In other words, you gave these highly motivated ( at least with regard to this problem) students three or four excellent lectures and then they constructed the knowledge based on those lectures. Is there anyone who doesn't think that is a super way to teach?
>>I bring this up because in order to be able to reconstruct something >>you have forgotten, you much understand it at a level seldom attained >>by listening to a lecture. > >>A lecture in a darkened room is deadly.\ >>Eileen Schoaff >>Buffalo State College >> > >Agreed. One of my favorite examples of this regards the Rubik's cube. When >I taught junior high, my students were impressed that I was able to solve >the Rubik's Cube. So, I offered any student extra credit who could solve >the Rubik's Cube (and not by removing the stickers. I would actually >scramble the cube and watch them solve it :) ). I also told them that I >would give them advice on solving it. Several students took me up on my >advice offer. But the advice I offered wasn't "perform this particular >sequence of turns." Rather, I suggested that they look for and explore >sequences of turns on their own that only affect certain sections of the >cube. What I found is that, by giving only two or three sentences of >advice, persistent students were able to *construct* solutions on their own. >And, always, their solutions and sequences of turns were much different than >mine. Thus, they understood how to solve the cube without my having to give >them my particular, detailed solution. > >Norm Krumpe > > > John Benson Evanston Township High School 715 South Boulevard Evanston Illinois 60204 Evanston IL 60202-2907 (708) 492-5848 (708) 492-5848