In principle, station work is also recommended during the semester so that the instructor can assess the students' level of knowledge and to make it easier to determine the content of the following exercise units.
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In principle, station work is also recommended during the semester so that the instructor can assess the students' level of knowledge and to make it easier to determine the content of the following exercise units.
This method can be used as exam preparation for the students or during the semester to determine the current level of knowledge of the students.
Students work in groups at different table stations to solve given maths problems within certain time intervals. The student groups work on the table tasks according to the rotation principle.
The station work was developed to prepare students for a 90-minute written examination in "Technical Fluid Mechanics" and is intended to simulate a real examination situation. The specific concept was designed for a practice group of approx. 25 students. Five stations or five tables were set up so that up to five students could sit around each table. At each table, (five) pieces of paper with the same maths problems were handed out face down. These remain at this station for the entire exercise unit. The scope and level of difficulty of the respective table task(s) was chosen so that the tasks could be solved at each table in roughly the same amount of time - in this case 15 minutes. The idea was that the tasks to be solved should reflect the range of tasks in a possible exam. Each student was allowed to use subject-specific literature, a calculator and writing utensils as working materials.
Procedure
At the beginning of the station work, the students were evenly distributed among the five stations. As soon as a bell sounded, the worksheets could be turned over and the students could start solving the tasks in writing. The next bell sounded after 15 minutes. The groups swapped stations so that the next or another station was reached. The next 15 minutes were then spent working on the respective task sheets. In total, the five stations were rotated four times so that each group of students had completed each station task once by the end. The solutions to the tasks were then published in "moodle".
As feedback for the instructor, the students briefly evaluated the maths problems after completing the station work. By calling out the individual task numbers by the instructor, the students were able to indicate with a show of hands how they perceived the level of difficulty (high / low) of the tasks and whether the tasks could be completely solved within the allotted time. Alternatively, students can also evaluate the tasks, e.g. by putting them up on posters.
Learning success
The aim was for the table group to discuss and work out solutions together. In order to show the students their level of knowledge or gaps in their knowledge and thus the need for further practice, the instructor only provided support in the event of comprehension problems during the exercise.
By documenting the evaluations, a static evaluation could be created.
Tables and chairs, gong or bell, timer
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