Chronology | Current Month | Current Thread | Current Date |
[Year List] [Month List (current year)] | [Date Index] [Thread Index] | [Thread Prev] [Thread Next] | [Date Prev] [Date Next] |
-----Original Message-----
=46rom: Steven T. Ratliff [mailto:STR@NWC.EDU]
Sent: Wednesday, May 01, 2002 8:21 AM
To: PHYS-L@lists.nau.edu
Subject: Re: Writing Tests, Lectures and Dealing with Students
One comment on something Tina said:
The test they just took, had a class average of 57%."T
The short answer questions were all just regurgitation and THEY CAN=
GET
THEM RIGHT!!!!
I think this is fairly common. I have low exam averages (60% or less=
)
in
my classes, and I think many others do as well.
Regards,
Steven Ratliff
I'm a second year high school physics teacher, and I've encountered a
similar but slightly different problem. I can present the same mater=
ial
in the same way to three different classes, and while one class might=
=20
average 80% on the test, another might only average 60%... and for th=
e
life of me I can't figure out what to do about it. I've tried mixing
things up and presenting the material in different ways to the classe=
s
that aren't doing as well, but nothing I do seems to get them interes=
ted
or excited. I can plan an exciting lesson with tons of demos that ge=
ts=20
2nd hour jumping, but 7th will just sit there and try to sleep.
My chemistry classes are the same way. I have two sections of regula=
r
chem, and one is full of fairly motivated students who try hard and d=
o
well, while the other has mostly students with low motivation who jus=
t
won't participate or pay attention for anything. We require prelabs=
=20
before students are allowed to do a lab, and fully 2/3 of my low-
motivation class didn't bother to bring theirs to lab on Monday, whil=
e
every single student in the other class did. I just wish I knew what
to do with these kids.
Julie Montgomery