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« Reply #6975 on: December 07, 2009, 11:00:55 PM »

According to my post total, I need a hobby.
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« Reply #6976 on: December 07, 2009, 11:02:58 PM »

I just had to share this.  This one of the funniest skits I've ever seen on youtube:

http://www.youtube.com/watch?v=HBsdV--kLoQ
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« Reply #6977 on: December 08, 2009, 09:48:34 AM »

I don't  wanna go to work today, no how no way!!!!  Ahhhh, the joys of being independently unwealthy!! LOL

So its of to work I go, and I will chose to have a great day...................
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« Reply #6978 on: December 08, 2009, 10:01:40 PM »

So, here I am, watching the Biggest Loser finale, and making a whole box of Mac and Cheese for dinner  Cheesy
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« Reply #6979 on: December 09, 2009, 11:24:53 AM »

I wonder if I will make 4000 posts by the end of the year.
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« Reply #6980 on: December 09, 2009, 11:29:51 AM »

I wonder if I will make 4000 posts by the end of the year.

(Intent + determination) * action = success!
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« Reply #6981 on: December 09, 2009, 02:23:26 PM »

After helping to tutor some students this morning who "only had four problems to do," I have established the Law of Mathematical Homework: The amount of homework assigned in a mathematics course is inversely proportional to the difficulty of the problems.
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« Reply #6982 on: December 09, 2009, 03:09:57 PM »

After helping to tutor some students this morning who "only had four problems to do," I have established the Law of Mathematical Homework: The amount of homework assigned in a mathematics course is inversely proportional to the difficulty of the problems.
LOL. My state has a very low S.E.S. If we assign homework too often, we can be assured that less than half of our students will complete it. I usually only give home work three nigths a week and I only assign five to ten problems per assignment. When we are covering simple problems like solving two step equations, I will give ten problems. When we are doing very long drawn out problems like solving systems of equations, I will assign five problems. All other drill and practice is done in class.
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« Reply #6983 on: December 09, 2009, 03:21:26 PM »

LOL. My state has a very low S.E.S. If we assign homework too often, we can be assured that less than half of our students will complete it. I usually only give home work three nigths a week and I only assign five to ten problems per assignment. When we are covering simple problems like solving two step equations, I will give ten problems. When we are doing very long drawn out problems like solving systems of equations, I will assign five problems. All other drill and practice is done in class.
What is a S.E.S.?

I still remember, in high school, being constantly bombarded with tonnes of homework each night.  Though, looking back, I cannot believe I thought *that* was a heavy workload. Tongue
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« Reply #6984 on: December 09, 2009, 03:23:24 PM »

I could do all my high school homework in less than an hour; afterwards, I rode my bike when the weather was nice.   Cheesy
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« Reply #6985 on: December 09, 2009, 03:24:47 PM »

LOL. My state has a very low S.E.S. If we assign homework too often, we can be assured that less than half of our students will complete it. I usually only give home work three nigths a week and I only assign five to ten problems per assignment. When we are covering simple problems like solving two step equations, I will give ten problems. When we are doing very long drawn out problems like solving systems of equations, I will assign five problems. All other drill and practice is done in class.
What is a S.E.S.?

I still remember, in high school, being constantly bombarded with tonnes of homework each night.  Though, looking back, I cannot believe I thought *that* was a heavy workload. Tongue
Socio-economic status.
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« Reply #6986 on: December 09, 2009, 03:52:12 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
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« Reply #6987 on: December 09, 2009, 03:57:38 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?

to make you conformed, disciplined, and in general a good boy
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« Reply #6988 on: December 09, 2009, 03:58:26 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.
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« Reply #6989 on: December 09, 2009, 04:03:17 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?

to make you conformed, disciplined, and in general a good boy

Well, we can see that didn't work Wink
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« Reply #6990 on: December 09, 2009, 04:04:00 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.

Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
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« Reply #6991 on: December 09, 2009, 04:05:32 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.

Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?
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« Reply #6992 on: December 09, 2009, 04:08:42 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?

Some people get it without the homework, some people need the repetition to understand the underlying principle.  For being a man of the people, you sure don't do well understanding different learning needs...
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« Reply #6993 on: December 09, 2009, 04:08:43 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.

Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?

Having been forced to endure some of the teaching methods you speak of in Secondary School...I'd say that without the hint of hesitation or doubt. Nothing like taking a month to teach a subject that should take one lecture hour.
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« Reply #6994 on: December 09, 2009, 04:11:01 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?

to make you conformed, disciplined, and in general a good boy

You will be assimilated.  Resistance is futile.
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« Reply #6995 on: December 09, 2009, 04:15:12 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?

Some people get it without the homework, some people need the repetition to understand the underlying principle.  For being a man of the people, you sure don't do well understanding different learning needs...

