Usually, we can find complicated classes where it is difficult to advance: either because the class has a particular idiosyncrasy, for lack of resources and the consequent overcrowding classroom or because, due to whatever reason, find some resistance and poor receptivity of students to our subject. What can we do?
The first thing to consider is that each of these steps can be simultaneously applied to others, and no longer simple ideas, a generic script: spare part or not depends on the good teacher judgment of the reader depending on your subject, students, center…
In a class where, whatever the reason, we find great difficulty in making learning and somewhat effective students, the exam is just one element of frustration that contributes to receptivity for its increasingly negative part. We certainly cannot do without in some cases this tool, but we realize that it is a tool, and there are other possible tools that allow us to better assess most of the subjects and themes.
The tool par excellence to assess not only knowledge but capacity for research and inquiry, critical thinking, logical-argumentative reasoning and several basic while competence is the work or the dissertation : either in group or whether individual, the work in two options, it is a classroom activity that requires great effort by the students. Individual work affect autonomy, critical thinking, argumentation …; collaborative work affects the communication, planning and the ability to sort and organize information. Both types can be combined: it is easier to learn what we understand, of course. Without understanding, it is impossible to do a good job: yes, explains the requirements and what is, not to find two entries of past Wikipedia hand and a staple in the upper left corner.
Returning to a test: number does not teach much. The correction itself: it is important to explain in detail what fails and, of course, not forgetting those strong or highlights.
Now back to work (and reviews): impeller vilely what you put in a textbook hardly enters into real and meaningful “learning”. Find information is essential, necessary, each at its level and its possibilities. Therefore, classroom activities should involve at least 40% the need to seek outside textbook or notes, information. That is “learning to learn”
You may also like to read another article on LananClub: How can you encourage participation in class?
In the tests, the enclosed space plays against the development of learning of your students: leave room to write if your subject requires it, because there is nothing more frustrating for a great student who have an interest in something that has enchanted him, have sought, know more marked in “learning objectives” and have no way to express it.
Adaptation to the needs and preferences
There are students who want to stress, others take notes … What to do? Nothing. You can advise on methods of flow charting, underlined and instrumental work in general, but everyone learns in their own way and your job is to teach him to learn the best way for your particular case, and not to teach him to learn from the best way for you. Annoys many professors see how someone dials a book: a book used to study, and unless this is school property, if the book is yours, is not profaning by stress, but quite the opposite.