I have used CATS in various courses. I use it as a way of checking if my student understand the concept by using question and providing answers at the end of the week. I make adjustment to my teaching and ensure that I am furthering learning and concept is understood. This is a great resource.
Thanks for CATs! CATs are simply best practices and a way to determine if the learning is taking place. I am finding that CATs guide the direction that the instructor should go the next day. If instructor finds that the majority of the class is not understanding the information as intended, it is essential that he/she should reteach in a different manner than previously done.
IABE - 2019 West Palm Beach - Spring Conference - Research / Teaching Excellence in Business and Economics
IABE - 2019 Los Angeles - Summer Conference - Research / Teaching Excellence in Business and Economics
I have found CATs to be especially helpful with group work assignments. I have had students who struggle with participating in the group work and noticed an improvement when I posted CATs about the group work assignment the same week it is due.
In addition to assessing learners' progress toward achieving the class objectives, I've found that CATs are a wonderful collaborative tool for helping students feel at ease in the classroom. Implementing CATs early and often can create an open environment for student-centered learning. After all, isn't one of our primary goals helping students achieve their academic goals?
CAT's appear to be a very useful tool to assist students learn, understand, and provide feedback as to their understanding, analysis and further understanding of material. The CAT can be instrumental both in ground and online to create not only rapport with student/instructor but also a supportive tool for material in class.
I have found that the use of CATs allows me to get a good feeling about where the students are and where they need to go. Often, when the discussion is face to face the other students react and point out things that can lead to additional CATs and make it easier to anticipate problems and sometimes solve them before they happen. I have used a review where I give every answer to every question on an upcoming quiz without giving the students the questions themselves. I let them take notes and then ask them to prepare questions in the next class session about what they have noted. The responses tell me very clearly where the grasp of what I am trying to teach is clear and where it is muddy. I then do a mini lecture on the specific points that have the greatest number of similar responses and summarize the other points made so that the students have a high priority study guide to use in preparing for the final. This process takes about a week or two to three classes ahead of the test to implement but I have found it far more effective than a simple rehash review of the material.
I found this "on demand" webinar to be very helpful, engaging, and motivating. I have always used, muddiest point in my ground courses, but did not think to incorporate it in the on-line learning delivery. I am going to start out with implementing a muddiest point for each week then I am going to try the minute paper. I found the examples to be very helpful and I am excited to start!
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