October 25, 2011, 7:30 am
I just gave midterm evaluations in my classes, and for the item about “What could we be doing differently to make the class better?”, many students put down: Do more examples at the board. I think I’ve seen that request more often than any other in my classes at midterm. This is a legitimate request (it’s not like they’re asking for free points or an extra day in the weekend), but honestly, I’m hesitant to give in to it. Why? Two reasons.
First, doing more examples at the board means more lecturing, therefore less active learning, and therefore more passivity and dependence by students on authority. That’s bad. Second, we can’t add more time to the meetings, so doing more examples means either going through them in less detail or else using examples that are overly simple. In the first case, we have less time for questions and deep thought, and therefore more passivity and dependence….
October 14, 2011, 7:30 am
When we moved to Michigan from Indiana over the summer, my wife moved to a sort of “standby” status with her employer, a conglomerate of medical labs based in South Bend. They are considering opening up a new lab nearby, and if they do, my wife would not only work in the area in which she was trained — cytotechnology — but she would also be the general do-it-all lab worker for clients. To prepare my wife for her possible new duties, her employer is paying for her to take a class in phlebotomy this semester at a local college. That means she’s learning how to draw blood.
I joke with my students that if they think Calculus 2 is bad, then they should try taking a class that consists of sticking each other (and being stuck) with needles — literally, bloodletting — for 4 hours every week. But all jokes aside, there happens to be some pretty interesting pedagogy that takes place in my…
October 11, 2011, 7:30 am
I came across this Seymour Papert quote over the weekend, the best part of which is below. In context, Papert is speaking about effecting real change in the content of school mathematics, and he focuses particularly on the teaching of fractions:
One theory [among educators about why we should teach fractions in school] was that manipulating fractions was actually closer to what people needed back before there were calculators. So a lot of school math was useful once upon a time, but we now have calculators and so we don’t need it. But people say that surely we don’t want to be dependent on the calculator. To which I say, Look at this thing, these eyeglasses, that make a dramatic difference to my life and the life of everybody who reads or looks at any tiny detail. Once upon a time we would have been crippled, severely handicapped. Now we’ve got these and we don’t need to go …
September 20, 2011, 8:00 am
This Thursday (Sept 22) at 2:00 PM EDT, I’ll be giving a webinar for AMATYC called “Flipping the college classroom”. This is all about the flipped, or what I call the “inverted”, classroom — what it is, why it could be a better model for student learning, how it’s been implemented at the college level, and tools and strategies for flipping your own classroom. This is a subject near to my heart, as CO9′s readers know, and it’ll be fun to talk about it. It’ll be my first-ever webinar, and I think it’ll be an interesting experience, even as I pray for no massive tech screwups.
Although it’s an AMATYC event, registration is now open for the general public. Just click here and register yourself as a visitor.
September 15, 2011, 8:52 pm
Right now I’m teaching a course called Communicating in Mathematics, which serves two purposes. First, it’s a transitional course for students heading from the freshman calculus sequence into more theoretical upper-level math courses. We learn about logic, how to formulate and test mathematical conjectures, and we spend a lot of time learning how to write correct mathematical proofs. And therein is the second purpose: The course is also labelled as a “Supplemental Writing Skills” course at Grand Valley, which means that a large portion of the class, and of the course grade, is based on writing. (Here are the specifics
.) It’s a sort of second-semester, discipline-specific composition class. (Students at GVSU have to have two of these SWS courses, each in different…
September 14, 2011, 8:00 am
Happy Hump Day! Here are some items of interest from the past week:
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…
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…