‘Incorporating the One Minute paper for large classes’ Dr Peter Nicholl and Dr Gaye Lightbody School of Computing and Mathematics.

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Presentation transcript:

‘Incorporating the One Minute paper for large classes’ Dr Peter Nicholl and Dr Gaye Lightbody School of Computing and Mathematics

One Minute paper typically comprises of the following two questions:  What have you learnt from this week’s class?  What are the key things that you need to go over again?

Students have the added level of communication between the staff and other students with several potential benefits:  Letting the students instantly tell us what they found and didn’t find useful;  Give us some measure of student engagement over the semester;  Highlight areas within the subject that may cause difficulty for the students;  Highlight to the students that their peers may share their same concerns.

Demonstration How the One Minute paper was administered  Using BBL to collect student thoughts  Like / Dislike similar concept to Facebook

BBL Test  Using a BBL Test ensures the lecturer knows who made which comment

Like / Dislike  Students anonymously record if they like the material on this week in relation to Feedback

Profile of activity and engagement in using the One Minute paper over a Semester

Participants in the workshop will review the results of the questionnaire from 36 students that were asked their opinion of using the One Minute paper. It will allow for discussion on how to use the process for large classes across a Semester. With the tail-off from Week 6 the workshop will also introduce the concept of a traffic light system with for lecture material: This new system will be discussed further to decide on the best way to implement this proposed traffic light system during a module.  red – to mean slow down and go over;  orange – we are finding this challenging, but keep going at this pace;  green – the lecturer can speed up as we all understand this topic.