TTY: Becky Barlag, Mykaylo Korda
The electronic course management systems(Blackboard, Web CT etc) have a gradebook. Whether or not to use the gradebook is the decision of the professor. I’m going to outline some pro’s and con’s based on my experiences with Blackboard (Bb).
I have been using the on-line gradebook exclusively for over two years. I am not an enthusiastic user but I believe the pro’s outweigh the con’s.
The pro’s for an on-line gradebook are fairly obvious.
1. The student sees the grades as you have them. If there were any errors in recording or a grade adjustment, the student knows what information you have. At the end of the term, there are no misunderstandings, the grades are as the student sees.
2. Bb allows a professor to control when a student sees the grades. Normally I post them on Bb immediately after an exam, but I do not make them available for students to see under about a week after the exam has been returned. That way, the student picks up his/her paper in class, has a week to request a closer look at any grading issues, I can make any minor changes, and then the real grade appears on Bb. Those students who have not attended class (to pick up graded exam) don't find out their grades until about a week after everyone else.... perhaps that's a hint to come to class!
The con’s as I see it are more technical.
1. The course managements systems have some (but not all) information that is on the university grade recording system (SIS). The reasons are associated with security mainly. In our system the courses have a unique number (the Call Number) for each offering but that number is not available to the Bb system. Instead the Bb system has to use a section number. Similarly each student has a unique Personal Identification Number(PID) on the university system (SIS) but the Bb system uses a different but unique number. Thus a professor who uses the Bb gradebook needs to be aware of the differences between the systems and be willing to work within the framework.
2. The rosters on our Bb system are updated daily in the first part of the term and those who drop the course no not appear. On the university system the names of those who withdraw after a certain date still appear and must receive a grade at the end of the term (like Withdraw Pass, Withdraw Fail etc)
3. Entering grades on-line can be by two methods: directly (a bit slow and tedious, in my opinion), and the download/upload method (my preference). This takes some experience because the dynamic rosters do cause problems with incompatible lists.
4. The downloaded spreadsheet comes in a simple version of Excel. So to do more complete types of calculations, you need to copy the downloaded spreadsheet into your favorite version of Excel. This is cumbersome, but manageable. I have accepted this drawback.
The gradebook has some features that you may or may not use including the percent of the course for each component (weightings) and some useful management tools. It does take some effort and patience. That's why I've acknowledged two of my colleagues in the TTY section who pushed me a bit two years ago to try this out. I'll continue to use it.
So, judge for yourself about the on-line gradebook. As I said, I’ve been using it exclusively for two years. My colleagues are split on the issue. Most do not use it, some do. It would be nice if the process were easier to manage, perhaps in the not-too-distant future. Other opinions? Other experiences??
Sunday, December 9, 2007
Sunday, November 4, 2007
Teaching with Technology Part I: General Things
This is the first of several posts on the topic where I will discuss management technologies (like Blackboard –Bb or Web CT), authoring technology, and presentation technologies.
When I began teaching, it was the chalkboard (with chalk) and live demonstrations. Things have evolved to using excellent video libraries of chemical reactions, document cameras, and fewer live demonstrations, mainly due to safety concerns.
My experience is with Blackbaord (Bb) where we use it for distributing handouts, grade management, and preparatory quizzes. The preparatory quizzes (Prep Quizzes) are a method for students to prepare for class. Before each class they are to complete a short quiz (5-8 questions) on-line covering material for the upcoming class. The logic is that a prepared student will be receptive to understand more deeply during the class.
After much discussion, for our combined sections, we decided that a student should be able to complete the Prep Quiz at the 75% level for maximum credit. The quiz would be from reading material in the text. We use the scores as a bonus for some course, but the are required for other courses. In our labs, the preparatory quiz is required for all students and it counts in its entirety.
We now have libraries of appropriate questions written for five courses. In a coordinated course, the professors share the libraries and write a few questions on their own. We usually post the Prep Quizzes a week at a time. They are due two hours before the class begins. The professor can then access the statistics for the prep quiz. It is extremely useful to know the percentage of students who can (or cannot) handle a concept. Then during the class, the professor can emphasize the troublesome point. Having used this system for over five years, I believe it is a good addition to our program and helps us achieve our goal. Writing the questions initially was very time-consuming but now that we have a decent data base, writing just a few new questions for each year is manageable. I endorse the concept. Yes, there are some details that could be improved! Write me if you want to know more.
Bb has some quirks that require adjustment overall. However, it is the system we have and will continue to use.
The students particularly like having their materials available easily and, accessing their grades on-line. I'll address further aspects of this in future posts.
Saturday, November 3, 2007
Exams Part VI; Returning Exams
Exams Part VI: Returning Exams
TTY: Tom Bowers
Emotions are a bit high on the day we return exams. We usually return them at the end of the class because otherwise, the students cannot focus on the class at hand. However, we do allow time for the process. The papers are alphabetized so the students can pick theirs up and leave the room.
Prior to picking up their paper, we post the statistics for combined sections including average, median, standard deviation, high-low score. We post the answers on Blackboard.
