Monday, October 4, 2010
As we move past the beginning and approach the middle of the semester, we are trying new things and experimenting with new formats. We are learning what wroks, and what needs some tweaks. Some of us are teaching new classes, others are teaching the same classes in a new way. This is my second year of teaching Remedies as an ASP course, and here are some of the new things I am trying. Some are going well, others need more tweaks in teh coming weeks:
1) My student's don't use a traditional casebook (until Mike Schwartz's comes out) so I send them their reading in chunks. I don't know how this will work. But my rationale for the change is that I can better tailor the reading to the movement of the class if I periodically review where we are and where we want to go throughout the semester rather than give them everything at once. I add questions and comments to the reading, and this way, I can tailor my questions and comments in the text to what the students are struggling with in the material.
2) I am definitely using handouts to go with my PowerPoints. I know, I should have been doing this from the start. I would love to say my rationale was that I researched the science and saw that handouts scaffold the material learned in class, and therefore, make for better learning by students. That is 75% of my rationale. The other 25% has to do with attention in class. I really don't like giving away my PowerPoints because I believe it reduces the motivation to be alert and attentive in class. I teach at night, and I could be Robin Williams and students would still want to zone out. If I create a handout the acts as a roadmap to where we are going, they can fill in the pertinent information. I am hoping this method also helps students start to see what they should be taking notes on in their other classes. If I give them a template, they will (hopefully) extrapolate what are the important headings to their other classes.
3) I am trying a slower movement through the material. I am trying to go one step deeper with the material, making deeper connections between the material and what students should be thinking. This is an ongoing metacognitive process for me. I am not only re-reading the material, but stopping myself to ask why? when I write notes on the case.