Re: "lecture preparation": a new form of active learning?

L Smith <[EMAIL PROTECTED]> wrote in message news:<[EMAIL PROTECTED]>...
> Amir Michail wrote:
> 
> >Hi,
> >
> >I was wondering if you could give me feedback on the following idea
> >for active learning. (I don't know if it is new or not.)
> >
> >The idea is this:
> >
> >* allocate say 20% of the final mark for "lecture preparation"
> >
> >* release detailed lecture notes one week in advance; if detailed
> >  lecture notes are not available, then at least release the standard
> >  notes along with some references that students can look up
> >
> >[snip]
> >
>   I have tried something similar. I took some of the 'optional' course 
> material, and had half
> the class prepare lectures one one topic while the other half prepared a 
> different topic. I
> then had the two halves of the class present the material to the other half.

In grad school my advisor did a "reading" course on geophysical fluid
dynamics in which the students (actually "his" students since all of
us were doing degress under him) each took turns presenting a section
or more out of the text.  IIRC he also took an occasional turn.  It is
true the best way to learn material is to teach it (especially if your
fellow students are ready to make you look like an idiot if you don't
know what you're talking about), but that was grad school and a small
group setting.

> 
>   The biggest problem you're going to have with this is the fact that 
> the students are going
> to think that you're not doing your job. From their standpoint, you are 
> supposed to be
> the expert at the front of the room teaching them the material, and they 
> will believe that you
> are making them do their job.

Thanks was my first reaction, too.  The idea of having students not
come into the lectures cold is a good one though.

>   If  you decide to try this, you'll need much more than one week's 
> worth of preparation.
> You're going to have to spend most of the term getting them comfortable 
> with the idea
> and familiar with what you're trying to do.
> 
>   Personally, I think this is a little risky unless you're a very 
> accomplished and experienced
> instructor, and there are plenty of proven techniques around that won't 
> irritate the students
> quite so much. Check into any papers by Rich Felder, and look at the 
> book "Teaching
> Engineering" by Wankat (McGraw-Hill) for ideas. (If you want to contact 
> me off-line, I
> can suggest a few things I found that work real well.)
> 
> Rich Lemert

Regards,
Russell