In the event of a grading error or need for further discussion, we ask the students to WRITE their concern and return the paper to the professor within one week. There are several reasons for this procedure. Some students are too timid or nervous to verbally make their case. It is much less threatening to write out a concern. Similarly, with written comments, I do not make any changes with the student present. I consider any challenges based only on their written comments. Some, of course, are obvious (points added wrong, clear error) but others require consistency to all students.
The professor needs to understand the wide variety of emotions for the students on this day. Some are delighted, others deeply disappointed. Being direct with clear explanation of the results without comments is how I handle this tough day.
http://weblogs.jomc.unc.edu:16080/tbowers/
TTY: Tom Bowers
Emotions are a bit high on the day we return exams. We usually return them at the end of the class because otherwise, the students cannot focus on the class at hand. However, we do allow time for the process. The papers are alphabetized so the students can pick theirs up and leave the room.
Prior to picking up their paper, we post the statistics for combined sections including average, median, standard deviation, high-low score. We post the answers on Blackboard.
In the event of a grading error or need for further discussion, we ask the students to WRITE their concern and return the paper to the professor within one week. There are several reasons for this procedure. Some students are too timid or nervous to verbally make their case. It is much less threatening to write out a concern. Similarly, with written comments, I do not make any changes with the student present. I consider any challenges based only on their written comments. Some, of course, are obvious (points added wrong, clear error) but others require consistency to all students.
The professor needs to understand the wide variety of emotions for the students on this day. Some are delighted, others deeply disappointed. Being direct with clear explanation of the results without comments is how I handle this tough day.
http://weblogs.jomc.unc.edu:16080/tbowers/
Exams V: Grading Sessions
TTY: About 20 TAs a year for almost 20 years.... approximate 400!! THANKS, we couldn't do it without you!
Grading exams is difficult, no matter how you look at it. Many schools use machine-graded assessments for this very reason. We have resisted because we want to give a variety of question types and offer partial credit for calculations and discussion questions. We do try to design exams with the grading in mind.
I am eager to hear how others handle grading of 100-500 papers within a 3 hour session. I’ll describe the system we have devised over the past 15 years.
Our exams are administered from 5-6 PM and grading begins immediately after the exam is finished. We have a room with tables and we order pizza for delivery about 15 minutes after the session begins. Food does help the process!
The professors have written the key in advance and agreed on partial credit. Each professor is in charge of one page and works alongside the TAs to grade just that page. Each TA grades one question consistently. The first 30 minutes of the session is critical as the TAs need to make sure they understand the problem and various acceptable responses. Once we get rolling, the TA consults with the professor in charge of the page as needed.
When possible, we try to grade some exams prior to the large grading sessions. These are from students who had a conflict and took the exam at an alternate time. We can then see the common errors and address the grading protocol based on real answers.
We total each page and then the exam, writing the score on Page 2 as described in a previous post. Then we sort and alphabetize the papers for each professor to record.
In general the process works but there are some issues. Some graders lose focus and do not show the consistency we want. In the Fall, when many of the TAs are new graduate students, we are not aware of their strengths and weaknesses. As time goes on, we learn how to assign tasks for efficient and effective evaluation.
Normally we can finish a session in three hours, but there have been times it lasts much longer than that. What can I say? The task isn’t finished until all papers are graded, sorted, and ready to record.
Grading exams is difficult, no matter how you look at it. Many schools use machine-graded assessments for this very reason. We have resisted because we want to give a variety of question types and offer partial credit for calculations and discussion questions. We do try to design exams with the grading in mind.
I am eager to hear how others handle grading of 100-500 papers within a 3 hour session. I’ll describe the system we have devised over the past 15 years.
Our exams are administered from 5-6 PM and grading begins immediately after the exam is finished. We have a room with tables and we order pizza for delivery about 15 minutes after the session begins. Food does help the process!
The professors have written the key in advance and agreed on partial credit. Each professor is in charge of one page and works alongside the TAs to grade just that page. Each TA grades one question consistently. The first 30 minutes of the session is critical as the TAs need to make sure they understand the problem and various acceptable responses. Once we get rolling, the TA consults with the professor in charge of the page as needed.
When possible, we try to grade some exams prior to the large grading sessions. These are from students who had a conflict and took the exam at an alternate time. We can then see the common errors and address the grading protocol based on real answers.
We total each page and then the exam, writing the score on Page 2 as described in a previous post. Then we sort and alphabetize the papers for each professor to record.
In general the process works but there are some issues. Some graders lose focus and do not show the consistency we want. In the Fall, when many of the TAs are new graduate students, we are not aware of their strengths and weaknesses. As time goes on, we learn how to assign tasks for efficient and effective evaluation.
Normally we can finish a session in three hours, but there have been times it lasts much longer than that. What can I say? The task isn’t finished until all papers are graded, sorted, and ready to record.
Exams IV: Administration
Again, I’m sure that there are many ways to organize exam administration for large groups. I’ll share the way we administer and grade 100-500 exams in about 3-4 hours. This style is what we have worked out over quite a few years.
