McKeachie’s reading for this week brought forth a few concepts that I had never really taken too much to think about, in detail that is.
One piece of information that was new to me, as well as helpful, was the background information about how strategic learners. I found it interesting that McKeachie said that strategic learners ‘approach activities and tasks with a high degree of confidence that they can succeed’. I do not know much about this specific concept, but McKeachie was able to identity and describe types of actions that these students have as well as how they become active in the class.
Another aspect that I found to be useful was the importance of having goals and self-reflection within the classroom. Within my own department, communication, I feel as though we are solely driven on our own goals as a teacher and that there isn’t much time focused on how our students feel about those goals. I’m not saying that we don’t have goals for our students, we do, but I feel as though the only measurement of those goals is through tests. I would like to know on a regular basis how the students are feeling in the classroom and if their goals have or haven’t been met. Although each class period ends with me asking if there are any remaining questions they might have, 9 out of 10 times there aren’t any. However, there is always a student that emails me after class in regards to what we discussed in class. I would like incorporate more ‘goal-orientated’ tasks or activities to help the students reach their own personal goals as well as the ones I hope to meet by the end of each class period.
McKeachie’s reading really brought into perspective the different ways that students learn and some of the qualities they hold. I will be keeping this in mind for how I teach as well as how I design my own course for this class.
Following the same idea, McKeachie discussed how to increase self-awareness among the students. I have noticed that many students are constantly questioning what will be on the test, and then asking why they didn’t know the answer to question. It is automatically assumed that the reason they didn’t know this information is because I, as their teacher, did not cover it during our lecture or that I didn’t tell them that they had to look over it. This makes me laugh most of the time because regardless of what I teach in the class or don’t teach, the students are still assigned to be reading the chapters previous to our class meeting. So many students feel as though they do not have to do any work outside of the classroom and they rely on me for every last piece of information. To encourage students to recognize their own approaches to learning, I liked the list that McKeachie presented.
The list is as follows:
• How any hours do you spend a week studying for this course?
• Are you up-to-date on course assignments and readings?
• How do you take notes or study while reading the textbook?
• How do you take notes in class? Do you review them? When? How?
• Do you stop periodically and check to see if you understand the material?
In the class I am currently teaching, we have our second exam coming up quickly. I plan on incorporating these questions within a lecture before the exam so I can make them aware of their own studying/learning habits.
The link that I found interesting this week is about how one university has encouraged its students to study and attend school.
Thursday, November 5, 2009
Wednesday, October 28, 2009
Entry 9
The reading this week seemed to refresh many of the activities and concepts that have been covered thus far this semester, mainly activities that deal with large lectures and how to shape a course syllabus for a semester.
The first thing that I found to be useful in my own teaching environment came from McKeachie’s chapter on ‘facilitating active learning’. The section first touched back on active learning along with learning cells and student discussion. McKeachie suggested a few different possible techniques that could help promote positive, successful discussions within the classroom. Although he focused mainly on large lecture oriented classrooms, I believe that the techniques could also be used in a smaller classroom, such as my current class size of 22.
One idea that I would like to incorporate into my own teaching would be ‘buzz groups’. This activity suggests breaking the students into smaller groups to discuss relative readings or material that is currently being presented. The reason I like this tactic is because students in my classroom tend to have a hard time answering questions when asked in front of the class, leading the questions into a discussion, and really just talking in general. I also like the idea of comparing notes with one another in hopes that someone would ask another a question. With a few in class activities I have done earlier on in the semester, I found that the majority feel more comfortable speaking when there are less people listening and less pressure. Although the discussion groups I have done in the past didn’t revolve so much around the exact material presented, it is something that I will like to incorporate in future group activities.
Another subject that McKeachie presented was the roles that a teacher plays. Although some of them may come across as obvious, others were new to me such as ‘socializing agent’ and ‘ego ideal’. The one that I would like to focus on is the ‘socializing agent’. Before reading this I had never really applied the term to any of my previous or current professors, but now the term has become clearer through the examples McKeachie presented.
Looking back on some of my previous professors, the ones I seemed to understand the most and enjoy the class were those who implemented their own personal experience in the field to the classroom.; not only through discussion and examples, but through numerous assignments and large projects.
In the current class I teaching, most of the assignments (speeches) they will be able to take with them forever whether it be in school, work, or personally. However, I will be adapting this idea to the course I am designing for our final project. The class I am working on will have many components that the students will be able to take with them after they graduate and even to interviews to show their real-world project. Students, including myself, seem to adapt best when they can actually see their work being applied outside of a classroom setting. Looking back, I still keep in contact with a few professors because they were there to help me adapt new skills and take the ones I already had and make them stronger through assignments, projects, and their personal knowledge of the subject.
The last thing I will take with me from the reading is the tips and suggestions for sketching out the shape of a course. I find this useful because I am currently struggling with particular aspects of the course I am designing for our final project. There were examples that McKeachie used that I had never really thought about. For example, I would have never thought to chart out what I should be producing for 90 hours of class time and fitting that into a 15-week course. The weekly schedule has a great layout and could be very useful in any field. It has an interesting design along with various distribution categories. Categories that I wouldn’t have thought about, even as simple as study guide hours. The chapter also presented a lot of detail about how to set up assignments and distribute such time for each specific assignment or reading.
