Supporting physics teaching with research-based resources

3-2-1

At the end of class, ask students to write down: (a) Three ideas/concepts reinforced; (b) Two new ideas or concepts; (c) One question they have.

Background knowledge probe

The instructor gives students a short online or in-person quiz to evaluate what students already know about material that is about to be covered. This can occur at the start of the term, or the start of a new topic.

Color cards

Provide each student with a set of three color-coded cards. Red means Stop, I need help; Green means Keep going, I understand; Yellow means Slow down, I’m a little confused.

Defining features matrix

Prepare a handout with a matrix of three columns and several rows. In two columns, there are two distinct concepts with potentially confusing similarities (e.g. force and momentum), and in the third list, the important characteristics of both concepts are given in no particular order. Students use the matrix to identify which characteristics belong to each concept.

Entrance ticket / exit ticket

Entrance ticket: The instructor asks a question at the start of a lesson, students write responses on index cards and hand them in. Exit ticket: Same as an entrance ticket, but at the end of the lesson. Example exit ticket: “What is the difference between mass and weight?” The instructor uses the responses to address student difficulties.

Fishbowl

Ask each student to write one issue or concept they want to be clarified on a card and drop it in a bowl as they enter class. During class, select cards from the bowl and clarify any issues or concepts from the card.

Group work self-assessment

After working in small groups, group members assess the outcome of that group work. One format is the “I-You-We” checklist; each student records something about their own contribution, the other group members’ contribution, and the quality of the work of the whole group.

Instructor circulates during groups

The instructor sets up students to have discussions on a topic in small groups and then moves around the room, listening in to student conversations to gauge students’ level of understanding and progress.

Muddiest point paper

Ask students to jot down a quick response to one question: “What was the muddiest point in [the lecture, discussion, homework assignment, film, etc.]?” The term “muddiest” means “most unclear.”

One-sentence summary

This activity asks students to synthesize information into a single sentence. Ask students to identify the who-what-when-where-why of something they read or did in preparation for class.

Quiz

A short set of questions to test students on material. Frequent, low-stakes quizzes support consistent student effort and give feedback on their learning. Quizzes can be in or outside class, individually or in groups.

Red light / green light or thumbs up/down

Provide students with a red and green index card for the semester. Students can then show the card before or during class sessions to indicate they are unprepared/prepared, confused/not confused, etc. For thumbs up/down, students give a thumbs up or thumbs down.

Scratch-off quiz (individual or group)

A form of in-class quiz where students scratch off their response to a multiple choice question on a scratch card. The correct answer is revealed on the card. Students score themselves based on how many times it takes them to get the correct answer.

“What’s the principle?”

This is useful in courses requiring problem-solving. After students figure out what type of problem they are dealing with, they often must decide what principle(s) to apply in order to solve the problem. This CAT provides students with a few problems and asks them to state the principle that best applies to each problem.

Exam wrapper

After an exam, a student completes a short handout about their exam performance, including addressing instructor feedback and how they might adapt their future study strategies. Many examples online.

Homework

An assignment that students do outside of class to help students practice concepts, go deeper, or demonstrate their understanding. Homework is often done individually but can also be done in groups. Homework assignments should include problems similar to “Typical Test Questions” and identify these problems as such.

Learning log / weekly reports

Each student is asked to submit a short summary of their educational activities over the course of a week. These can include specific prompts for students to reflect on and/or summarize what they learned or accomplished each week during synchronous and/or asynchronous learning time and questions or feedback to share with the instructor. See “student reflective prompts” (above) for questions to use in learning logs.

Practice exam

This is a set of questions similar in type, length and format to an exam that students will take later.

Pre-test

The instructor gives students a short online or in-person quiz to evaluate what students already know about the material that is about to be covered. This can occur at the start of the term or the start of a new topic.

Student self-assessment of learning gains (SALG)

The SALG is an instrument that asks students to assess and report on their own learning, and on the degree to which specific aspects of the course have contributed to that learning. See SALG on PhysPort for information and a sample set of questions.