We reserve large rooms for 90 minutes (5:00 to 6:30 PM) for the days of exams. We request enough seating so that students can sit in alternate chairs. We do give two versions of the exam as well. This takes care of inadvertent cheating. In order for students to do their best, a good testing atmosphere is essential. Space between students minimizes distractions during the exam.
As the students enter the room, they must sit in alternate chairs directly behind another student. The TAs direct students for the first exam. For other exams, the students know the system and sit as we want.
We reserve a small section in the room (I call it the First Base Line, baseball fans will know what I mean) for latecomers or others that have special testing needs…like a class that meets at 6:30. See below for students with disabilities.
To begin the exam, we pass out the pre-counted papers. We always have a cover sheet that contains reference material such as the Periodic Table and certain equations. We ask for students to count the pages in their exam and TAs check for defective copies. When we are ready, we say “Tear off the first page and begin.” At the same time we write the exact time on an overhead where everyone can see. We also write the time that papers will be collected: Example: Start: 5:12 Stop: 6:12.
We project clocks during the exam, but only give an oral time check once, usually with 5 minutes left. When the exam is finished, we stop everyone and collect the papers. We do use an ID check as they turn in their papers.
Students with disabilities do not attend the combined section exams. They go to a special place (Office of Institutional Equity) where their needs can be met. In our experience, it is best for all concerned to have these students tested at the center. We just cannot fairly give extra time to anyone.
Next post will address grading sessions with 4 professors and 12 graduate students!
As usual, I’m interested in the way others handle these types of exam situations.
We reserve large rooms for 90 minutes (5:00 to 6:30 PM) for the days of exams. We request enough seating so that students can sit in alternate chairs. We do give two versions of the exam as well. This takes care of inadvertent cheating. In order for students to do their best, a good testing atmosphere is essential. Space between students minimizes distractions during the exam.
As the students enter the room, they must sit in alternate chairs directly behind another student. The TAs direct students for the first exam. For other exams, the students know the system and sit as we want.
We reserve a small section in the room (I call it the First Base Line, baseball fans will know what I mean) for latecomers or others that have special testing needs…like a class that meets at 6:30. See below for students with disabilities.
To begin the exam, we pass out the pre-counted papers. We always have a cover sheet that contains reference material such as the Periodic Table and certain equations. We ask for students to count the pages in their exam and TAs check for defective copies. When we are ready, we say “Tear off the first page and begin.” At the same time we write the exact time on an overhead where everyone can see. We also write the time that papers will be collected: Example: Start: 5:12 Stop: 6:12.
We project clocks during the exam, but only give an oral time check once, usually with 5 minutes left. When the exam is finished, we stop everyone and collect the papers. We do use an ID check as they turn in their papers.
Students with disabilities do not attend the combined section exams. They go to a special place (Office of Institutional Equity) where their needs can be met. In our experience, it is best for all concerned to have these students tested at the center. We just cannot fairly give extra time to anyone.
Next post will address grading sessions with 4 professors and 12 graduate students!
As usual, I’m interested in the way others handle these types of exam situations.
Saturday, September 22, 2007
Where does September go?
No, I have not lost interest in blogging. In fact, in reading another blogger who has so much to offer, I’m more motivated in using this format as I learn about it. Others can provide a fresh perspective.
But, September is just crazy on the college scene. I’m sure everyone else experiences the same thing. No matter how prepared you are, there are new students (I teach mostly freshmen) who just don’t quite understand what is expected of them as well as a large variety of Fall Issues that do not happen later in the year. So we all take a deep breath and hope to survive September. But really, we have to do more than merely survive, we have to get off to a productive start. Advice from various bloggers can help, but for a new faculty member, September is a unique month to be sure.
Next week I have the first round of combined-section exams in two large enrollment courses. Then we’ll be doing combined-sections grading. My next blog will deal with grading in a group setting, with new TAs. Exams Part III is on deck!
So thanks for stopping by my blog, and YES, I’ll be writing more soon. If you have any comments regarding first of the term issues, do make a comment.
But, September is just crazy on the college scene. I’m sure everyone else experiences the same thing. No matter how prepared you are, there are new students (I teach mostly freshmen) who just don’t quite understand what is expected of them as well as a large variety of Fall Issues that do not happen later in the year. So we all take a deep breath and hope to survive September. But really, we have to do more than merely survive, we have to get off to a productive start. Advice from various bloggers can help, but for a new faculty member, September is a unique month to be sure.
Next week I have the first round of combined-section exams in two large enrollment courses. Then we’ll be doing combined-sections grading. My next blog will deal with grading in a group setting, with new TAs. Exams Part III is on deck!
So thanks for stopping by my blog, and YES, I’ll be writing more soon. If you have any comments regarding first of the term issues, do make a comment.
Wednesday, August 22, 2007
Exams Part II: A Consistent Format
A standard consistent exam format is essential for good assessment. The look of the exam is familiar for the students. The format aids in the grading process. I’m sure there are many good formats for hand-graded exams. I’ll describe what we use in large classes taught by several professors.