Toward the end of the reading, McKeachie listed a few things that I found very useful when trying to figure out what students can or can’t handle:
1. Choosing the familiar rather than the strange
2. Work with the concrete rather than the abstract
3. Keeping the topic simple
4. Using everyday language as much as possible
I would like to make an attempt to this for my final project in this class, however I do see how it could be quite time consuming and it looks as though you will need a lot of prior knowledge and be aware of text choices. I think I’m going to try anyway.
The additional reading that I found for this entry deals with course planning and tips for writing a syllabus.
http://ctlt.jhsph.edu/resources/index.cfm?event=topic.view&topicID=2
The first thing that I found to be useful in my own teaching environment came from McKeachie’s chapter on ‘facilitating active learning’. The section first touched back on active learning along with learning cells and student discussion. McKeachie suggested a few different possible techniques that could help promote positive, successful discussions within the classroom. Although he focused mainly on large lecture oriented classrooms, I believe that the techniques could also be used in a smaller classroom, such as my current class size of 22.
One idea that I would like to incorporate into my own teaching would be ‘buzz groups’. This activity suggests breaking the students into smaller groups to discuss relative readings or material that is currently being presented. The reason I like this tactic is because students in my classroom tend to have a hard time answering questions when asked in front of the class, leading the questions into a discussion, and really just talking in general. I also like the idea of comparing notes with one another in hopes that someone would ask another a question. With a few in class activities I have done earlier on in the semester, I found that the majority feel more comfortable speaking when there are less people listening and less pressure. Although the discussion groups I have done in the past didn’t revolve so much around the exact material presented, it is something that I will like to incorporate in future group activities.
Another subject that McKeachie presented was the roles that a teacher plays. Although some of them may come across as obvious, others were new to me such as ‘socializing agent’ and ‘ego ideal’. The one that I would like to focus on is the ‘socializing agent’. Before reading this I had never really applied the term to any of my previous or current professors, but now the term has become clearer through the examples McKeachie presented.
Looking back on some of my previous professors, the ones I seemed to understand the most and enjoy the class were those who implemented their own personal experience in the field to the classroom.; not only through discussion and examples, but through numerous assignments and large projects.
In the current class I teaching, most of the assignments (speeches) they will be able to take with them forever whether it be in school, work, or personally. However, I will be adapting this idea to the course I am designing for our final project. The class I am working on will have many components that the students will be able to take with them after they graduate and even to interviews to show their real-world project. Students, including myself, seem to adapt best when they can actually see their work being applied outside of a classroom setting. Looking back, I still keep in contact with a few professors because they were there to help me adapt new skills and take the ones I already had and make them stronger through assignments, projects, and their personal knowledge of the subject.
The last thing I will take with me from the reading is the tips and suggestions for sketching out the shape of a course. I find this useful because I am currently struggling with particular aspects of the course I am designing for our final project. There were examples that McKeachie used that I had never really thought about. For example, I would have never thought to chart out what I should be producing for 90 hours of class time and fitting that into a 15-week course. The weekly schedule has a great layout and could be very useful in any field. It has an interesting design along with various distribution categories. Categories that I wouldn’t have thought about, even as simple as study guide hours. The chapter also presented a lot of detail about how to set up assignments and distribute such time for each specific assignment or reading.
Toward the end of the reading, McKeachie listed a few things that I found very useful when trying to figure out what students can or can’t handle:
1. Choosing the familiar rather than the strange
2. Work with the concrete rather than the abstract
3. Keeping the topic simple
4. Using everyday language as much as possible
I would like to make an attempt to this for my final project in this class, however I do see how it could be quite time consuming and it looks as though you will need a lot of prior knowledge and be aware of text choices. I think I’m going to try anyway.
The additional reading that I found for this entry deals with course planning and tips for writing a syllabus.
http://ctlt.jhsph.edu/resources/index.cfm?event=topic.view&topicID=2
Thursday, October 22, 2009
Entry 8
The course that I will be designing for this class is an advanced public relations course. It will be a senior-level course taken only by students that have a public relations major. This course will be two semesters long and require a heavy amount of work to be done outside of class. The purpose of this course will be to design a campaign for a local business that is in need of some extra help.
The first activity that I found useful from the reading was having the students write a journal. The book suggested that this activity be done outside of class, but I think it would be more useful to have it done in class. Journaling in class will provide more benefits by allowing the students time to write and then discussing it directly after with the class, a group, or a partner. The journal will reflect on how the students feel about their current project or case study they are working on. It will allow them to express their struggles as well as their strengths and hopefully find that others are having common attitudes. This assignment would not be graded, but as it states in McKeachie, “This is graded. You get 100 if you do it; 0 if you don’t.” I believe that students will be more comfortable expressing such feelings and attitudes knowing that their writing isn’t graded which will, I hope, encourage more truth and voice within each entry.
