The main benefit these worksheets provided me as a teacher was that they allowed me to better assess gaps in student knowledge. Using mathematics-based exams makes it difficult to identify what students don’t understand. At the same time, just because a student can use the correct equation doesn’t mean (s)he understands the concept.
However, when students presented and discussed their answers in front of the class, I was able to hear their misconceptions. I could also listen as students discussed the problems among themselves to better understand their thought processes; this way, I could identify the reasons they didn’t arrive at the right answer. Consequently, I found that one major value to the worksheets was that they generated and prioritized topics for class discussion. During these discussions I was able to provide students with immediate feedback.
Having students work in groups to complete the worksheets influenced the classroom environment in ways other than purely academic. I got a chance to talk to the students and learn their names. By the end of the semester the students were much more social amongst themselves and willing to work in groups to solve the problems on the worksheets than in lecture courses I had taught previously. Still, some students did not want to work in groups and continued to attempt the worksheets on their own. Therefore, this year (2007) I have arranged to give only one worksheet to every group of three students to further encourage collaboration.
Incorporating group work into my lectures has made me realize the importance of the physical classroom arrangement. I teach in two different classrooms. In one room chairs are fixed in rows, making it difficult for students to interact with peers. The other classroom is more versatile; students can move their chairs to face one another and consequently, their interactions are less-strained. In the future, I will request rooms that are furnished in ways that facilitate student interactions.
I am also trying to improve the degree to which these worksheets inform my teaching plans for the next lecture. In Fall 2006, I had a TA grade the worksheets and as a result, I did not know what percentage of the class achieved the correct answers. This semester I have asked the TA to summarize student responses after each class. This way, the worksheets can better influence the topic or rate of my next lecture. I am also going to post solutions to the worksheets on Blackboard. I will use student solutions, sometimes with my own comments. I believe that providing examples of poor and excellent solutions will be instructive for students aiming to improve their performance on the worksheets.
References
Mazure, E. Peer Instruction. Prentice Hall, Inc. Upper Saddle River, New Jersey; 1997.
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