Re: [Phys-l] Reading Questions / Memos

["Robert Cohen" <Robert.Cohen@po-box.esu.edu>]

I've used reading memos for the past decade or so.

I require students to email the info to me at least an hour before
class, for each class that we meet (except for exams).

Each reading memo contains a summary of the reading and a question about
the reading.  This semester I ask for two questions: a question about
the reading and a question about the homework.

My course is capped at 32-40 so I go through all of the emails prior to
class and write up my lesson plan based on the questions that were
asked.  It takes me 30 min to an hour.

I give them either full credit, half credit or no credit.

I incorporate the activity into a participation grade, which adds onto
their exam score.

----------------------------------------------------------
Robert A. Cohen, Department of Physics, East Stroudsburg University 
570.422.3428   rcohen@po-box.esu.edu    http://www.esu.edu/~bbq 

> -----Original Message-----
> From: phys-l-bounces@carnot.physics.buffalo.edu 
> [mailto:phys-l-bounces@carnot.physics.buffalo.edu] On Behalf 
> Of Paul Lulai
> Sent: Tuesday, September 09, 2008 11:30 AM
> To: Forum for Physics Educators
> Subject: [Phys-l] Reading Questions / Memos
>
> " I'm glad you've found out what "reading memos' can do -- 
> they're great!"
>
> I teach h.s. physics.  I am curious about how folks use 
> reading questions or reading memos.  I've read that some 
> college courses use them.  I can't imagine that anyone has 
> the time to review 1-4 reading questions from each student in 
> their course(s).  
> - do students email their questions, put them on note-cards, other? 
> - do you simply draw a few at random to see what the 
> recurring themes are?
> - how do you give points to students for completing the questions?
>
> Thanks for any insight into your methods.
>
> Paul Lulai . . . To wonder is to begin to understand Physics 
> Instructor Science Olympiad Coach US First Robotics Teacher
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