1.1. Hamburg (GER)

1.2. Kaunas (LIT)

1.3. Reykjavik (ISL)

1.4. Rovaniemi (FIN)

1.5. Rzeszow (POL)

2.1. summary

2.2. joint activity reports

2.3. evaluation

3.1. feedback

3.2. peer evaluation

3.3. diary

3.4. photo evaluation

3.5. diverse

4.1. SEFES meetings 1-6

4.2. individual visits

Students feedback

Objective:

Visualise every students point of knowledge to differnt aspects, plan on this information more or less necessary exercises or explanations

Method:

dartboard

When/Who/Where:

One date in every course in march 2006,

all students of the biology-course

all students of the chemistry-course

in the course, at the beginning of a lesson after the teachers was some lessons absent and had given a lot of exercises (with new information), in the classroum

Description step by step:

Preparation of the material:

• Draw a big circle on a DIN-A-3/2 sheet
• Decide in how many and in which subjects you are interessted in.
• Divide the circle into equal segments (with lines from the center to the outside), as many as you have differenz subjects and which are also horizontally divided, similar to a dartboard. Outside each segment you write keywords referring to the exercises.
• Every student should get as many “points” as there are sections.

Explain the aim and the action to the students.

-aim: The teacher is interessted in the knowledge-lewel of each of the students in each subject, to plan the next lessons effective.

explaination: Every student has to decide about his position in every subject:

They are told that the closer they put the mark to the middle the more he unterstood exercise and can explain a lot to the other students.

The more he makes his mark outside, the less he understood the exercise and he has a lot of questions in this field.

Action: Every students stood up and placed his marks at the dartboard, while the teacher couldn’t see the dartbord.

All – students and the teacher is looking at the result.

One circle is drawn around the drops, which are the most outside.
The field, where the most points are the most outside is the field, where the most work in the next lesson is to do.

A second circle (with another color – if possible) is drawn around the drops which are next to the circle. If there are no drops near by the center, the teacher has to explain the subject. If there are some points at the center of one field, these students can explain in small groups the subject.

Results

+

For all participants – students and theacher – it was obvious in which fields we had to work a lot in which not, so we could focus our work.

All could see that there were experts under the students in different fields.

The students didn’t felt alone, if they are not so sure in one field.

Because every student had another color for the marks, it became obvious if the knowledge of one student is more or less equal in all fields or if it varies a lot.

-

In one of the courses the students had a wrong self-impression about their knowledge. In some fields they thought that they were much better then they were in the next lessons.

Sometimes it was a pity that I didn’t know who was the expert for one field.

I didn’t take the time to let the students point after some lessons again to see the development.

Development/consequences

The direct consequences for the lessons are mentioned under the description and the positiv results.

What I would like to add is, that one student said a month or more later, that we could use this method one week before an examine to find the fields where the students have the most questions to train more evectively.

But I must say, that – since now – we haven’t used it like that – but it is in my mind and I hope, that I will find a lesson, where I think we could use it like this.

The dartboard can also be used for other topics. In every case it gives a fast overview about the impresssion of every student to different fields and the variety in the class is fast to see.

Every student has an active part.

Forms

the dartboard in generell without the student marks

Examples

I used the methode after I wasn’t in my biology-course for more than five lessons and in my chemistry-course, where I was absent for three lessons.

Chemistry course Final dartboard	Biology cours Final dartboard
The most work was in the field of pH-Wert / Ionenprodukt and there were no experts in the class. In the field of Ester (left side) some had a lot of questions but other students could help them.	On the left side were the fields we had to work a lot.