Cause and effect essay Analytical essay This is perhaps the most common structure. Examples of this include questions which ask you to discuss, analyse, investigate, explore or review. In an analytical structure you are required to break the topic into its different components and discuss these in separate paragraphs or sections, demonstrating balance where possible. An effective way to argue a point can be to present the opposing view first then counter this view with stronger evidence.
A classroom response system sometimes called a personal response system, student response system, or audience response system is a set of hardware and software that facilitates teaching activities such as the following.
A teacher poses a multiple-choice question to his or her students via an overhead or computer projector. Videos Clickers in Action — In this short video, Russell James from the University of Georgia explains how he uses clickers in the classroom.
Are you morally obliged to report cheating if you know about it? The room began to hum, but no one so much as raised a hand. Since clicker questions can be used not only to assess students but to engage them, some very effective clicker questions are quite different than multiple-choice questions that might appear on exams.
Here are a few types of clicker questions. These questions ask students to recall facts, concepts, or techniques relevant to class. They are often used to see if students did the reading, remember important points from prior classes, or have memorized key facts.
Questions asking students to classify examples, match characteristics with concepts, select the best explanation for a concept, or translate among different ways of representing an idea are examples of conceptual understanding questions.
These questions require students to apply their knowledge and understanding to particular situations and contexts. Students are asked to select the one best answer from these choices. However, these questions can be very effective in preparing students to engage in class discussions about their reasons.
These are questions that ask students to share their opinions, experiences, or demographic information. These questions do not have correct answers, but by surfacing the various perspectives of students in a class, they can help both instructors and students better understand those perspectives.
They can often generate rich discussion, particularly questions about ethical, legal, or moral issues. They can also help students connect their personal experiences to more abstract course content. The anonymity that clickers provide is often an essential ingredient in asking these kinds of questions.
Asking students a content question, then following that by asking students to rate their confidence in their answers high, medium, or low can enhance the usefulness of information on student learning provided by the first question. These are questions designed to provide instructors with information about how their students are approaching the learning process in their courses.
For instance, one week before a paper assignment is due, instructors might ask students whether or not they have completed rough drafts as a way to gauge their progress. Asking students how long they took to complete an assignment they have just turned in can provide instructors with useful information about the difficulty of the assignment.
Clicker questions can also be used to see if students remember good advice or course policies shared on a first-day-of-class course syllabus. The questions that appear on end-of-semester course evaluations also make useful monitoring questions at the midpoint of the semester.
Classroom response systems can also be used to collect data from students for classroom experiments often used in the social sciences. Often data generated by students during class can be used to make points about social behavior.
By allowing these data to be collected and analyzed during class, clickers can bring a sense of immediacy and relevance to these kinds of experiments. Teachers will want to match activities to course content, time constraints, learning objectives, and their own teaching styles.
Some possibilities for CRS activities include the following, listed more or less in order of increasing levels of student engagement. Clickers can be used to take attendance directly e.
Clickers can be used for graded activities, such as multiple-choice quizzes or even tests. Clickers can be used to pose questions to students and collect their answers for the purpose of providing real-time information about student learning to both the instructor and the students.
Some brands of clickers allow students to register their confidence level high, medium, or low along with their answer, providing more detailed feedback to the instructor. Some instructors assign participation grades to these kinds of formative assessments to encourage students to participate.The Purdue Writing Lab Purdue University students, faculty, and staff at our West Lafayette, IN campus may access this area for information on the award-winning Purdue Writing Lab.
This area includes Writing Lab hours, services, and contact information. arteensevilla.com is the place to go to get the answers you need and to ask the questions you want. Classroom Response Systems (“Clickers”).
Active listening and selectivity. As mentioned briefly above, listening is a thinking activity and as such can be improved with instruction and practice. 6 Writing your personal statement: Your personal statement is your opportunity to stand out and shine. You have to be able to convince the employer that you are the right person for the job. Find past papers and mark schemes for your exams, and specimen papers for new courses.
by Derek Bruff, Director, Vanderbilt Center for Teaching Welcome to the Center for Teaching’s introduction to teaching with classroom response systems (“clickers”).
On this page you’ll find strategies for using clickers in your teaching, as well as logistical information on using clickers with your courses at Vanderbilt.
C-CAT has three sections (Section A, Section B, Section C) of one hour duration each. As shown in Table 1, depending on the category of courses selected by the candidate, he/she will have to either appear for just one test paper (Section A) or two test papers (Section A and Section B) or all the three test papers (Section A, Section B and Section C).
The ishop’s Stortford High School Sixth Form Academic Support Study Skills Maximise your success A booklet to help enhance your ability to study. Active listening and selectivity. As mentioned briefly above, listening is a thinking activity and as such can be improved with instruction and practice.