A few years ago I initiated a discussion about how to end a course
and/or class which resulted in many interesting ideas. This internet
discussion lead to an article titled "Ending On A High Note: Better
Endings For Classes And Courses", by M. Meier & T. Panitz in College
Teaching, Fall 1996. I thought it would be fun to revisit this
question since we are approaching the end of another semester, and with
new members on the various lists it would be interesting to see what new
ideas have been developed since the last discussion.
What techniques or approaches do you use to end your course in an
interesting way (other than or in addition to giving a final exam)?
Please respond to the list to help generate a discussion. I will compile
the responses and send them to respondents and interested list members.
Thanks in advance for your responses.
Regards,
Ted
tpanitz@cape.com
I ask my students to write a "self evaluation" at the end of each
semester in all my classes. It is intended to have the students reflect
on their performance and behavior in the class. It is not intended to be
a class or instructor evaluation since these are done officially by the
administration. Some of their comments do reflect their evaluation of
the class but they generally focus upon how the class procedures have
influenced them. This assignment provides me with some interesting
insights into students' thinking and reaction to my cooperative learning
approaches.
This assignment is also used to have them think about how they will
approach their next math class and to encourage them to make changes
needed to help insure their success in future classes. The responses are
very candid as you shall see in the responses which follow.
Not all the responses are positive but this reflects the honest and
personal nature of my relationship with the students which comes from
using cooperative learning techniques throughout the semester. I
emphasize that I am never offended by what students write if they are
being honest and constructive. To me developing this relationship with
my students is as important if not more so than simply making sure
students have covered the course content.
Most students comments are positive about the class and my
techniques and I see this as a testimonial to the nature of cooperative
learning which allows me to express myself and show the students my
human side as well as allowing me to get to know each of my students on
a much higher level than just finding out about their academic
capabilities.
END OF SEMESTER SELF EVALUATION
I WOULD LIKE YOU TO DO AN EVALUATION OF YOURSELF IN RELATION TO
THIS CLASS. THIS WILL NOT COUNT IN ANY WAY TOWARD YOUR GRADE, HOWEVER IT
IS REQUIRED TO COMPLETE THE CLASS. PLEASE ANSWER THE FOLLOWING
QUESTIONS, NOT NECESSARILY IN THE GIVEN ORDER. PLEASE FEEL FREE TO ADD
ANYTHING ELSE YOU WOULD CONSIDER APPROPRIATE TO HELP ME UNDERSTAND HOW
THIS COURSE WENT FOR YOU.
* HAS YOUR APPROACH TO MATH CHANGED DURING THIS COURSE
OR COMPARED TO PREVIOUS COURSES? IF YES HOW?
* HAVE YOU ATTITUDES OR FEELINGS ABOUT MATH CHANGED?
WHAT WERE THEY BEFORE VERSUS NOW?
* HOW DO YOU FEEL YOU PERFORMED IN THIS COURSE?
* WHAT WOULD YOU DO DIFFERENTLY IF YOU HAD A CHANCE TO
DO THIS ALL OVER AGAIN?
* HOW DO YOU FEEL THE COOPERATIVE LEARNING APPROACH WORKED IN
THIS COURSE?
*DO YOU HAVE ANY SUGGESTIONS FOR IMPROVING CLASS
PROCEDURES?
* WHAT ELSE WOULD YOU LIKE TO ADD THAT I DID NOT ASK?
PLEASE TYPE YOUR EVALUATION
+ + + + + + +
+ + + +
STUDENT RESPONSES:
"Before taking this class I had negative attitudes towards math. I
did not understand too much and focused little on learning it. However,
my thinking has begun to change. I am able to figure out problems that I
once thought were too complicated to complete. You made the atmosphere
one in which it was fun to learn. I feel that my performance has
improved as a result of this. Students were able to communicate and work
through problems together. The grades I received were higher than any
other math course I have been in. I was happily surprised."
"My approach to math has changed during this course. Previously I
would not have bothered picking up the book outside of class to study. I
would beging the day with a lecture and then try to learn from that. But
now I am willing to do my part in order to understand the material, and
it has worked."
"Overall I would have to say that the laid back, conversational and
non-threatening way the course was structured seemed to help me overcome
some of my preconceived notions about math. The course was set up in
such a way that made learning a little more fun than in previous math
classes. Also, being able to converse openly to my neighbor, or the
teacher, if I had a problem, certainly helped me feel relaxed,
non-threatened, and at ease if I ever had trouble finding an answer to a
problem. I had a feeling that if I ever had a problem I could go to the
teacher or a student and I could troubleshoot or dig until I got the
information I needed. The uninhibited atmosphere in the classroom made
me feel that no matter how difficult a particular problem was to grasp,
I could use the resources available to me in the classroom without
feeling intimidated. Being less intimidated meant that I could ask more
and more questions until I got the information that I needed to succeed.
"I think I performed rather well in the class but I felt I could
have done better. If I had done more of the problems in the book I may
have gotten a better grasp of the material. I think, however, that I did
a very good job considering my circumstances of having a full time job a
family and taking another course (general chemistry)."
"Prior to my entrance in this class my experience with math has been
a struggle. I have learned from this class that math can be enjoyable if
you make it a group process. I gained a lot of experience from working
closely with the students at my table. I never felt alone, like another
face in the classroom. My wish is that I find another open-minded
professor that will allow me to continue to learn in the same manner.
"My attitude to mathemetics has changed with this class. I do not
perceive math to be something I just do not "get" any more. I come away
with the knowledge that in order for me to comprehend math I need to get
explanations from multiple sources. I cannot learn from a book nor can I
learn from just one instructor, I need multiple sources of instruction."
"I feel my performance in this class was fair. I was lax in doing
my homework and for that alone I feel my performance could have
improved. I was, however, very instrumental in my groups learning
process. I served two purposes there: 1. I helped others grasp what I
knew when they were having difficulties; 2. When I was lacking in
understanding I helped to re-enforce their knowledge by having them
explain their perspective to me."
"What can you do to make this course better? Well, I am grateful to
you for developing your techniques. I was able to grow because of it.
But, I feel that a more regular pattern of homework expectancy from you
would allow DE students to further cement the practices needed for
future college level courses. I realize it is not your job to baby-sit,
but the DE students are here to re-learn (or learn for the first time)
proper math habits."
"My approach to math has not changed during this course. I'm pretty
much set in my ways. My attitude toward math has definitely not changed.
I still dislike it. I try and try but it seems to take me a little
longer than the rest of the class. I did spend a great amount of time
this semester in the math lab, which helped me some. I don't think I
could have gotten by without the help of Joyce, my table partner. Joyce
spent extra time with me helping me understand that one problem, or word
problem. But I can honestly say that I pretty much dislike math. My
performance was average. I've always felt that if your heat is into it,
you can accomplish anything. If your heart ins't into it, you are only
going to do average or worse. I know that I could have done better, but
my whole heart wasn't into it. How could you do great ion something you
don't like. I get by because I have to. I didn't have a choice. I have
to take math to be where I want to be, so I simply bear with it. As for
my future plans I hope to finish my math requirements to graduate, then
hopefully never see it again. But I know that sooner or later it will
find me again. I would like to thank you again for a great semester. I
wish things were done a little differently, but on the whole it was a
fun, good learning experience."
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
****************************************************************************
* 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/ *
****************************************************************************