My second activity, active learning, would be correlation with the journal articles the students will be writing. Each class meeting, the student will be expected to write briefly in their journal about the projects they have currently been working on (what is working for them and what isn’t working for them). They could also write about a recent case study they found interesting or an ideas and examples they have or want to use for generated their own public relations campaign. When the students are done, they will meet for a short period of time to discuss everything they had written. They will share with others ways to overcome their problem areas and work together to make each individual feel more comfortable and stronger in their weaker points. Individually the students will be expected to keep their journal entries in an organized portfolio throughout both of the semesters so they can reflect on their work and how they have progressed. This will also enable the student to demonstrate signs of improvement each week, or writing, and learn from their past entries what worked or didn’t work for them.
This course will be focused on creating a public relations campaign for a company chosen by the instructor and evaluated for a semester by the students. With this, the course will offer a variety of case studies to be evaluated by the students to learn how to put together a campaign along with the positive and negative effects of good/bad campaigns. Each one these case studies will require steps of problem-solving and applying these steps to their individual projects. Those case studies that have shown poor public relations work will be examined in detail then re-worked, in groups, to make it into a successful campaign.
The activities after the lecture seem to be the most common way to go about it, but there was one time we had the activity before the lecture and it really made a difference. Getting students involved right at the beginning of class seems to help motivate them to learn more about the topic after the activity is performed. Students seem to engage themselves better in hopes to justify the knowledge with the activity. Performing the activity at the beginning can also make students more curious about the subject and therefore leading them to gain a better understanding by the end of the lecture. I thought this worked really well for the lecture we listened to, however, I do not know that this would work best in all situations.
Another thing that works well for me when participating in a group project is having the instructions either on the board or on a PowerPoint slide. This makes it easier for the group to grasp a common understanding and we can report back to that slide if the teacher is not available to answer questions. Having the directions presented in front of us also provides for a strong structure on answers.
The link I found helpful this week covers writing journals.
Wednesday, October 14, 2009
Entry 7
Learner-Centered Teaching [LCT}
The reading for this week was focused on Learner-Centered Teaching [LCT] in which I read about from an excerpt along with a chapter from McKeachie.
The excerpt summarized the ways to make a classroom learner-centered as well as giving a list of ways that it is not. There is a type of power or control that a teacher has over his/her students. Although many might believe that this is the way it should be and that there has to be some type of power role in the classroom, it can inhibit the way students learn along with their motivation to do so. The best way to become learner-centered is to brush away the level of power a teacher has over the students.
Before reading this I have only thought briefly about the power role a teacher can play within a classroom, but the excerpt laid out all of the possible aspects that a teach may have power over. Such things included: the timeline of the course and in what order the material is covered, how the assignments and tests and written and administered, any type of policy from attendance to late work, and most importantly- the grading scheme of the course. The excerpt made it clear that such structure, as I listed a few above, can lead to a lack of interest from the students and set forth a standardized method of learning excepted from his/her students.
The excerpt described that learner-center teaching is a way to connect with ones’ students’ and share ‘the power’. This can be done by giving students options about assignments and ways of studying, giving them a variety of things to chose from rather than a specific set of obligations and no room for adjustments. It is also important that teachers focus on how their students are learning, not just how they are teaching. Maybe the teaching method isn’t working for a majority of the students- how can one change that to reach a broader audience at a stronger level?? It could also simply be just letting your students interact in the classroom and open the floor up to discussion and let them ask questions or contradict a topic they might not understand or disagree with.
On a similar note, but not as extent, McKeachie focused learner-centered teaching around the motivation a student has to learn. What does the teacher do to help his/her students become active in the classroom and have a desire to achieve ones’ goals and not just slide by.
Some things McKeachie included as methods of becoming more learner-centered are:
-Interpret how your students are feeling about a lecture. What are their verbal as well as non-verbal language expressing about their interest and understanding of the material?
-Engage your students directly with the lecture by asking questions and getting the involved with a discussion about the material.
-Increase motivation individualistically.
Incorporating learner-centered teaching into my own teaching
After reading both the article and the chapter from McKeachie, I would love to plan a class that focuses a lot on learner-centered teaching. I think that it is important to give students options because they will be more motivated to accomplish an assignment or task if they are able to pick and choose what will work best for them.
I also believe that if students have the ability choose such things, they make take more interest in the class which will result that student being able to achieve higher goals knowing they can correlate what they want to learn, with what they actually get to learn. Allowing students to have just ‘freedom’ may allow them to feel as though they have the chance to actually express themselves along with their interests on a variety of levels and with other students.
