A graduate professor, who taught OFTEN from his own book, literally
lectured word-for-word and drew diagrams letter-by-letter from the text.
And without apparent reference to notes! Do I need to tell you what a
bore that class was? A good result was that on the rare occasion that I
missed class [he took attendance!], I merely asked someone in the class
which pages he covered [READ] that day -- so I didn't miss anything.
Another concern is the increased demand on departmental supplies that
would result from widespread adoption of the technique of using
fill-in-the blank notes and prepared overheads.
I regard the SPONTANEITY of tailoring the class to the reactions of the
students (questions, "looks", "incorrect" answers, etc.) to be
ESSENTIAL. Therefore I have almost eliminated prepared overheads, in
favor of worksheets that guide students through a process. By themselves
they do not tell the "whole story", but students who miss class almost
always ask for the previous handouts.
matthewg@goliath.sunyocc.edu
George E. Matthews, Onondaga Community College, Syracuse, NY13215
(315) 469-2381
On Tue, 15 Apr 1997 yoshiwbw@SMTPLINK.LACCD.EDU wrote:
> This past year I'm experimenting with class notes for my students.
[snip]
> I got the idea from my colleague Bob Martinez, who used class notes
> for his summer school class--his primary motivation was to eliminate
> the time normally taken up while students copy (or miscopy) notes on
> the board, especially diagrams or complicated expressions. Another
> obvious advantage is that the students end up with much better notes.
[snip]
> Bruce Yoshiwara
> Los Angeles Pierce College
> yoshiwbw@laccd.cc.ca.us
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