[CAUT] students productivity

[Mccoy, Alan]

Paul,

You might encourage note-taking if create a form for each of the students, which you then print off and give to them. The form is an outline of topics you plan on covering for each session. You make the form so that there is room for their notes under each topic. It can keep you on topic as well as them. Also when you do a recap for the quiz (you do want to build in redundancy, right?) you can use the form as a guide for the review. If they see nothing on their form for a topic, they may take the cue that they should ask a question or two. Their homework for each class is to fill out the form based on what they learned that day. Again, redundancy is an important part of the learning process. And them putting ideas and practices into their own language is critical to learning as well. Having such a form will probably make it easier for you to keep track of each section of the class.

Alan


-- Alan McCoy, RPT
Eastern Washington University
amccoy at ewu.edu
509-359-4627 (message Pacific time)
509-999-9512 (cell Pacific time)


________________________________
From: Paul T Williams <pwilliams4 at unlnotes.unl.edu>
Reply-To: CAUTlist <caut at ptg.org>
Date: Thu, 11 Feb 2010 15:01:22 -0800
To: CAUTlist <caut at ptg.org>
Subject: [CAUT] students productivity

Hi all,
I have 6 students this semester which I was able to "split" into to classes of three each two times/week. I have no real way to teach 6 at once as I am not a lecturer, but a hands-on teaching kind of guy, the shop is small, can't keep 2 eyes on 12 eyes and hands etc.

This sounded good at first, but now teaching everything twice, it's becoming a pain; and it's hard to think of what each class has learned.  I'm trying to arrange it to teach the same thing each time. but I forget "little" things for each of them that might be on their quizzes. March 4 is quiz #2 over regulation processes/downbearning vs. upbearing, agraffes/aliquotes/capo, etc....but who did I tell things to? Many of my quiz tests are from vocal instruction.  None of them ever take notes!! Nor have they ever!!

The question is that I am having trouble with is that I think I am getting 4 man-hours of work from each class, but sadly, I'm getting about 1/2 man-hour per 1 hour class.  I guess this is a backfire.  I can re-bush a half a set of front rail bushings in the time it takes them to do a dozen.

At least they are learning something in the process.  I'm sorry I split this class in half!!  Anyone else do this?

Best,
Paul

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