Teaching Techniques: In-class quizzes

I have just learned of a very interesting technique used to teach classes.  In this technique, the professor generates a 3-question quiz for the class.  Each question is made in a way to summarize one of the 3 points planned for teaching in that day.  If a large percentage of the class gets it wrong, then the lecture continues until it is finished, when the second question is posed for the second point, and so on.  If a large percentage gets it right, say about 95% or more, then the topic is skipped, and the second question is presented.  If slightly fewer people get it right, say about 85%, then the students have an opportunity to discuss it with each other, and the percentage rises to the 95% level or so, then the lecture for that topic is skipped for the day, because the students obviously understand it well enough already.

Interesting idea.  This was developed by a professor at Harvard.  It seems to work very well in idea.  The question is, how do you get the students to actually read the material beforehand in order to understand the topics and pass the quizzes?

Teaching Statement

I commit myself to actively helping those I teach to

Learning responsibility and creativity
Learning the value of community service
Keep lessons and material as plain and simple as possible to encourage learning.
Develop an interest in learning and in the world around them.

Prayer

When's the last time I prayed for my class? When's the last time I really thought about their needs? When's the last time I prepared my lesson according to the answers I got for these questions?

What if my student already knows what to do?

We are discussing the physics labs that we have worked on, and that I started for the department nearly a year ago.  One topic brought up was what to do with people who have already seen the material, know what to do, and are getting bored because they have to sit through it again.  One professor here suggested delegating these students to help out with tutoring or mentoring the new students.  Not only would this keep them from getting bored, but it would also help them review and solidify the topic in their own minds.

So, if your students know the material, utilize them!

Tips on presenting complicated material

Today, Shane Larson from the USU Physics department spoke on presenting complicated material.  Here are a few point that I got from it:

• Imagery: helps the peers feel like part of the group – makes the topic approachable.  It also acts as a pathway to the topic.  Use lots of images that are applicable to the topic
• Inserting your email on the title page indicates that you are willing to answer questions
• Practice: Ask others to listen to the presentation and give advice
• Listen to others speak!
• Ted.com has lots of speeches - consider listening to one or two occasionally
• Only add the equations (or part of equations) if you’re going to use it and it is essential to the discussion

Where am I going?

I have recently begun to do extra tutoring on the website Tutor.com. I have learned a number of simple things, but mostly just getting the ropes on basics in online tutoring.

Tonight I had a session that really helped me. I was in a really good session. The question was on momentum, and for the first time in a couple of weeks, I was dead sure of where to go. Unfortunately, the student was rather unresponsive. Every 10 minutes or so, he would say "So, what do I do?" First, this in annoying to me since it really comes down to mean "So, tell me the answer!" Besides that, I was in the middle of showing him what to do. Ok, venting done...

After the session, I began thinking about why he didn't understand what I was doing. Then I realized that I had an advantage he didn't: I knew where I was going and how to get there. So, perhaps in our teaching, it would be wise to say:

1. Here's the problem...

2. Here's what we have and what we need...

3. HERE'S HOW WE'RE GOING TO GET THERE...

If the student has a basic outline of the procedure, then he'll be able to follow along 100 times better than before.

No iPods? Why?

I began thinking about students getting lost in their electronic gadgets in the middle of class. Is it annoying to you, the teacher? Absolutely. But why is it annoying? Is it because they're not paying attention to the material, or because they're not paying attention to you? The first thing we should think of when asking them to pay attention is say, "Why?"

For example, if I were teaching a physics class, and I say "Put away the iPod," the students would usually do it grudgingly. But if I make it clear in the first place, saying "iPods are not allowed, because if you pay attention in this class instead, you will begin to see how physics is all around you in the world and how spectacular it is, and possibly you'll even learn how your iPod works," then it gives them more of a motivation--more of something to look forward to in my class.