Re: Extra Credit (was Where Have All the Boys Gone?)

[Jack Uretsky <jlu@HEP.ANL.GOV>]

On Fri, 18 Aug 2000, Daniel L. MacIsaac wrote:

> Cool.  Now extend this logic to nifty demos and reading the text.  What is to
> be done, ...er... left to be done in lecture after eliminating these?  I have
> seen lots of lectures where derivations, text reading and nifty demos was
> all that took place.  I have no problem with lectures if you can eliminate or
> largely eliminate these things (say <20% time, including crse admin).  Now
> what do you do with the other 80%?  I'm trying to do whiteboards and seat
> experiments, what do others do?  What do you do, Jack?  I note Hake has a list
> in his paper, but I'm sure there are other worthwile things worth doing in
> lecture that aren't passive that aren't on Hake's list.

        In a 5 hour course I lecture about 30 minutes/week, usually to
introduce the next topic - with an appropriate demo.
        The rest of the week is devoted to the solution
of homework problems - also with demos where appropriate.
I keep transparencies with all solutions, but do
not show these until I have had students "recite".  "Recite" means going
to the board and putting up - and explaining - one of the problems
assigned for that day.  Students who have not done homework are dismissed
from the class - 90% class attendance is required to take my final.

                                                Regards,
                                                        Jack