1. Page 1 heading must include everything you really need to know to identify the student. In our case, Name (for the final exam, printed AND signed), PID (university identification or just the last four digits). We also include a section where the student circles information so we can sort the papers efficiently. Circle your section: Professor and time, Circle the alphabet segment of your last name: A-C, D-G, etc. Since we need to separate and alphabetize up to 400 papers at times, we need a good organizational tool. This serves the purpose and takes no time on the part of the student. It is essential in our format.
2. Page 2 heading contains a box for the student’s exam score. Recently our university established a rule that a student’s grade on any work must be separated from his/her name. We had to adjust to the style, but it is a good rule and students are able to pick up their graded exams without any indication of the score and look at their score in privacy if they desire.
3. The questions on each page are graded with positive points in the margin and a sum at the bottom of each page. With the TAs grading individual pages (see more below) we then sum the points and write the total score in the box on page 2.
4. Normally we have four major parts to the exam with the point values clearly stated in parentheses in the left margins. We do give partial credit and we firm up the partial credit after we’ve done some preliminary grading (see a later post). For example, a concept that we thought ought to be worth 4 points wasn’t clear to most students, so we might change it to 2 points. I’ll address this more in the preliminary grading procedure of another post.
5. The answers must be easy to find. We use answer boxes , “Circle your response and explain” or fill in the table with a sample answer at the top. Good design leads to a better assessment.
6. Each page must be numbered and “The End” appears at the bottom of the last page. I know a professor who also includes “more →” at the bottom of each page except the last page. Under exam conditions, students often lose track of time, so they know they work until they reach “The End.”! When we administer exams, we ALWAYS have the students count their pages because sometimes errors in duplication occur and we need to be 100% sure that everyone has the full exam. We’ve had students contend that they had a defective exam (the hardest page was missing!) and want a grade adjustment. Note that you can actually examine the staple and see if a page was ripped out. Old tricks, why do students do these things?
With a consistent format, students can identify the easy and hard parts of the exam and pace themselves appropriately. Next post will focus on group grading with TAs.
As usual, I’m interested in ideas you have regarding exam format. Feel free to respond.
1. Page 1 heading must include everything you really need to know to identify the student. In our case, Name (for the final exam, printed AND signed), PID (university identification or just the last four digits). We also include a section where the student circles information so we can sort the papers efficiently. Circle your section: Professor and time, Circle the alphabet segment of your last name: A-C, D-G, etc. Since we need to separate and alphabetize up to 400 papers at times, we need a good organizational tool. This serves the purpose and takes no time on the part of the student. It is essential in our format.
2. Page 2 heading contains a box for the student’s exam score. Recently our university established a rule that a student’s grade on any work must be separated from his/her name. We had to adjust to the style, but it is a good rule and students are able to pick up their graded exams without any indication of the score and look at their score in privacy if they desire.
3. The questions on each page are graded with positive points in the margin and a sum at the bottom of each page. With the TAs grading individual pages (see more below) we then sum the points and write the total score in the box on page 2.
4. Normally we have four major parts to the exam with the point values clearly stated in parentheses in the left margins. We do give partial credit and we firm up the partial credit after we’ve done some preliminary grading (see a later post). For example, a concept that we thought ought to be worth 4 points wasn’t clear to most students, so we might change it to 2 points. I’ll address this more in the preliminary grading procedure of another post.
5. The answers must be easy to find. We use answer boxes , “Circle your response and explain” or fill in the table with a sample answer at the top. Good design leads to a better assessment.
6. Each page must be numbered and “The End” appears at the bottom of the last page. I know a professor who also includes “more →” at the bottom of each page except the last page. Under exam conditions, students often lose track of time, so they know they work until they reach “The End.”! When we administer exams, we ALWAYS have the students count their pages because sometimes errors in duplication occur and we need to be 100% sure that everyone has the full exam. We’ve had students contend that they had a defective exam (the hardest page was missing!) and want a grade adjustment. Note that you can actually examine the staple and see if a page was ripped out. Old tricks, why do students do these things?
With a consistent format, students can identify the easy and hard parts of the exam and pace themselves appropriately. Next post will focus on group grading with TAs.
As usual, I’m interested in ideas you have regarding exam format. Feel free to respond.
Friday, August 17, 2007
Exams Part I, Construction
TTY: Tom Bowers
Exams count. Both student and professor must consider them seriously, prepare thoroughly and deliver! The assessment must be fair, appropriate, designed for various types of learning styles, and lend itself to efficient and consistent grading. This isn’t easy for anyone.
Another Blogger has a well-organized set of comments on writing exams (see his list at on the right side of his template.) I’ll use his major headings and make comments in the same four areas in the next few blogs. (Construction, Student Preparation, Format, Returning Exams)
Most of my experience is with coordinated sections involving 2-4 professors evaluating 100-400 students on the freshman level. We do not give scantron exams for reasons I’ll discuss in another blog. Occasionally I teach a class by myself, but I use the techniques we’ve developed in the past 15 years for the combined section courses.
We have a standard set of principles to be assessed since our courses are prerequisites for future classes. We keep a uniform format with 4-5 parts in an exam with different types of questions such as : Discussion/Interpretation, Skill Assessment (like writing formulas/equations, classifying something), Problem Solving (show your work), and Multiple Choice (things that don’t fit into the other categories). With a consistent format, the students soon learn how to allow their time appropriately during the exam.