In the class I am currently teaching, public speaking, the course is set on a strict timeline as to what needs to be done each class period and when items are due. When it comes to points for the course, there really isn’t too many offered besides the speeches and exams. I find this such an unfair way to grade a course because a simple exam or a speech could really make or break a student’s grade. I would like to incorporate more assignments, that my students would feel necessary to the class, to help them earn a higher grade and to me that they understand the material by being able to represent it in a different format. Although public speaking is a speech-driven course, I feel as though there are so many aspects that make a person good at speaking that get looked over. I want to incorporate my students level of understanding of subject matter and give them the opportunity to explore new ways of learned the material and not just rely on me to have a set list of things that need to be covered, when they’re going to be covered, and how they’re going to be covered.
Why incorporating learner-centered teaching could be difficult
The main idea here is that the power should be shared between the teacher and the students, however it was also mentioned the teacher must still have some power. When first trying to develop such a way of teaching, I think there would be a fine-line between giving your students too much opportunities as well as not enough, depending on what you’re goal might be. It is possible that there would be a lot of diverse opinions, questions, concerns and learning strategies within a classroom which could easily cause chaos and more work for the teacher than expected.
Touching a bit on what the readings covered about allowing students to decide a timeline for assignments; this would be tricky. What might seem as an understandable deadline for one person may not even be near the next person. With only 22 students in my current class, I believe there could be some common ground, but for those who are teaching classes of 40 or more students could end up a complete headache.
Learner-centered teaching can also depend on the age level/maturity of your students. Not all of them are on the same intelligence level as one another and this good inhibit some from learning as many of their peers do. Public speaking is a course that consists mainly of freshman or sophomore level students. At that maturity, I wouldn’t expect many of them to understand time-management quite yet and just how long it could take to get an assignment completed. By this I mean they would be more prone to extend a speech as long as possible. In comparison, those students who are juniors or seniors, may have adapted time-management skills and understand what is or isn’t appropriate for a speech timeline. They take the assignments more seriously as many of them are now in a class where it involves an interest of theirs, such as a class more their major (if it was another course besides public speaking seeing as it is a freshman-level required course).
Trying to incorporate every student’s learning strategies using a variety of techniques could not only be chaos, but a mess for the professor. It could get out of hand if the professor tries too hard to please every student in different ways rather than focusing on the basics. Students may even feel the need to debate a teacher on specific issues; ones’ that they feel are appropriate for the course but the teacher may not find relevant.
As great as this learner-centered teaching probably is and sounds, I think it would be much for difficult to put into action; at least until a teacher has found a way to work out the kinks and pitfalls.
http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm
The reading for this week was focused on Learner-Centered Teaching [LCT] in which I read about from an excerpt along with a chapter from McKeachie.
The excerpt summarized the ways to make a classroom learner-centered as well as giving a list of ways that it is not. There is a type of power or control that a teacher has over his/her students. Although many might believe that this is the way it should be and that there has to be some type of power role in the classroom, it can inhibit the way students learn along with their motivation to do so. The best way to become learner-centered is to brush away the level of power a teacher has over the students.
Before reading this I have only thought briefly about the power role a teacher can play within a classroom, but the excerpt laid out all of the possible aspects that a teach may have power over. Such things included: the timeline of the course and in what order the material is covered, how the assignments and tests and written and administered, any type of policy from attendance to late work, and most importantly- the grading scheme of the course. The excerpt made it clear that such structure, as I listed a few above, can lead to a lack of interest from the students and set forth a standardized method of learning excepted from his/her students.
The excerpt described that learner-center teaching is a way to connect with ones’ students’ and share ‘the power’. This can be done by giving students options about assignments and ways of studying, giving them a variety of things to chose from rather than a specific set of obligations and no room for adjustments. It is also important that teachers focus on how their students are learning, not just how they are teaching. Maybe the teaching method isn’t working for a majority of the students- how can one change that to reach a broader audience at a stronger level?? It could also simply be just letting your students interact in the classroom and open the floor up to discussion and let them ask questions or contradict a topic they might not understand or disagree with.
On a similar note, but not as extent, McKeachie focused learner-centered teaching around the motivation a student has to learn. What does the teacher do to help his/her students become active in the classroom and have a desire to achieve ones’ goals and not just slide by.
Some things McKeachie included as methods of becoming more learner-centered are:
-Interpret how your students are feeling about a lecture. What are their verbal as well as non-verbal language expressing about their interest and understanding of the material?
-Engage your students directly with the lecture by asking questions and getting the involved with a discussion about the material.
-Increase motivation individualistically.
Incorporating learner-centered teaching into my own teaching
After reading both the article and the chapter from McKeachie, I would love to plan a class that focuses a lot on learner-centered teaching. I think that it is important to give students options because they will be more motivated to accomplish an assignment or task if they are able to pick and choose what will work best for them.
I also believe that if students have the ability choose such things, they make take more interest in the class which will result that student being able to achieve higher goals knowing they can correlate what they want to learn, with what they actually get to learn. Allowing students to have just ‘freedom’ may allow them to feel as though they have the chance to actually express themselves along with their interests on a variety of levels and with other students.
