Comments on: Bad Grades http://www.orangewallaby.net/wall/2008/bad-grades personal and professional notes from a naive chemistry professor Wed, 20 May 2009 18:19:07 +0000 hourly 1 http://wordpress.org/?v=3.1.3 <img class='wavatar' src='http://www.gravatar.com/avatar.php?gravatar_id=5c33b55faf2677fe8d90af73d81d2f6b.jpg&s=80&d=http%3A%2F%2Fwww.orangewallaby.net%2Fwall%2Fwp-content%2Fcache%2Fwavatars%2F5c33b55faf2677fe8.png' width='80' height='80' alt='Wavatar' />By: Wallaby http://www.orangewallaby.net/wall/2008/bad-grades/comment-page-1#comment-11517 Wavatar Wallaby Fri, 10 Oct 2008 04:25:38 +0000 http://www.orangewallaby.net/wall/?p=398#comment-11517 #1 - I've already given them practice problems and homework sets. Yes, there are other resources they can use, such as "outline" books, or the basic quant. textbook, which is readily available in the library. When I (or they) have been able to identify specific areas they're having trouble with, it's easy enough to provide pointers on how to improve. #2 - Yes, I already noted that it should be shorter. #3 - No, I have no moral or educational objection to a practice quiz. I've already done this to some extent, primarily with the goal of getting them used to displaying knowledge in class rather than simply receiving it. #1 – I’ve already given them practice problems and homework sets. Yes, there are other resources they can use, such as “outline” books, or the basic quant. textbook, which is readily available in the library. When I (or they) have been able to identify specific areas they’re having trouble with, it’s easy enough to provide pointers on how to improve.

#2 – Yes, I already noted that it should be shorter.

#3 – No, I have no moral or educational objection to a practice quiz. I’ve already done this to some extent, primarily with the goal of getting them used to displaying knowledge in class rather than simply receiving it.

]]> <img class='wavatar' src='http://www.gravatar.com/avatar.php?gravatar_id=0c02520caeecc189b4774ad00bca0f2d.jpg&s=80&d=http%3A%2F%2Fwww.orangewallaby.net%2Fwall%2Fwp-content%2Fcache%2Fwavatars%2F0c02520caeecc189b.png' width='80' height='80' alt='Wavatar' />By: ABC http://www.orangewallaby.net/wall/2008/bad-grades/comment-page-1#comment-11515 Wavatar ABC Thu, 09 Oct 2008 02:58:56 +0000 http://www.orangewallaby.net/wall/?p=398#comment-11515 I think that you have good ideas on what to do next time, and to get them up to speed this time, e.g., homework. Is there a "Schaum's Outline" for analytical? If so, they (as far as I remember) have a knack for providing "one-concept-at-a-time" example problems in other subjects, so it may be their editorial policy. Or, is there a useful website which forces practice problems? 2nd idea: When you take your test, it should not take you more than 8 minutes to complete. It will take them 15 just to see what you are asking. 3rd: It is not a violation of the goal of getting the knowledge imparted to do a practice quiz of 2-5 minutes at the start of classes, with explanation following your collection of the papers, and it is a good way to make them keep up. Can be definitions, short simple problems, identify what's wrong with a setup or result, given a setup, whatever suits. And include at least a few of these on the next test. You are certainly right in what to expect of them. Definitions must be memorized to be able to understand and communicate the ideas of this class, and to know what a problem is asking. I think that you have good ideas on what to do next time, and to get them up to speed this time, e.g., homework. Is there a “Schaum’s Outline” for analytical? If so, they (as far as I remember) have a knack for providing “one-concept-at-a-time” example problems in other subjects, so it may be their editorial policy. Or, is there a useful website which forces practice problems?
2nd idea: When you take your test, it should not take you more than 8 minutes to complete. It will take them 15 just to see what you are asking.
3rd: It is not a violation of the goal of getting the knowledge imparted to do a practice quiz of 2-5 minutes at the start of classes, with explanation following your collection of the papers, and it is a good way to make them keep up. Can be definitions, short simple problems, identify what’s wrong with a setup or result, given a setup, whatever suits. And include at least a few of these on the next test.
You are certainly right in what to expect of them. Definitions must be memorized to be able to understand and communicate the ideas of this class, and to know what a problem is asking.

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