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It is unfortunate that the people on this list serve are the only ones that get to
read the comments posted. Your comments are usually very thought provoking and
meaningful.
Regarding Bret's initial comments and Larry's post on HW;
As I look back, it is obvious to me, now, that most of the HW I assigned to most of
the
students was very meaningless. My request for them to replicate what I had done
several times meant that most students simply memorized a set of steps that got
them to what we defined as an answer. I regret that my appreciation for the beauty
and structure of those
steps wasn't shared by all my students. Many never saw the big picture of how those
particular tools fit into adequately equipping them to be prepared to attack
applications
in other fields--later.
Now, I try to provide content within the context of applications and expect more
communication from and among students regarding their understanding and
appreciation
of the content. ...
My point is that I think we are getting students who are still being taught to
expect only homework that requires no thought. Their "lack of study skills", I
think, are due at least in part to 'our' low expectations of them. In our focus
groups, students express the opinion that we should clearly lay-out what they need
to do and how to do it. They fight having to develop their own process and
prodedure and still expect us to provide them with all the information they will
need.
It is difficult to change things after many years that build bad habits. However,
we must help make it clear that we, post secondary teachers, expect students who
can think and are willing to tackle problems by using all their resources (texts,
other students, experimentation, ...). This is. BTW, also what employers are
expecting of our students.
Lawrence Gilligan wrote:
> Thanks Bret.
>
> 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
>
> http://www.uc.edu/~gilligan
>
> ****************************************************************************
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It is unfortunate that the people on this list serve are the only ones that get to read the comments posted. Your comments are usually very thought provoking and meaningful.
Regarding Bret's initial comments and Larry's post on HW;
As I look back, it is obvious to me, now,
that most of the HW I assigned to most of the
students was very meaningless. My request for them to replicate what
I had done several times meant that most students simply memorized a set
of steps that got them to what we defined as an answer. I regret that my
appreciation for the beauty and structure of those
steps wasn't shared by all my students. Many never saw the big picture
of how those
particular tools fit into adequately equipping them to be prepared
to attack applications
in other fields--later.
Now, I try to provide content within the context of applications and
expect more
communication from and among students regarding their understanding
and appreciation
of the content. ...
My point is that I think we are getting students who are still being
taught to expect only homework that requires no thought. Their "lack of
study skills", I think, are due at least in part to 'our' low expectations
of them. In our focus groups, students express the opinion that we should
clearly lay-out what they need to do and how to do it. They fight having
to develop their own process and prodedure and still expect us to
provide them with all the information they will need.
It is difficult to change things after many years that build bad habits.
However, we must help make it clear that we, post secondary teachers, expect
students who can think and are willing to tackle problems by using all
their resources (texts, other students, experimentation, ...). This is.
BTW, also what employers are expecting of our students.
Lawrence Gilligan wrote:
Thanks Bret.--------------AC7E9C0E9BD9A6FE3199389E-- --------------68636E112893ED2D80F752F5 Content-Type: text/x-vcard; charset=us-ascii; name="vcard.vcf" Content-Transfer-Encoding: 7bit Content-Description: Card for Robert Kimball Content-Disposition: attachment; filename="vcard.vcf" begin: vcard fn: Robert Kimball n: Kimball;Robert org: Wake Technical Community College email;internet: rlkimbal@wtcc-gw.wake.tec.nc.us title: Chair, Mathematics & Physics Dept. note: Office: 919-662-3602 x-mozilla-cpt: ;0 x-mozilla-html: FALSE version: 2.1 end: vcard --------------68636E112893ED2D80F752F5-- **************************************************************************** * To post to the list: email mathedcc@archives.math.utk.edu * * To unsubscribe, send mail to: majordomo@archives.math.utk.edu * * In the mail message, enter ONLY the words: unsubscribe mathedcc * * Words in the Subject: line are NOT processed! * * Archives at http://archives.math.utk.edu/hypermail/mathedcc/ * ****************************************************************************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 MathematicsUniversity of Cincinnati
OMI College of Applied Science
2220 Victory Parkway
Cincinnati, OH 45206(513) 556-4868
FAX: (513) 556-4878
****************************************************************************
* To post to the list: email mathedcc@archives.math.utk.edu *
* To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
* In the mail message, enter ONLY the words: unsubscribe mathedcc *
* Words in the Subject: line are NOT processed! *
* Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
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