When several professors are involved in writing an exam, the quality of the exam increases. Colleagues can discern how the wording might be misinterpreted or lead to an unintended response. I cannot overemphasize the importance of having someone else read an exam draft. It always improves the quality.
There are some excellent references regarding exam writing, tips for good exams, and other worthwhile literature on-line that I highly recommend.
1. Lucy Jacobs, Indiana Unversity
2. Frank Logan, University of New Mexico
In my opinion, most but not all of the exam should be what a student can anticipate, such as questions similar in style and content to those done in class. However, at least one question (5-8%) should give students the chance to link concepts together, perhaps in a new way, and demonstrate a deeper understanding of the material. By providing a new experience based directly on the material, the student learns to accept a challenge and respond.
I realize that students prefer knowing in advance exactly what will be on the exam, but I disagree. A professor should be able to write a comprehensive question requiring an intellectual stretch directly related to the material. In the sciences, we often ask the student to interpret an unexpected lab result, make a prediction based on data, or interpret an unusual graph or figure. In time, students do learn to accept the challenge. They know it is coming, so during the exam they are not surprised (well, not totally!) The rewards in terms of a sense of accomplishment and growth in academic maturity are tremendous for student and professor alike. Those students who merely “memorize everything” are easily identified.
Let me reiterate, the stretching question is a small percentage of the total exam (5-8%). Most of the exam should be directly related to the classroom material in style and content but not ver batim.
Some readers may disagree (perhaps strongly) with me. I welcome your comment either way!
Exams count. Both student and professor must consider them seriously, prepare thoroughly and deliver! The assessment must be fair, appropriate, designed for various types of learning styles, and lend itself to efficient and consistent grading. This isn’t easy for anyone.
Another Blogger has a well-organized set of comments on writing exams (see his list at on the right side of his template.) I’ll use his major headings and make comments in the same four areas in the next few blogs. (Construction, Student Preparation, Format, Returning Exams)
Most of my experience is with coordinated sections involving 2-4 professors evaluating 100-400 students on the freshman level. We do not give scantron exams for reasons I’ll discuss in another blog. Occasionally I teach a class by myself, but I use the techniques we’ve developed in the past 15 years for the combined section courses.
We have a standard set of principles to be assessed since our courses are prerequisites for future classes. We keep a uniform format with 4-5 parts in an exam with different types of questions such as : Discussion/Interpretation, Skill Assessment (like writing formulas/equations, classifying something), Problem Solving (show your work), and Multiple Choice (things that don’t fit into the other categories). With a consistent format, the students soon learn how to allow their time appropriately during the exam.
When several professors are involved in writing an exam, the quality of the exam increases. Colleagues can discern how the wording might be misinterpreted or lead to an unintended response. I cannot overemphasize the importance of having someone else read an exam draft. It always improves the quality.
There are some excellent references regarding exam writing, tips for good exams, and other worthwhile literature on-line that I highly recommend.
1. Lucy Jacobs, Indiana Unversity
2. Frank Logan, University of New Mexico
In my opinion, most but not all of the exam should be what a student can anticipate, such as questions similar in style and content to those done in class. However, at least one question (5-8%) should give students the chance to link concepts together, perhaps in a new way, and demonstrate a deeper understanding of the material. By providing a new experience based directly on the material, the student learns to accept a challenge and respond.
I realize that students prefer knowing in advance exactly what will be on the exam, but I disagree. A professor should be able to write a comprehensive question requiring an intellectual stretch directly related to the material. In the sciences, we often ask the student to interpret an unexpected lab result, make a prediction based on data, or interpret an unusual graph or figure. In time, students do learn to accept the challenge. They know it is coming, so during the exam they are not surprised (well, not totally!) The rewards in terms of a sense of accomplishment and growth in academic maturity are tremendous for student and professor alike. Those students who merely “memorize everything” are easily identified.
Let me reiterate, the stretching question is a small percentage of the total exam (5-8%). Most of the exam should be directly related to the classroom material in style and content but not ver batim.
Some readers may disagree (perhaps strongly) with me. I welcome your comment either way!
Monday, August 6, 2007
But you said....
Students will always have complaints! (Balso, Finding an unknown).
An appropriate cartoon is a good ice-breaker for a session, or useful to refocus student's attention.
For other academic cartoons (mostly math) here is one site. Do be sure to credit the author though.
Sunday, August 5, 2007
Themed Sessions
TTY: Travis Kidner, Ed Stevens, Steven Petrovic and other TAs and mentors who have provided some effective spices that I enjoy!
Dr. Derek Davenport, Professor Emeritus, Purdue University
As we all know variety is the spice of life…. and any type of variation in your class sessions can keep students engaged, spark an interest in those drifting off, or just provide some fun.