In the class I am currently teaching, public speaking, the course is set on a strict timeline as to what needs to be done each class period and when items are due. When it comes to points for the course, there really isn’t too many offered besides the speeches and exams. I find this such an unfair way to grade a course because a simple exam or a speech could really make or break a student’s grade. I would like to incorporate more assignments, that my students would feel necessary to the class, to help them earn a higher grade and to me that they understand the material by being able to represent it in a different format. Although public speaking is a speech-driven course, I feel as though there are so many aspects that make a person good at speaking that get looked over. I want to incorporate my students level of understanding of subject matter and give them the opportunity to explore new ways of learned the material and not just rely on me to have a set list of things that need to be covered, when they’re going to be covered, and how they’re going to be covered.
Why incorporating learner-centered teaching could be difficult
The main idea here is that the power should be shared between the teacher and the students, however it was also mentioned the teacher must still have some power. When first trying to develop such a way of teaching, I think there would be a fine-line between giving your students too much opportunities as well as not enough, depending on what you’re goal might be. It is possible that there would be a lot of diverse opinions, questions, concerns and learning strategies within a classroom which could easily cause chaos and more work for the teacher than expected.
Touching a bit on what the readings covered about allowing students to decide a timeline for assignments; this would be tricky. What might seem as an understandable deadline for one person may not even be near the next person. With only 22 students in my current class, I believe there could be some common ground, but for those who are teaching classes of 40 or more students could end up a complete headache.
Learner-centered teaching can also depend on the age level/maturity of your students. Not all of them are on the same intelligence level as one another and this good inhibit some from learning as many of their peers do. Public speaking is a course that consists mainly of freshman or sophomore level students. At that maturity, I wouldn’t expect many of them to understand time-management quite yet and just how long it could take to get an assignment completed. By this I mean they would be more prone to extend a speech as long as possible. In comparison, those students who are juniors or seniors, may have adapted time-management skills and understand what is or isn’t appropriate for a speech timeline. They take the assignments more seriously as many of them are now in a class where it involves an interest of theirs, such as a class more their major (if it was another course besides public speaking seeing as it is a freshman-level required course).
Trying to incorporate every student’s learning strategies using a variety of techniques could not only be chaos, but a mess for the professor. It could get out of hand if the professor tries too hard to please every student in different ways rather than focusing on the basics. Students may even feel the need to debate a teacher on specific issues; ones’ that they feel are appropriate for the course but the teacher may not find relevant.
As great as this learner-centered teaching probably is and sounds, I think it would be much for difficult to put into action; at least until a teacher has found a way to work out the kinks and pitfalls.
http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm
Wednesday, October 7, 2009
Entry 6
In McKeachie’s chapter about problem students and student problems, I found all of the sub-categories pretty useful seeing as I have been dealing with some of the same situations myself. It was good to know how to handle a variety of problems, rather than just the basic. Each category had good examples and presented some new ideas and problem-solving methods that were all new to me.
I am currently dealing with a few of the problems addressed this chapter. The first one has to do with inattentive students. As the semester progresses, I am finding it much harder to keep the class interested in lectures and activities. Instead they find it necessary to discuss what they did the previous weekend or what they are doing the upcoming one. The problem isn’t just with a few select students, as the book mentioned, but with the majority of the classroom.
One of the examples the book gave is to divide them into small groups to work on an assignment. I made this attempt a few weeks back, but to my surprise it didn’t really work. Although the students were placed at random, out of their ‘normal’ seating, I found the same problem occurring in some of the small groups. It almost seemed unfair to those that wanted to participate and listen because they were put off by everyone else chatting.
Another suggestion that McKeachie proposed was having each student write minute papers and then calling on the inattentive students to present what he/she has written down. I plan to incorporate this into my lecture over the next few weeks to see how it works. Teaching public speaking, this will also allow those students the chance for a short ‘improptu’ speech you could say, by having to present to the rest of the class. If this fails, then I will result to the last suggestion that McKeachie offered by having a general class feedback discussion about the issue.
Along the same lines as problem students, I am finding it interesting the absurd and numerous excuses a student will make to either miss class, turn in an assignment late, or why they didn’t have their assignment done in the first place. I was disappointed that McKeachie didn’t discuss what to do when someone gives you a bad excuse, or give examples. One thing that was proposed however was having students turn in outlines or a bibliography ahead of time to check their progress on an assignment. This is already a part of the curriculum for public speaking so it doesn’t really tell me anything new. I was hoping to learn more about handling situations.
After our class discussion last week about plagiarism and cheating, I found it interesting and useful to read about it in ‘First Day to Final Grade’. I liked the idea of having students write drafts of their own work so that the professor can see first-hand that he/she is doing the work themselves. Spotting plagiarism, I believe, could be tricky. I like that the book listed different ways one can figure out whether or not a students work has been plagiarized. It was also reassuring that the average person will miss most of the plagiarized work itself. When teaching public speaking, the students are required to write out drafts, however it wouldn’t surprise me if one would result to the internet for a speech. I will use the tips that the books suggests to help further my knowledge of catching a plagiarized speech or any assignment for that matter.
