For more ideas on assessment and other strategies to address
changing the learning environment to better assist students
in the learning process try visiting the SC ATE website:
www.scate.org.
In closing, I am now trying to practice what I have learned
and it is not easy- there are many days (and nights) I just want
to go back to lecturing and doing it "my way" but by using the
new techniques and approaches I am seeing
a change in my students and my retention is better(so is
the retention of other faculty members in this project).
I admire all "educators" who continually seek to improve
their classroom strategies to better meet the learning needs of
"all" students.
Lynn G. Mack
Piedmont Technical College
Emerald Road, SC 29648-1647
Phone: 864.941.8449
Robert L Kimball wrote:
>
> 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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