Here are some themes I enjoy. Others just seem to pop up with my mood of the day!
a) Title the session: take a key word for the day and relate it to another field. In chemistry, here are a couple: “The Halogens: A Family like No Other” Images of families of animals, historic people etc abound and are very useful in this theme. “Empirical and Molecular Formulas, the Metric System, and Chocolate”
b) Intertwine catchy phrases or quotations:
“Lions, and Tigers and Bears, oh my!” or “Acids and Bases and Salts, oh, my!”
“Helium: Son of the Sun and Daughter of the Earth” from Derick Davenport
“Chance Favors the Prepared Mind” Louis Pasteur
It isn’t hard to do, but takes a little reflection. The interesting thing is that if you use a phrase several times during a class, students remember more.
c) Include edibles in examples: always a winner. M&M candies for statistical analysis of isotopes or a number of interesting things. A few years ago, there were books written about M&Ms in education. Eggs are terrific for chemistry, the shell, the white, the yolk.
Classic TV commercials are an interesting resource available on-line.
Try it, you’ll like it! (Mikey, old TV commercial for Life cereal)
Dr. Derek Davenport, Professor Emeritus, Purdue University
As we all know variety is the spice of life…. and any type of variation in your class sessions can keep students engaged, spark an interest in those drifting off, or just provide some fun.
Here are some themes I enjoy. Others just seem to pop up with my mood of the day!
a) Title the session: take a key word for the day and relate it to another field. In chemistry, here are a couple: “The Halogens: A Family like No Other” Images of families of animals, historic people etc abound and are very useful in this theme. “Empirical and Molecular Formulas, the Metric System, and Chocolate”
b) Intertwine catchy phrases or quotations:
“Lions, and Tigers and Bears, oh my!” or “Acids and Bases and Salts, oh, my!”
“Helium: Son of the Sun and Daughter of the Earth” from Derick Davenport
“Chance Favors the Prepared Mind” Louis Pasteur
It isn’t hard to do, but takes a little reflection. The interesting thing is that if you use a phrase several times during a class, students remember more.
c) Include edibles in examples: always a winner. M&M candies for statistical analysis of isotopes or a number of interesting things. A few years ago, there were books written about M&Ms in education. Eggs are terrific for chemistry, the shell, the white, the yolk.
Classic TV commercials are an interesting resource available on-line.
Try it, you’ll like it! (Mikey, old TV commercial for Life cereal)
Tuesday, July 24, 2007
Learning Styles: Comments and Literature
TTY: Dr.Richard Felder, NCSU, a true leader in science education on the college level.
College professors should be aware of Learning Styles as they prepare for classes. Just as professors have quite a variety of personal and effective styles, students learn in a number of different ways. Professor and student alike should be flexible but the more we understand concerning the learning process, the more effective we will become.
The figure (Kolb Learning Styles) is one of many useful diagrams on learning styles. In a class of 100 students, your approach will be interpreted in 100 different ways! I highly recommend rereading this type of literature as you prepare for a new term. There is much useful information available.
From Susan Montgomery and Richard Felder here are some generalities that I keep in mind. Let’s go for ACTIVE learning!
* 67%of the students learn best actively, yet lectures are typically passive;
* 57%of the students are sensors, yet we teach them intuitively;
* 69%of the students are visual, yet lectures are primarily verbal;
* 28%of the students are global, yet we seldom focus on the ``big picture.''
The geoscience group at Carleton College has an excellent set of tips that also lead into the NSF-DUE workshop materials. This is an excellent entry into the current literature on this topic.
Others that I found worthwhile but of course there are many more. Try to find some for your discipline. Please post any that you think others would find useful too.
http://www.tlc.eku.edu/tips/
http://pzweb.harvard.edu/
http://serendip.brynmawr.edu/sci_edu/education/learningstyle.html
http://www.vark-learn.com/english/index.asp
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Secondtier.html
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Thursday, July 12, 2007
Versatile Demonstration
TTY: John Fortman, Wright State University
http://www.stevespanglerscience.com/product/1328
In a nutshell, the presenter flips the pages so they are empty, black and white outline, or in full color. The site says the skill level is “easiest” and appropriate for presenters ages 6 to 126!! I agree. Initially it takes less than 5 minutes of practice!
The figure shows the commercial cover but for classroom use, I make a new red cover (front ant back totally covering the original cover) and tape or glue it over the original. I print a title that suits my purpose. One is “The Electromagnetic Spectrum Made Easy” which I like better than “The Electromagnetic Spectrum for Dummies” or “An Idiot’s Guide to the Electromagnetic Spectrum.” When I first used this I called it “The Little Golden Book of Atomic Spectroscopy” but that dates me a bit.
After a presentation of light frequencies and their energies related to atomic orbiral transitions, the book is a welcome break. I introduce it as an interesting illustration of the principles. I flip the pages so that the students see the blank pages. Then I use a large magnetic and place it on one side of the book and we “pull out” the colors in the visible region of the spectrum. Then I flip through and the black and white things appear. Usually I act surprised and put the magnet on the back side of the book and flip again so that the colors appear. Students always laugh and ask for a repeat. I let them coax me into it.
