
This
is highly effective technique for checking student progress, both
in understanding the material and in reacting in course material.
Ask students to take out a blank sheet of paper, pose a question (specific
or open ended), and give students one (no more than two) minutes to
respond. 
You could
ask questions like "What was the main point of today's class material?"
This enables you to determine if the students are viewing the material
in the way you envisioned.
Muddiest
(or Clearest) Point is a variation on the oneminute paper; you may want
to give students a slightly longer time to answer the question. At the
end of the class (or at a natural break in the presentation) ask, "What
was the muddiest point in today's lecture?"
Mosteller
(1989) outlined the three step sequence in using this feedback technique.
Step A.
In the final few (two to four) minutes of each lecture ask the students
to write brief responses to three questions: 1) What was the most important
point in the lecture? 2) What was the muddiest point? 3) What would
you like to hear more about?
Step B.
Collect the responses on paper provided by the students (some signed,
some not). For the next class meeting, prepare a handout that gives
a frequency distribution of the answers to the questions and that cleared
up some inquiries or requests.
Step C.
Try to respond to as many of the requests aspossible, some in later
lectures as would occurr naturally, some with extra handouts especially
prepared, some with oral remarks in class, in addition to the remarks
on the response lists.
Reference:
