I can relate -- it seems to be a repeating theme.
We could wax philosophic all day on this but there is ONE item in your
conclusion that especially hit home:
>3. I understand all the homework, but I can't do the exams. (He made a 30
>on an exam that exclusively consisted of assigned homework problems.)
>
I have had a little success lately with freshmen as I work on their study
skills. (There isn't much to work with either!!)
I explain that the reason they can "understand" the homework and not do
well on an exam is the nature of homework -- all problems of a similar type
testing a limited amount of ideas. I tell them that my exam questions
often try to tie a chapter together and I want them to THINK, not
regurgitate. Of course, many books spoon feed them in the exercises --
trying to template the homework after examples.
I urge them to make up sample exams, study with a friend, and take their
friend's exam -- timed, no smashing pumpkins blaring. For the first exam,
I actually pass out the exam I used last quarter two days before the actual
exam. I refuse to do it for the subsequent exams.
Finally, I tell them that they need to spend at least six hours of studying
over several days to do well on one of my exams.
Many of these students are coming out of high school without knowing what
it means to study. These things seem to have helped for the more
conscientious students. The slackers withdraw and take someone "easier".
Most of my (engineering technology) students will eventually co-op and I
try to get them to understand that co-op employers (they are a tad afraid
of this impending experience) want them to solve problems that others have not.
thanks again,
Larry Gilligan
Lawrence G. Gilligan
Professor of Mathematics
University of Cincinnati
OMI College of Applied Science
2220 Victory Parkway
Cincinnati, OH 45206
(513) 556-4868
FAX: (513) 556-4878
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