I then change the patter as appropriate but I never do it more than twice. I ask them to “explain” it to their neighbor. Usually a few students have figured it out but everyone does enjoy it. Invariably a student will ask where did I get the book….. so I give them a challenge. “If you would like one of these books to impress your friends, give me a good story about how you’d use it and maybe you’ll win.”
Here’s another good way to use it:
When XXX came ito class on the first day, his understanding of XXX looked like this (blank pages). After 3 weeks, his understanding looked like this (black and white outline) but NOW that he understands XXXX his understanding looks like this (full color).
If my pictures and descriptions aren’t clear, here is a link to YouTube. You can enjoy it too!! Enjoy!
http://www.youtube.com/watch?v=qRCLsBor1hI
The Magic Coloring book is a very simple demo that is incredibly versatile in the classroom. I’ve purchased several dozen of these in the past 10 years for use in class, prizes to students, gifts to colleagues at retirement etc. The patter can be customized to suit the presenter. In fact, making it fit your class, your style and your topic is part of the fun!
The book is available at Magic Stores or on-line at prices from approx $6 to $20. I’ve gotten an educational discount when ordering through my university. One site that has a nice explanation ishttp://www.stevespanglerscience.com/product/1328
In a nutshell, the presenter flips the pages so they are empty, black and white outline, or in full color. The site says the skill level is “easiest” and appropriate for presenters ages 6 to 126!! I agree. Initially it takes less than 5 minutes of practice!
The figure shows the commercial cover but for classroom use, I make a new red cover (front ant back totally covering the original cover) and tape or glue it over the original. I print a title that suits my purpose. One is “The Electromagnetic Spectrum Made Easy” which I like better than “The Electromagnetic Spectrum for Dummies” or “An Idiot’s Guide to the Electromagnetic Spectrum.” When I first used this I called it “The Little Golden Book of Atomic Spectroscopy” but that dates me a bit.
After a presentation of light frequencies and their energies related to atomic orbiral transitions, the book is a welcome break. I introduce it as an interesting illustration of the principles. I flip the pages so that the students see the blank pages. Then I use a large magnetic and place it on one side of the book and we “pull out” the colors in the visible region of the spectrum. Then I flip through and the black and white things appear. Usually I act surprised and put the magnet on the back side of the book and flip again so that the colors appear. Students always laugh and ask for a repeat. I let them coax me into it.
I then change the patter as appropriate but I never do it more than twice. I ask them to “explain” it to their neighbor. Usually a few students have figured it out but everyone does enjoy it. Invariably a student will ask where did I get the book….. so I give them a challenge. “If you would like one of these books to impress your friends, give me a good story about how you’d use it and maybe you’ll win.”
Here’s another good way to use it:
When XXX came ito class on the first day, his understanding of XXX looked like this (blank pages). After 3 weeks, his understanding looked like this (black and white outline) but NOW that he understands XXXX his understanding looks like this (full color).
If my pictures and descriptions aren’t clear, here is a link to YouTube. You can enjoy it too!! Enjoy!
http://www.youtube.com/watch?v=qRCLsBor1hI
Four Quarter Classes
TTY: Harry Pardue and other guest seminar speakers, Dick Vitale and other coaches
Most college classes are 50-60 minutes long. Most undergraduates have an attention span of far less than that. In order to keep students engaged, I divide each class into four segments but the time allotted is not equal. I’ve named the plan Four Quarters, with an analogy to a basketball game or other sporting event. The order of topics varies but includes the four items below. Normally, the first quarter is a review. Between quarters I use a refocusing technique. I expect the students to always know which quarter is underway.
Harry Pardue (professor emeritus from Purdue University) used photos from around the world in his 500 student General Chemistry classes to signal a change in topic and to refocus student’s attention. In my experience, a short lecture break is very effective. What you use to refocus is not important, the fact that the professor plans little breaks so that students who have drifted off become actively engaged, is the key issue.
In general:
First Quarter (5-10 minutes): Review of previous class, prep quiz material (subject of a future blog), relationship to our current lab exercise, homework Q&A.
Second Quarter (approximately 20 minutes) : New material
Third Quarter (approximately 20 minutes) : Active interaction with the new material such as problem-solving, small group discussion, Q&A
Fourth Quarter: practical links to today’s world.
The rationale for the four quarter approach is drawn from athletic competitions that normally have quarters/innings/sets, The participants can then regroup, talk to a coach or teammates and return with a new focus. Immediately after a break, we look for enthusiasm and productivity. The same is true during a college class. I’m always looking for quick effective methods to refocus a group of students!
Most college classes are 50-60 minutes long. Most undergraduates have an attention span of far less than that. In order to keep students engaged, I divide each class into four segments but the time allotted is not equal. I’ve named the plan Four Quarters, with an analogy to a basketball game or other sporting event. The order of topics varies but includes the four items below. Normally, the first quarter is a review. Between quarters I use a refocusing technique. I expect the students to always know which quarter is underway.
Harry Pardue (professor emeritus from Purdue University) used photos from around the world in his 500 student General Chemistry classes to signal a change in topic and to refocus student’s attention. In my experience, a short lecture break is very effective. What you use to refocus is not important, the fact that the professor plans little breaks so that students who have drifted off become actively engaged, is the key issue.
