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Daniel
Thanks. I work with upwards of 1000 students per term. However, I
believe this reading log could be adapted into something that is
entered and graded electronically.
What guidance do you provide students on 'how to read a textbook'?
Thanks,
Dr. Roy Jensen
(==========)-----------------------------------------¤
Lecturer, Chemistry
W5-19, University of Alberta
780.248.1808
On Thu, 24 Sep 2015 13:39:35 -0400, you wrote:
I have noted similar issues with our freshman (bright, semi-articulate, super dependent on others and very good at externalizing accountability for their own learning). One strategy we use to address this is to require freshman to read the course text and write some minimally reflective reaction to each chapter via a two-sided, one page reading log <http://physicsed.buffalostate.edu/danmac/ReflectiveWriting/ReadingLogV7.doc>
and have each log turned in for fast cursory grading weekly, 10-12 logs worth about 10% of the final grade (about 1 letter grade). Then student grade is visibly and solidly linked to this expectation for diligent student performance. We do this for our courses where students are expected to start developing strategies for making sense of technical writing although the form does not actually require extended sense-making, which we work on via class time activity.
A suggestion I have for realtime assessment of student understanding is whiteboard use. I’m long part the point where whiteboards are in any way invasive or time-absorbing in my class because I use them for so many other reasons but monitoring and guiding student thinking is certainly something important to me. There are many many videos, URLs and blogs detailing whiteboard use extant at least in HS / Intro physics. I know they are used widely in HS modeling chem, but am unfamiliar with URLs supporting that.
Dan M
Dan MacIsaac, Associate Professor of Physics, SUNY-Buffalo State College
462SciBldg BSC, 1300 Elmwood Ave, Buffalo NY 14222 USA 1-716-878-3802
<macisadl@buffalostate.edu> <http://PhysicsEd.BuffaloState.edu>
Physics Graduate Coordinator & NSF Investigator for ISEP (MSP) and Noyce
On Sep 23, 2015, at 10:09 PM, rjensen@ualberta.ca wrote:
Active instructional strategies only work if the students are *not*
passive learners, and work better the higher the level of the learner.
This is exactly what I address in ComSci-3.pdf
www.RoguePublishing.ca/ComSci-3.pdf
As you might have guessed, I played with flipped instruction. I
flipped about 30 % of the class material -- material they were already
exposed to in high school -- so as to not overwhelm my students and
maintain a diversity of instructional strategies. I teach at a
competitive institution, created instructional videos, gave a quiz on
the flipped material before class, asked students what they were
confused about in the flipped material, gave an brief summary of the
material (10 min) at the beginning of class (focusing on where
students struggled on the quiz and what they say they found
confusing), and then continued with instructor-led and student-led
real-world problems, demonstrations, and current events discussions.
By the end of the term, around 85 % of the students were completing
the flipped-material quizzes (each worth ~1.5 % of their total grade).
The ones that were, were getting close to 100 %.
The most profound observation I made based on the end-of-term
comments: First-year is a big change from high school. At their level
of development, students do not take personal responsibility and look
for any reason to blame others for their poor performance. Since I was
the only one engaged in active instruction and they had never seen it
before, I was the reason they did poorly in chemistry.
Stupidly, I want to try this again. There are things I could do
better. I also want to work with my colleagues to assess the relative
increase in student understanding between sections of flipped and
traditional instruction. What non-invasive and non-time consuming
strategies exist to assess understanding. I am familiar with pre/post
testing. Are there others?
Thanks,
Dr. Roy Jensen
(==========)-----------------------------------------¤
Lecturer, Chemistry
W5-19, University of Alberta
780.248.1808