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January 2009

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From:
Janet Nepkie <[log in to unmask]>
Reply To:
Teaching Breakfast List <[log in to unmask]>
Date:
Tue, 27 Jan 2009 16:47:05 -0500
Content-Type:
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HI, Harry,
As always, your ideas, sparked by Jim's articles and thoughts, are very interesting.
I'd like to use whatever technology will accelerate student learning and increase its quality.
I am concerned, however, about the sort of learning that may result from simply having students choose sources and learning goals, such as seems to be the case with Rip-Mix and Burn.  Who is the judge of the quality of information gathered by the student, and when is the student told that his information is, or is not, good?
Also, this sounds like  a LOT of correction of highly individualized student work product, and that sounds like a LOT of time required for grading.

BUt Harry  - -please tell me more.
Thanks
Janet

Dr. J. Nepkie
SUNY Distinguished Service Professor
Professor of Music and Music Industry
Music Department
State University of New York College at Oneonta
Oneonta, New York 13820
Ph. (607) 436 3425
Fax 607 436 2718
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-----Original Message-----
From: Teaching Breakfast List on behalf of [log in to unmask]
Sent: Tue 1/27/2009 4:28 PM
To: [log in to unmask]
Subject: Re: note-taking
 
Dear TBers,
One possible response is what is called the Rip-Mix-Learn classroom.  (I will quickly add for Janet's benefit that it doesn't necessarily involved copyright violation, unlike the problems with Rip-Mix-Burn.)  I have read a bit about this and find it to be very interesting.  The idea is that the professor creates a basic set of notes, distributes them at the beginning of the semester, and then each individual student annotates the notes using any desired combination of web URLs and images, movies, comments, cell phone images, etc.  Each set of notes would end up being different, but each would not only cover the essential general material, but also focus on how the topics relate to the interests of the individual student.  For example, a student interested in China who is taking an environmental course might choose to add material to the notes that relate to environmental problems in China.  Or, a student who is interested in fly fishing in that same environmental course might choose to relate environmental problems to fresh water fishing (an idea actually suggested by one of my students last year). 
 
I am especially interested in discussing how this might integrate the cell phone (yes, those ubiquitous irritations) into the fabric of education.  If the students are all going to use them, we might as well think about how they can be useful (the cell phones, not the students).  
 
I haven't seen anyone who has really mastered this approach yet, but it is a possibility that might be explored.  There are even some interesting possibilities for each student to post his/her notes for the class, so that others (beside the professor) can see what might be done with a given topic.  
 
Just an idea for you to think about.
 
Harry

________________________________

From: Teaching Breakfast List on behalf of Janet Nepkie
Sent: Tue 1/27/2009 2:43 PM
To: [log in to unmask]
Subject: Re: note-taking



Jim, Terry et al.
Terry's idea about discussing note-taking is a good idea. I'd like to propose another idea, too.

I've just finished Chris Anderson's update of his book "The Long Tail," which is all about how niche marketing to MANY people earns a larger profit than marketing "hits" to fewer people, providing the delivery system for the sale of products is free or nearly free.

The book made me wonder about niche teaching, (if you understand what I'm trying to say).
How can we teach a large body of knowledge but deliver it in ways that are relevant to each individual?
We might use technology for part of that task, or smaller groups of students, but one thing we CAN'T is add more hours to the teacher's load. That won't actually help students.

If I've made a clear statement and question, does anyone have any thought or answers?

Thanks
Janet


-----Original Message-----
From: Teaching Breakfast List on behalf of Terry L. Helser
Sent: Tue 1/27/2009 11:02 AM
To: [log in to unmask]
Subject: FW: note-taking

This is part of a note taking thread on chem ed list. Relevant?
Terry

------ Forwarded Message
From: Ellen Loehman <[log in to unmask]>
Reply-To: CHEMED-L <[log in to unmask]>
Date: Mon, 26 Jan 2009 19:03:50 -0700
To: CHEMED-L <[log in to unmask]>
Subject: Re: note-taking

on 1/26/09 9:33 AM Brenda Gelinas wrote:

> What does education research say about note taking?  Have there been good
> studies done?  Is the fill in the blank method with powerpoints notes as
> effective as let's say the Cornell note taking method?

Marzano, Pickering & Pollock,
Classroom Instruction that Works: Research-based Strategies for Increasing
Student Achievement
ASCD

Admittedly for the K-12 classroom, but you college folks might find some
gems in the lower echelons of education. The strategies are ranked in order
of effect size and validity of metadata.

#1. Identifying similarities and differences
    Percentile gains 31%-46%
#2. Summarizing and note taking
    Percentile gains 23%-47%
    There is a long chapter on types of note-taking
#3. Reinforcing effort and providing recognition
    Percentile gains 22%-48%
#4. Homework and practice
    Percentile gains 1%-24%
#5. Nonlinguistic representations
    Percentile gains  19%-40%
#7  Cooperative learning
    Percentile gains 0%-28%
#8  Setting objectives and providing feedback
    Percentile gains 18%-41%
#9  Generating and testing hypotheses
    Percentile gains 2%-28%
#10 Cues, questions and advanced organizers
    Percentile gains 10%-39%

The first two strategies are especially recommended.


- - - - - - - - - - - - - - - - - -
Ellen Loehman
[log in to unmask]

------ End of Forwarded Message

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