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Whoa, I agree w/Jim Green on a pedagogical issue :^) World
ends at 5. :^)
I'm writing about this right now, so I apologize for the length of
the attached description (hot button issue).
I use what I call Reading Summaries (see below) to eliminate reading
the text in class. If you don't read the text, derive equations or do
demos that are cool but contribute little to students' active
engagement
(note you CAN do demos to engage) then lots of time becomes
free to engage
students more meaningfully.
Step 1: The Reading Summary
<description snipped>
This assignment is due the class before the start of
18.1, and will be graded on a scale of ten for completeness. It
will be returned as study notes before the appropriate
examination.
The ideas behind the Reading Summary are:
- make students responsible for their own learning; encourage
students to critically read the book before class and reward them
for doing so
- eliminate the need to address ALL aspects of the material in
class. Some material will be assigned, read, summarized,
assigned homework from and examined upon without ever being
discussed in class.
- eliminate the need to read, summarize or regurgitate text material
in class
- free time to do inquiry (aka PER active engagement) activities
- start the student study cycle by preparing study notes and
practicing appropriate drawing and formula use skills
- provide some instructor feedback and student recognition of
effort for
the development of appropriate freshman level study skills
- provide a series of student questions for the instructor to weave
into class activities and presentation