In general:
First Quarter (5-10 minutes): Review of previous class, prep quiz material (subject of a future blog), relationship to our current lab exercise, homework Q&A.
Second Quarter (approximately 20 minutes) : New material
Third Quarter (approximately 20 minutes) : Active interaction with the new material such as problem-solving, small group discussion, Q&A
Fourth Quarter: practical links to today’s world.
The rationale for the four quarter approach is drawn from athletic competitions that normally have quarters/innings/sets, The participants can then regroup, talk to a coach or teammates and return with a new focus. Immediately after a break, we look for enthusiasm and productivity. The same is true during a college class. I’m always looking for quick effective methods to refocus a group of students!
Developing a Practical Philosophy
TTY: Approximately 23,000 students and colleagues
My teaching philosophy is a simple and practical one that I can easily remember and apply to each class session and as I plan any course as a whole or for one just session. I use can use my personal philosophy as a constant check-list because it keeps me focused and on-track. I articulated this philosophy after about 12-15 years of teaching. Prior to that my official teaching philosophy was a jargon-filled document deep in my teaching folder. It may have sounded OK, but it wasn’t a guiding statement. Now, I can truthfully say that I work according to the following philosophy.
I pledge to do whatever it takes to explain the principles of the day and their application to today’s world.
a) whatever it takes means that I will use a variety of techniques in the classroom appropriately. I will recognize that younger undergraduates need to refocus several times during a class period but as they progress they will be able to extend their attention span. I will strive for student participation in each class with active discussion and problem solving strategies. I will provide a mix of live and video demonstrations. I will use humor appropriately. I will adjust the pace and tone of the class as needed based on student responses. I will give clear summaries and make sure that they have mastered the major points. When returning an exam, I’ll emphasize the concepts that still need some work. I’ll be sensitive to the needs of the students to discern whatever it takes.
b) principles of the day are dictated by the course outline. I will keep on track to provide a solid foundation for short and long-term assessments such as an up-coming course mid-term, a final exam, an end-of-term national comprehensive exam, a future course that relies on my course as a prerequisite, graduate entry exams and other long-term needs. I hope my students will retain essential concepts and for use in the future, professionally and personally.
c) application to today’s world is an essential part of learning. Chemistry is a central science that affects many parts of our everyday lives. Linking the classroom concepts with the practical side of our lives makes the process of learning fun, informative and effective.
In my opinion, each professor needs to have a philosophy that will work. A canned set of educational terms just isn’t what this is about!
My teaching philosophy is a simple and practical one that I can easily remember and apply to each class session and as I plan any course as a whole or for one just session. I use can use my personal philosophy as a constant check-list because it keeps me focused and on-track. I articulated this philosophy after about 12-15 years of teaching. Prior to that my official teaching philosophy was a jargon-filled document deep in my teaching folder. It may have sounded OK, but it wasn’t a guiding statement. Now, I can truthfully say that I work according to the following philosophy.
I pledge to do whatever it takes to explain the principles of the day and their application to today’s world.
a) whatever it takes means that I will use a variety of techniques in the classroom appropriately. I will recognize that younger undergraduates need to refocus several times during a class period but as they progress they will be able to extend their attention span. I will strive for student participation in each class with active discussion and problem solving strategies. I will provide a mix of live and video demonstrations. I will use humor appropriately. I will adjust the pace and tone of the class as needed based on student responses. I will give clear summaries and make sure that they have mastered the major points. When returning an exam, I’ll emphasize the concepts that still need some work. I’ll be sensitive to the needs of the students to discern whatever it takes.
b) principles of the day are dictated by the course outline. I will keep on track to provide a solid foundation for short and long-term assessments such as an up-coming course mid-term, a final exam, an end-of-term national comprehensive exam, a future course that relies on my course as a prerequisite, graduate entry exams and other long-term needs. I hope my students will retain essential concepts and for use in the future, professionally and personally.
c) application to today’s world is an essential part of learning. Chemistry is a central science that affects many parts of our everyday lives. Linking the classroom concepts with the practical side of our lives makes the process of learning fun, informative and effective.
In my opinion, each professor needs to have a philosophy that will work. A canned set of educational terms just isn’t what this is about!
Wednesday, July 11, 2007
Getting Started
I'm just getting started with the blog format, so this breaks the ice! In the weeks ahead, I'll post items of interest to me regarding teaching on the college level.
My goal is to provide a forum for discussion of issues that college professors face in the classroom at all stages of their careers. Certainly young professors are working hard to develop an effective style but mid-career teachers and even those nearing retirement (like me) or those retired, have a lot to share.
Please include your discipline and the approximate size of classes that you teach when appropriate.
Bear with me, it will develop in time!
Thanks. Karen
My goal is to provide a forum for discussion of issues that college professors face in the classroom at all stages of their careers. Certainly young professors are working hard to develop an effective style but mid-career teachers and even those nearing retirement (like me) or those retired, have a lot to share.
Please include your discipline and the approximate size of classes that you teach when appropriate.
Bear with me, it will develop in time!
Thanks. Karen
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