was team teaching; now FACTS?
Robinson, Dr. David
drobinson at BELLARMINE.EDU
Wed Jul 14 09:42:21 EST 1999
But isn't Purves' emphasis on teaching "skills" (and his de-emphasis of
"facts") going to result in college graduates who might be excellent at
problem-solving, but who will have a poor grasp of what the "problem" is
that they are trying to solve? Since Bill is now recommending this same
approach be applied by high-school science teachers too, what he is
essentially saying is that we are expecting students to postpone "learning
the facts" until graduate school. But graduate school is a time for
specialization (once there, a student only focuses on one particular facet
of biology). I still say that the undergraduate years are the best time for
students to become generalists in their major. Higher-order thinking is only
going to be successful when they can speak "the language", and if you've
ever studied a foreign language you know that learning (yes, even
memorizing!) vocabulary is a critical part of that process.
Dave Robinson, Bellarmine
> -----Original Message-----
> From: purves at thuban.ac.hmc.edu [SMTP:purves at thuban.ac.hmc.edu]
> Sent: Tuesday, July 13, 1999 9:30 PM
> To: plant-ed at net.bio.net
> Subject: Re: was team teaching; now FACTS?
> Pardon me for taking up yet more bandwidth, but the discussion is growing.
> Dave put one nickel in me, and another member of the group said to me
> in a private e-mail, earlier today:
> >Thanks for saying the things you have. I feel somewhat more
> >comfortable with what I've done academically for my students (and
> >professionally) but could you expand a little (I wouldn't mind a lot,
> >actually) more on the "HOW to ACQUIRE skills? I know, I know. I am a
> >"There is always one of those." I quess I want to see "educating" from a
> >perspective different from the ones I have so far considered. Perhaps
> >after reading your answer I'll get another "better idea."
> >Best wishes.
> I'm responding to him as follows and figured I may as well share the
> thoughts with the group. Some you've heard before...
> Skills won't come from listening to lectures, nor will facts. Lectures
> sure are fun to give, but... perhaps their best contribution might be
> the generation of interest among some of the students.
> Skills come from practice. The first place that comes to mind is
> the lab/field. Some courses work; some don't. I suspect that some labs
> that are ineffective in one setting may be effective in another.
> A brief description of a lab approach I like (hey, I used to teach in
> that course) appears on p. 35 of "Beyond Bio 101," the HHMI publication
> that also appears on the web. It's the one used at Harvey Mudd.
> In that course, students work intensively on a rather small set of
> lab/field skills, AND on the skills associated with analyzing data
> and writing technical publications. The course is also writing-
> Suppose we give up one or two of the lectures (each week) formerly
> used in conventional ways. Without adding to the students' contact
> hours, that time can be used to have students do projects in small
> teams. The projects can culminate in posters, web pages,
> in-recitation-section presentations,... It is important that the
> students see what other groups have done. During project development
> (while students are seeking information--"facts"!--from books, from
> other library sources, from the DANGEROUS but important Web, from
> faculty/gradstudents, from CDROMs, whatever...) students can discuss
> their progress in recitation sections. Peer feedback can be very
> useful. Students might do, say, three such projects per semester.
> Labs and recitations can be resource-intensive for a department. What
> other avenues might we pursue?
> * Exams should be learning devices. DURING AN EXAM is when every
> student feels a need to LEARN. I agree with Quent that open-book
> exams make sense--although I'd modify that to allow open notes
> and perhaps discourage/prevent having books open in exams.
> It is likely that different courses might find open books of
> different utility. For my introductory biology course, I found
> it a terrible waste of student time for them to be madly flipping
> pages in my huge book--it was the WRONG RESOURCE for them during
> my exams. Notes were much more useful, for many students.
> I'd suggest using open-notes exams and ALLOWING TIME IN CLASS
> after exams have been graded to discuss how students might have
> made best use of their notes--how best to have LEARNED from them
> on the spot. And how best to prepare notes for use in exams in
> that particular course. You can go for broke and have students
> take exams as student pairs--I was experimenting with that in
> my last couple of years at Mudd and would cheerfully experiment
> with an expansion of it.
> * When I switched to open-book or open-notes testing, it didn't
> cause me any extra work in exam preparation. For my taste,
> the most useful exams are ones that involve SKILLS: I like
> quantitative problems (hard to come by in many important topic
> areas, of course) and "things to figure out," such as having
> students reason from data. Explaining things in brief essays
> is also a skill, or a set of skills. Yes, it IS much more
> time-consuming to grade such exams, but it can be done. Even
> in very large classes. The time spent that way is partially
> recouped by giving up some of those lectures ;-)
> * Different strokes for different folks... but there are some
> interesting ideas in "Beyond Bio 101" (among other sources).
> There are some I look at askance, but they may very well work
> for the instructors who use them!
> * Consider NOT assigning the textbook as a string of chapters
> to be read/learned/memorized/whatever. How about saying
> that it's A source, and then giving examples of how to look
> something up in it? and encouraging students to seek help in
> making use of the book? Some students will want to read the
> book in a conventional way. Good for them... maybe. They're
> likely to be reading it very passively.
> * How about replacing normal class expectations in an intro course
> by assigning a small number of projects, to be done in teams,
> as the GUTS of the course? (I'm just speculating here.) You'll
> need to figure out how to help the students get the information
> they want (that could even involve an occasional ten-minute
> LECTURE on something where students indicated a real need for
> * I agree that facts are essential. But I firmly believe that
> facts are LEARNED at the student's whim. I'd like her to
> decide what facts she wants/needs in order to get through some
> reasonable projects. Another student may get another set.
> But they will have gotten the sets because THEY wanted to.
> It's our job to help the students get them. One of the best
> ways is to let the students know you're there to help them
> find out what THEY seek. Then they can start helping each
> p.s. We're not teaching kindergarten, but Quent has a point about
> those teachers managing to reduce content. The most horrifying
> thing I've ever heard was said by a friend of mine, who teaches
> AP bio in one of the academically hottest public high schools
> in greater L.A. He told me, and I've heard him tell his classes,
> that he will "hold them responsible for every detail" in my
> book. I'd have gotten in trouble with the law if I'd killed him.
> William K. Purves Vice President/Editorial Director
> The Mona Group LLC West Coast Office
> 2817 N. Mountain Avenue phone: 909.626.4859
> Claremont, CA 91711-1550 fax: 909.626.7030
> e-mail: purves at monagroup.com
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