It's not needed in our small private school. I just thought it might be a
good solution to your problem.
> John M. Flanigan <johnf@hawaii.edu> The equation is the final
arbiter.
> Assistant Professor, Mathematics --Werner Heisenberg
> Kapi'olani Community College The scoreboard is the final
arbiter.
> 4303 Diamond Head Road --Bill Walton
> Honolulu HI 96816 History is the final arbiter.
> (808) 734-9371 --Edward Gibbon
>
> > ----------
> > > From: John M. Flanigan <johnf@hawaii.edu>
> > > To: RayM <raypublk@san.rr.com>
> > > Subject: Re: [MATHEDCC] What's wrong with education anyway?
> > > Date: Sunday, October 24, 1999 16:14
> > >
> > > An EXCELLENT suggestion. I already do give a diagnostic during the
third
> > > class meeting. I give them a set of competencies that will be tested
> > > (consisting of the supposed exit requirements for the previous class)
and
> > > suggest that their success on that test will bear a strong
resemblance to
> > > their grade in the course. They do horribly, of course. Your
suggestion
> > > that it be formalized by including it in the syllabus and publicizing
it
> > > to teachers and students of the previous level is a "why didn't I
think
> > of
> > > that?!" suggestion.
> > >
> > > We (math department) have long bantered about the idea of having an
> > > entrance test requirement rather than just a prerequisite. (Previous
> > > course passed with a C- three semesters ago--just doesn't do it.) I
don't
> > > think I have the authority to actually make passing the test a
> > requirement
> > > for staying in the class, but it sure would (will!) be a reality
check--
> > > especially when I have data to show the correlation of test score
with
> > > class success.
> > >
> > > I might also use this excuse to include some affective-type questions
as
> > > well: What is the total of a) the number of hours you work per week,
and
> > > b) four times the number of credit hours you are currently taking?
How
> > > often in the past six-months have you had to miss work to attend to a
> > > family matter? (No, better leave that one off.)
> > >
> > > I assume you have used this technique. Have you collected information
>
> > > about the results? It would go a long way toward answering the
> question
> > as
> > > to whether poor preparation or antagonistic environment is the more
> > likely
> > > reason for failure in math. You don't mention what level you teach.
> >
> > I teach k-6.
> >
> > > Questions would be different for high-school students.
> > >
> > > Aloha,
> > >
> > > John M. Flanigan <johnf@hawaii.edu> The equation is the final
> > arbiter.
> > > Assistant Professor, Mathematics --Werner
Heisenberg
> > > Kapi'olani Community College The scoreboard is the final
> > arbiter.
> > > 4303 Diamond Head Road --Bill Walton
> > > Honolulu HI 96816 History is the final arbiter.
> > > (808) 734-9371 --Edward Gibbon
> > >
> > > On Sun, 24 Oct 1999, RayM wrote:
> > >
> > > > I don't know about the students you have now, but now is a good
time to
> > do
> > > > something about next year. Plan on giving a test on the third day
of
> > class
> > > > next year and don't let it be a surprise. Tell the instructors of
the
> > > > classes that feed yours, tell the students, put it in the course
> > > > description, have a private web page explaining your philosophy:
You
> > have
> > > > to KNOW the prerequisit material and grades don't matter. Knowing
it
> > on
> > > > the third day of class is what matters. If you like, you could
offer a
> > > > "courtesy exam" at the end of this school year so students can
assess
> > how
> > > > prepared they are and whether a little remediation over the summer
> > might be
> > > > in order.
> > > >
> > > > In some sense, this is passing the buck backwards rather than
forwards.
> > If
> > > > the students flunk out of the course before you've done anything,
you
> > can
> > > > hardly be blamed and you don't find yourself in the awkward
position of
> > > > justifying it.
> > >
> >
>
****************************************************************************
* 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/ *
****************************************************************************