Does anyone have a strategy for exam reviews that aren’t tedious (for both the leader and students) and that don’t devolve into spoon-feeding of the material (or lead to frustration among students if they don’t)?
While I know they’re not necessary, I like the potential collaborative nature of the sessions and the opportunity for students to get more actively engaged in exam prep. With those benefits in mind, I used to offer exam reviews in the dining hall over dinner, inviting students to drop by to talk to me (and one another) about questions they had. This was not only wildly popular with students, but really effective.
Unfortunately, with my current class size, a similar review strategy was impossible this fall so we booked a room and held a traditional review session, led by my teaching assistant. According to account of the evening, it was a tedious, frustrating disaster, where the teaching assistant basically rehashed the material because students wouldn’t ask questions or answer them.
Is it futile to try to capture the same feeling – and the same results – from my dining hall reviews in a different setting? How can professors who choose to hold review sessions make them effective ones?
(as an aside, I know there’s an interesting “Jeopardy” review idea in Teaching Sociology but that’s not quite what I’m looking for, particularly given the nature of my exams and trying to get students to focus on the big picture rather than minute details of the material we cover)