My related reading this week is:
I am currently dealing with a few of the problems addressed this chapter. The first one has to do with inattentive students. As the semester progresses, I am finding it much harder to keep the class interested in lectures and activities. Instead they find it necessary to discuss what they did the previous weekend or what they are doing the upcoming one. The problem isn’t just with a few select students, as the book mentioned, but with the majority of the classroom.
One of the examples the book gave is to divide them into small groups to work on an assignment. I made this attempt a few weeks back, but to my surprise it didn’t really work. Although the students were placed at random, out of their ‘normal’ seating, I found the same problem occurring in some of the small groups. It almost seemed unfair to those that wanted to participate and listen because they were put off by everyone else chatting.
Another suggestion that McKeachie proposed was having each student write minute papers and then calling on the inattentive students to present what he/she has written down. I plan to incorporate this into my lecture over the next few weeks to see how it works. Teaching public speaking, this will also allow those students the chance for a short ‘improptu’ speech you could say, by having to present to the rest of the class. If this fails, then I will result to the last suggestion that McKeachie offered by having a general class feedback discussion about the issue.
Along the same lines as problem students, I am finding it interesting the absurd and numerous excuses a student will make to either miss class, turn in an assignment late, or why they didn’t have their assignment done in the first place. I was disappointed that McKeachie didn’t discuss what to do when someone gives you a bad excuse, or give examples. One thing that was proposed however was having students turn in outlines or a bibliography ahead of time to check their progress on an assignment. This is already a part of the curriculum for public speaking so it doesn’t really tell me anything new. I was hoping to learn more about handling situations.
After our class discussion last week about plagiarism and cheating, I found it interesting and useful to read about it in ‘First Day to Final Grade’. I liked the idea of having students write drafts of their own work so that the professor can see first-hand that he/she is doing the work themselves. Spotting plagiarism, I believe, could be tricky. I like that the book listed different ways one can figure out whether or not a students work has been plagiarized. It was also reassuring that the average person will miss most of the plagiarized work itself. When teaching public speaking, the students are required to write out drafts, however it wouldn’t surprise me if one would result to the internet for a speech. I will use the tips that the books suggests to help further my knowledge of catching a plagiarized speech or any assignment for that matter.
My related reading this week is:
Wednesday, September 30, 2009
The reading for this week was interesting to read about since I never knew so much went on ‘behind the scenes’ of testing. However, being a graduate teaching assistant of public speaking at NDSU doesn’t allow me to apply any of these strategies, or at least not yet.
In the communication department, we do not have the option to set up our own exams. All of our questions are planned ahead of time by a particular group of graduate students and are limited to multiple choice or true and false. I would prefer an exam that involved essay questions because I believe that the test taker has to apply more knowledge to them rather than answering a variety of basic questions that are straight out of the textbook.
Going back to what McKeachie had to say about types of testing though, it was brought to my attention about how many types of testing could possibly be done. I have never heard of ‘graphic representations of concepts’. I am interested to know what field of study this particular type of ‘testing’ would apply to because I do not see how it could be used in the communication field.
I am not disagreeing with what McKeachie had to say about alternate methods of testing, it is that most of them do not work in the field of communication, or at least not that I can see. Maybe someone else would have some good examples.
With that, I do not have any options with administering the exam to my class. Everything is pre-planned from review dates, exam dates, and the format that the exam is to be in. There is also no room for us to have our own grading procedures for the exam.
I found the section on ‘returning test papers’ very useful. McKeachie provided good information as to why handing them back and going over them in class can be useful to the student and help them learn from their mistakes. Looking back at my own experiences with exams, I also preferred covering the material in class afterwards, especially if it was going to be on a final exam. I am hoping that I will have the opportunity to present the students back their exams so they can see for themselves what areas they did well on and which areas they need at.
Another concept that McKeachie focused on was ‘reducing student frustration and aggression’. I enjoyed reading the bit of this that was there because I have never really thought much about it and I believe that professors should use strategies and provide guidance about tests more often. I found it interesting that those who wrote comments on their exam in the extra space provided resulted in those students having higher scores. Taking the time do read through everyones comments as to why they feel what answer is best would be quite time consuming, but I do think that it would be very beneficial and would like to test this out sometime in a class that I teach. I could see this working in public speaking because so many students in my classes right now feel the need to contradict many particular points that I make so it would be interesting to see what they would write on their exams if they felt as though the answer should be different than what has proposed.
In the communication department, we do not have the option to set up our own exams. All of our questions are planned ahead of time by a particular group of graduate students and are limited to multiple choice or true and false. I would prefer an exam that involved essay questions because I believe that the test taker has to apply more knowledge to them rather than answering a variety of basic questions that are straight out of the textbook.
Going back to what McKeachie had to say about types of testing though, it was brought to my attention about how many types of testing could possibly be done. I have never heard of ‘graphic representations of concepts’. I am interested to know what field of study this particular type of ‘testing’ would apply to because I do not see how it could be used in the communication field.
I am not disagreeing with what McKeachie had to say about alternate methods of testing, it is that most of them do not work in the field of communication, or at least not that I can see. Maybe someone else would have some good examples.
