September 11, 2011, 12:04 pm
This is an article I first published here on the blog back on September 11, 2007, in remembrance of the sixth anniversary of the 9/11 attacks. It seems incredible that 10 years have come and gone since that horrible day of confusion and chaos. I was in my first year at Franklin College in Indiana then. On 9/11/2001, the students I have today were around 7 years old, which is the age of my oldest daughter right now. Knowing how innocent yet knowledgeable my daughter is, I can begin to understand the awesome formative power of that day in their lives. I think the point of this article — you’ll see it in the last paragraph — still works today for me, and it’s the same lesson that I want to communicate to my students and to my kids.
I remember 9/11/01…
September 8, 2011, 7:30 am
Two things I noticed at the start of this semester were (1) the number of articles and blog posts coming out about “syllabus bloat” (see Profhacker, for instance), and (2) the insane degree to which my own syllabi have bloated. My Calculus II syllabus is 12 pages long, for instance, and I wasn’t exactly using 36-point font.
I liked (in a chagrined sort of way) Barbara Fister’s metaphor very much of the syllabus as Terms of Service. Put together all the boilerplate, all the course policies, all the tables of grade assignments, etc. and what you have is not very different from the Terms of Service (ToS) agreements we all click through without a glance when we start up new software. And that’s not a good thing:
The trouble is the syllabus-as-contract is not only tiresome to read, it’s not inspiring. You must, you can’t, you ought – that’s not an itinerary for a trip to someplace…
September 6, 2011, 8:00 am
There was a comment on this post back on the old site that I felt deserved more than just a reply. Raphael said:
…I flinched when I read this sentence:
“The ideal result is that the child/kid/student has a sense of being understood, cared for, and valued.”
There is one big difference between being a child and being a student. A child, I guess, has to be supported no matter what in the bounds of somewhat well-defined rules/values. You know your child is being stupid (like painting a green sky) but you still say it is doing great. It is part of the process.
As a student, I am on the verge of becoming a professional. What I need from my teachers (which includes other students, assisstants, professors) is honesty. If I do well, I need to hear that, true. But if I mess up, I need to know, too. And maybe the latter is more important. I have to learn my weaknesses so I can work on…
June 23, 2011, 7:11 am
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It’s been pretty quiet around here at Casting Out Nines lately. This is mainly due to two things. First, I’m spending five days a week home with my oldest two kids — the youngest joins us on Wednesdays — and keeping the kids active and engaged doesn’t leave much time for blogging. Second, as you all know, I’m starting a new position at Grand Valley State University in the fall and our big move to Michigan takes place in two weeks. We’re totally uprooting in this move, and preparing for it consumes a lot of time and emotional energy.
I’ve decided that, in light of all this, that I might as well declare the blog to be on hiatus for a month or so until we’re settled. There are a couple of posts that might go up soon — one of them being the last entry in the How I make screencasts series — but…
June 10, 2011, 6:00 am
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Many people associated with educational technology are driven by a passion for helping students learn using technology in a classroom setting. But I wonder if many ed tech people — either researchers or rank-and-file teachers who teach with technology — ever consider a slightly different role, voiced here by Seymour Papert:
Many education reforms failed because parents did not understand or could not accept what their children were doing. Remember the New Math? This time there will be many who have not had the personal experience necessary to appreciate fully the multiple ways in which digital media can augment intellectual productivity. The people who do can make a major contribution to the success of the new initiative by helping others in their communities understand the potential. And being…
May 25, 2011, 8:23 am
I’ve just finished up the spring semester, and with it the second iteration of the inverted classroom MATLAB course. With my upcoming move, it may be a while before I teach another course like this (although my experiments with targeted “flipping” went pretty well), so I am taking special care to unwind and document how things went both this year and last.
I asked the students in this year’s class about their impressions of the inverted classroom — how it’s worked for them, what could be improved, and so on. The responses fell into one of two camps: Students who were unsure of, or resistant to, the inverted classroom approach at first but eventually came to appreciate its use and get a lot out of the approach (that was about 3/4 of the class), and students who maybe still learned a lot in the class but never bought in to the inverted method. No matter what the group, one thing was a …
May 18, 2011, 9:53 am
We’re in final exams week right now, and last night students in the MATLAB course took their exam. It included some essay questions asking for their favorite elements of the course and things that might be improved in the course. I loved what one of my students had to say about the assignment in the course he found to be the most interesting, so I’ve gotten permission from him to share it. The lab problem he’s referring to was to write a MATLAB program to implement the bisection method for polynomials.
It is really hard to decide which project I found most interesting; there are quite a few of them. If I had to choose just one though, I would probably have to say the lab set for April 6. I was having a really hard time getting the program to work, I spent a while tweaking it this way and that way. But when you’re making a program that does not work yet, there is this sort of golden…
May 10, 2011, 7:42 am
This past Saturday, I was grading a batch of tests that weren’t looking so great at the time, and I tweeted:
I do ask these two questions a lot in my classes, and despite what I tweeted, I will probably continue to do so. Sometimes when I do this, I get questions, and sometimes only silence. When it’s silence, I am often skeptical, but I am willing to let students have their end of the responsibility of seeking help when they need it and handling the consequences if they don’t.
But in many cases, such as with this particular test, the absence of questions leads to unresolved issues with learning, which compound themselves when a new topic is connected to the old one, compounded further when the next topic is reached, and so on. Unresolved questions are like an invasive species entering an ecosystem. Pretty soon, it becomes impossible even to ask or answer questions about the material…
May 9, 2011, 7:43 am
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A while back I wondered out loud whether it was possible to implement the inverted or “flipped” classroom in a targeted way. Can you invert the classroom for some portions of a course and keep it “normal” for others? Or does inverting the classroom have to be all-or-nothing if it is to work at all? After reading the comments on that piece, I began to think that the targeted approach could work if you handled it right. So I gave it a shot in my linear algebra class (that is coming to a close this week).
The grades in the class come primarily from in-class assessments and take-home assessments. The former are like regular tests and the latter are more like take-home tests with limited collaboration. We had online homework through WeBWorK but otherwise I assigned practice exercises from the book but …