis: Med Application cards After teaching about an important theory, principle or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. Quickly read once through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class. Prep: Low In class: Low Analysis: Med test questions Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items. Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the good ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam. Prep: Med* In class: High Analysis: High (Could be homework) *Might need a rubric to guide students. Principles for feedback When giving feedback to students there are some principles that are useful to follow: Start with the positive feedback. Feedback that is concerned with how work can be improved should be ‘sandwiched’ between two groups of positive feedback. Focus on only 2 or 3 points for students to work on – these should be related to the assessment criteria. Provide concrete suggestions about how to improve. Give feedback that is succinct and written in easy to understand language. Make sure it is understood. When possible, ask the student to describe the feedback in their own words.
Guide-to-Tutorials_TILT.docx