With that, I do not have any options with administering the exam to my class. Everything is pre-planned from review dates, exam dates, and the format that the exam is to be in. There is also no room for us to have our own grading procedures for the exam.
I found the section on ‘returning test papers’ very useful. McKeachie provided good information as to why handing them back and going over them in class can be useful to the student and help them learn from their mistakes. Looking back at my own experiences with exams, I also preferred covering the material in class afterwards, especially if it was going to be on a final exam. I am hoping that I will have the opportunity to present the students back their exams so they can see for themselves what areas they did well on and which areas they need at.
Another concept that McKeachie focused on was ‘reducing student frustration and aggression’. I enjoyed reading the bit of this that was there because I have never really thought much about it and I believe that professors should use strategies and provide guidance about tests more often. I found it interesting that those who wrote comments on their exam in the extra space provided resulted in those students having higher scores. Taking the time do read through everyones comments as to why they feel what answer is best would be quite time consuming, but I do think that it would be very beneficial and would like to test this out sometime in a class that I teach. I could see this working in public speaking because so many students in my classes right now feel the need to contradict many particular points that I make so it would be interesting to see what they would write on their exams if they felt as though the answer should be different than what has proposed.
Tuesday, September 22, 2009
Entry 4
McKeachie’s chapter on Cheating was very helpful to me in a few different ways.
The first thing that I found to be useful was the statistics about who cheats, why they cheat, and how they cheat. The book clearly stated my exact thought, “my students would never cheat.” I actually laughed when I read it because a teacher would never want to imagine their students as cheaters, only honest and hard-working students. I was shocked to find that those students who tend to cheat the most are those that are ‘above-average’, those in business or engineering majors, and those with lower GPA’s. It has led me to become more interested as to how all of these factors could correlate.
Why some students may cheat didn’t really surprise me, but I wish that McKeachie would have gone into more detail and given more examples as to why a student may do so. Some of the reason I could see a student cheating would be lack of time, the information may be too hard for them to memorize or maybe too much information, but of course there is always just pure laziness. McKeachie stated that students cheat because of the strong emphasis on grades today and that if they get high enough grades they will be rewarded, even if they didn’t ‘earn’ them.
The section about how students cheat didn’t reveal too much new information, pretty much stated the obvious forms of cheating. The one that did stand out to me was number 5 on the list: students use tapping, hand code, cell phones, instant messaging, or other communication. Reading this almost makes me paranoid that my students will be cheating on their first Comm 110 exam. The class is small, but everyone is so close and friendly with one another I may have to spread them out just to be on the safe side. I have a feeling I am going to be over cautious. With that, many of the students are having a hard time choosing a topic for their upcoming speech so I will be on the lookout for plagiarized speeches.
The second piece of information that I found to be very useful was how to prevent cheating from occurring. In the communication field, or at least in Comm. 110, the students have a class period that is designated to a review day. I am not sure how other departments or courses cover what is on the test before it is given, or if they even do, but I believe that this will help students be less prone to cheating. This review will allow them to reduce some pressure that the test may be causing by reviewing the information that has been covered thus far throughout the semester and allow them to answer questions or address concerns they might have in regards to the exam.
McKeachie states that a common form of cheating is copying a classmates’ paper. This is very likely to happen in my Comm. 110 course but with copying a speech from a previous student or online, rather than a paper. I have allowed my students many opportunities to ask questions and receive help from me personal and from their peers in relation to their speeches. I hope that by doing this they will feel more comfortable about a topic and allow themselves enough time to complete the speech in or out of class. With that, I have allowed students many chances to discuss with me previous work so they can get a clear understanding of what is expected of them and how they can reach that goal. All of this will hopefully make them more comfortable with assignments and exams by feeling prepared and knowing what is expected of them.
One thing I didn’t agree with in this section was how to handle cheating. There could be a fine-line between someone who looks like they may be cheating with a student that actually is. As a graduate student, I do not feel as though we have encountered or been in enough situations to handle this type of problem efficiency the first time. I wish McKeachie would have used more examples and explained how this situation can really be such a difficult thing to take control of.
Another topic that was of interest to me as well as helpful was the section on grading. I believe that grading systems have been a topic of concern for many for quite awhile. It was brought to my attention at the beginning of the semester in regards to the grading of Comm. 110. Past semesters used a grading system that only allowed a specific number of students to receive an ‘A’ or a ‘B’ in each class regardless of whether or not there might have been more students in the percentage category. I have been strongly against this type of grading since I can remember solely because I believe each person learns different and demonstrates their abilities of understanding and comprehension differently in which grades could be effected. Students shouldn’t be compared to their classmates and never feel obligated to ‘beat them’.
This semester the grading system has changed and I am thankful for that. It is back to the good old standardized percentage categories. As simple as this type of grading is, it can vary by the teacher. In my Comm 690 course this was demonstrated in groups as we all graded the same presentation but arrived with different grades. What one person may think is a ‘B’ grade the other may not.
