FIPP Activity Report
Name: Michelle Priest
October 13, 2010
Department: Biology
FIPP Partner: Ivan Crosbie
Section#: Anatomy 30 Section 9042
Activity/Strategy: Eagle/Hawk 5 Questions before the exam
Category: Providing Feedback and Evaluation
Briefly describe the activity/strategy, providing enough detail so that a colleague can replicate
the activity/strategy.
Introduction: In this activity, the students come to class with 5 exam questions (could be definitions,
short answer, process) on a separate sheet of paper. Then, each student is labeled as a Hawk or an
Eagle. Then, the students move from student to student (5 rounds) to ask each other one question and
get the answers. This process will identify for the students what they do and don’t know. The desire is
that this process will stimulate the students to understand their strengths and weakness prior to the
exam to focus their studying.
Set-up and Supplies: The students supply the questions and all that is necessary is for the faculty
member to simply label each student as an Eagle or Hawk. The faculty member should allow about 4
minutes each round and then have either the Eagle or Hawk move—and randomize the moving.
Directions: Students come to class with 5 questions they think are good exam questions. Then, I just
assign them to either the Hawk or Eagle group. I then ask them to pair up one Eagle/one Hawk and
ask one question from each of their lists to the other. Each person is to answer the other person’s
question. When about 3-4 minutes has passed, or when I notice the conversations starting to wane, I
tell just one of the pair “Eagles Fly” which means the Hawks stay put and the Eagles go find a new
partner and do the same question/answer again with this new team. I do this about 5 rounds.
Then I debrief them on what were some really great questions and how they felt about the process.
What worked well? Many commented that they had an “oh crap” moment realizing they were not as
prepared for the exam as they had thought. They really liked hearing the other people’s questions and
asked to do this for every exam. Since this was an easy set up, this could be done without the students
even writing questions ahead of time....just give them one or 2 minutes to write questions and then do
the swapping.
Survey Data: Most students enjoyed the process but lamented that they didn’t know the material well
enough to utilize the practice/strategy to the fullest extent. Some didn’t think the strategy would help
them in their interest in the topic or in their success in the class..but that could be due to their lack of
preparation.
Many found the strategy an eye-opener to their learning and the amount of time they spent on the
material each week. Several indicated that this was their “holy cow” moment and now they are going
to get serious about school, studying and their education this semester.
About 1/3 of the class thought I should not use the strategy again…but that could be because this was
extra work for them (students had to prepare questions in advance). Otherwise, students are asking for
the strategy in class now.
What would you change? I might give them examples of “teacher quality” questions. As in the group,
we were an odd number and I had to be an Eagle. Students avoided me in the teaming as they thought
my questions would be too hard. I heard many lower level questions and I think with more practice the
students will begin to develop more robust questions, more in line with college level assessments.
Would I use the activity/strategy again? I definitely would. I have used it in my Biology 10 classes
and they very much liked it!
Please describe any student learning and/or changes that you observed after the implementation
of the activity/strategy. Many of the students in both Biology 10 and Anatomy 30 are generating
questions at the end of each lecture to mirror the strategy. I really like this strategy!