Using the information I have from grading and correlating it with McKeachies perspectives as to whether or not they can provide useful information and whether or not we can trust them, is very hard. How can an employer trust the grades they receive on a transcript? Maybe the student did worse, or maybe they did better. The reason this chapter was helpful to me is because it really emphasized the importance of grades during their academic career and thereafter. It also benefited me by explaining how to deal with students who want to discuss their grade and how to keep grades consistent.
McKeachie also explains the benefits of goal orientation. I see this with students when we do group activities that require their own knowledge and being able to adapt it to the situation. They feel as though their time matters and they are learning something that will be useful to them either now or in the future.
http://tlt.suny.edu/originaldocumentation/library/cm/cheat.htm
The first thing that I found to be useful was the statistics about who cheats, why they cheat, and how they cheat. The book clearly stated my exact thought, “my students would never cheat.” I actually laughed when I read it because a teacher would never want to imagine their students as cheaters, only honest and hard-working students. I was shocked to find that those students who tend to cheat the most are those that are ‘above-average’, those in business or engineering majors, and those with lower GPA’s. It has led me to become more interested as to how all of these factors could correlate.
Why some students may cheat didn’t really surprise me, but I wish that McKeachie would have gone into more detail and given more examples as to why a student may do so. Some of the reason I could see a student cheating would be lack of time, the information may be too hard for them to memorize or maybe too much information, but of course there is always just pure laziness. McKeachie stated that students cheat because of the strong emphasis on grades today and that if they get high enough grades they will be rewarded, even if they didn’t ‘earn’ them.
The section about how students cheat didn’t reveal too much new information, pretty much stated the obvious forms of cheating. The one that did stand out to me was number 5 on the list: students use tapping, hand code, cell phones, instant messaging, or other communication. Reading this almost makes me paranoid that my students will be cheating on their first Comm 110 exam. The class is small, but everyone is so close and friendly with one another I may have to spread them out just to be on the safe side. I have a feeling I am going to be over cautious. With that, many of the students are having a hard time choosing a topic for their upcoming speech so I will be on the lookout for plagiarized speeches.
The second piece of information that I found to be very useful was how to prevent cheating from occurring. In the communication field, or at least in Comm. 110, the students have a class period that is designated to a review day. I am not sure how other departments or courses cover what is on the test before it is given, or if they even do, but I believe that this will help students be less prone to cheating. This review will allow them to reduce some pressure that the test may be causing by reviewing the information that has been covered thus far throughout the semester and allow them to answer questions or address concerns they might have in regards to the exam.
McKeachie states that a common form of cheating is copying a classmates’ paper. This is very likely to happen in my Comm. 110 course but with copying a speech from a previous student or online, rather than a paper. I have allowed my students many opportunities to ask questions and receive help from me personal and from their peers in relation to their speeches. I hope that by doing this they will feel more comfortable about a topic and allow themselves enough time to complete the speech in or out of class. With that, I have allowed students many chances to discuss with me previous work so they can get a clear understanding of what is expected of them and how they can reach that goal. All of this will hopefully make them more comfortable with assignments and exams by feeling prepared and knowing what is expected of them.
One thing I didn’t agree with in this section was how to handle cheating. There could be a fine-line between someone who looks like they may be cheating with a student that actually is. As a graduate student, I do not feel as though we have encountered or been in enough situations to handle this type of problem efficiency the first time. I wish McKeachie would have used more examples and explained how this situation can really be such a difficult thing to take control of.
Another topic that was of interest to me as well as helpful was the section on grading. I believe that grading systems have been a topic of concern for many for quite awhile. It was brought to my attention at the beginning of the semester in regards to the grading of Comm. 110. Past semesters used a grading system that only allowed a specific number of students to receive an ‘A’ or a ‘B’ in each class regardless of whether or not there might have been more students in the percentage category. I have been strongly against this type of grading since I can remember solely because I believe each person learns different and demonstrates their abilities of understanding and comprehension differently in which grades could be effected. Students shouldn’t be compared to their classmates and never feel obligated to ‘beat them’.
This semester the grading system has changed and I am thankful for that. It is back to the good old standardized percentage categories. As simple as this type of grading is, it can vary by the teacher. In my Comm 690 course this was demonstrated in groups as we all graded the same presentation but arrived with different grades. What one person may think is a ‘B’ grade the other may not.
Using the information I have from grading and correlating it with McKeachies perspectives as to whether or not they can provide useful information and whether or not we can trust them, is very hard. How can an employer trust the grades they receive on a transcript? Maybe the student did worse, or maybe they did better. The reason this chapter was helpful to me is because it really emphasized the importance of grades during their academic career and thereafter. It also benefited me by explaining how to deal with students who want to discuss their grade and how to keep grades consistent.
McKeachie also explains the benefits of goal orientation. I see this with students when we do group activities that require their own knowledge and being able to adapt it to the situation. They feel as though their time matters and they are learning something that will be useful to them either now or in the future.
http://tlt.suny.edu/originaldocumentation/library/cm/cheat.htm
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