But you know me well enough to know that I'm also an elitist when it comes to academic circles; especially the most reverend and esteemed discipline of mathematics...heck, I get offended when engineers use mathematical principles they are unable to derive and prove using the fundamental axioms of number theory, analysis, and topology. Wink
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« Reply #6996 on: December 09, 2009, 04:24:29 PM »

I find one of the major problems is that theory is becoming a footnote to application.  I.e.:  First year chem students who love "lab work", but still are dumbfounded by basic reaction stoichiometry.  Application can be used to help explain theory, but should never replace it.
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« Reply #6997 on: December 09, 2009, 04:29:00 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.
Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?

Having been forced to endure some of the teaching methods you speak of in Secondary School...I'd say that without the hint of hesitation or doubt. Nothing like taking a month to teach a subject that should take one lecture hour.
Look, lecture is for me the best method of learning. But I am a fairly intelligent person, as are you. However, for most students this method does not work as well. In fact, most research demonstrates that of all the teaching methods regurlarly used, lecture has the least positive effect. Sorry to say that this but for the masses, there is no evidence that lectures are effective.
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« Reply #6998 on: December 09, 2009, 04:36:25 PM »

I find one of the major problems is that theory is becoming a footnote to application.  I.e.:  First year chem students who love "lab work", but still are dumbfounded by basic reaction stoichiometry.  Application can be used to help explain theory, but should never replace it.

The teaching of practice without theory is a huge problem in modern education and without a grasp of theory, students will never fully understand or appreciate the practical implications. The one University that I'm aware of that has made at least decent inroads to correcting this paradigm is MIT.

How can you teach 'basic algebra' without having first introduced groups, rings, and fields? Why jump to applied calculus without covering analysis? What good is programming without a grasp of algorithmic analysis and digital logic? Who ever thought of teaching Classical Mechanics without at least enough Relativity and Quantum Mechanics to explain WHY it works that way? And what good does it do anyone to be able to name all the parts of a cell on a cartoon picture if you don't grasp neural networks, cell signaling, evolutionary biology, etc.?

We're behind in the sciences because we don't teach the sciences, we teach out of the Cliff's notes, teach just enough to past the (dumbed down) tests.
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« Reply #6999 on: December 09, 2009, 04:53:24 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.
Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?

Having been forced to endure some of the teaching methods you speak of in Secondary School...I'd say that without the hint of hesitation or doubt. Nothing like taking a month to teach a subject that should take one lecture hour.
Look, lecture is for me the best method of learning. But I am a fairly intelligent person, as are you. However, for most students this method does not work as well. In fact, most research demonstrates that of all the teaching methods regurlarly used, lecture has the least positive effect. Sorry to say that this but for the masses, there is no evidence that lectures are effective.


I remember in high school that we spent probably a semester (between Pre-Calculus and Calculus I) teaching the concept of an integral. 'Exploring' this idea of area under the curve being approximated by rectangles, belabouring a concept as simple as the limit week after week, then doing it all again the following year. It's a VERY simple concept, one lecture to introduce the concept, one more to provide the theoretical background, two more to derive the 'rules' used for practical application...with class every day, that's LESS than ONE WEEK. If it would make people feel better, you could spend the last day of that week going over examples to make the concept obvious (as though it wouldn't be already), the next week you could move on to something else.

Lecture is a better approach for two reasons, first it gives you all the information in a logically ordered fashion making it much easier to grasp and internalize the subject than the shotgun approach of 'exploration'. Secondly, and most importantly, the lecture is MUCH more efficient, as I discussed above, you can do in a week what in some schools today will occupy a semester. Education takes long enough without slowing instruction down to a snail's pace, to do so wastes time that could be spent on other topics, DEPRIVING students of the education they deserve.

There's a place for 'exploration', we call it research. It's MUCH harder, not easier, than learning from a lecture. Giving the choice of 'exploring' the Riemann Hypothesis myself or sitting down and have someone lecture me on how it's proven, I certainly know what choice I'd take; unfortunately, we enjoy no such luxury on this matter. If someone thinks mathematical research is easier than a lecture on mathematics, they'd do much better to start publishing their own original proofs than sitting through a high school math class.
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« Reply #7000 on: December 09, 2009, 05:28:33 PM »

^ How about Dean of Dignified Discussion?

 Smiley  Don't Deans have be be appointed or chosen as opposed to claiming the title on their own?   If so, I guess it would be the Moderators and Admins who would be the committee...  Grin

Come on, that's not the American way. Just look at the way Americans have screwed up reinvented the martial arts, with all sorts of people creating their own styles and declaring themselves super duper 10th dan supreme grand masters. Just declare yourself dean, and ignore the naysayers!  Tongue

It would be so wrong.  Peer review of ones work and not promoting oneself is the proper way for Deans, I think.   Wink Smiley
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« Reply #7001 on: December 09, 2009, 05:48:22 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?

Some people get it without the homework, some people need the repetition to understand the underlying principle.  For being a man of the people, you sure don't do well understanding different learning needs...

But you know me well enough to know that I'm also an elitist when it comes to academic circles; especially the most reverend and esteemed discipline of mathematics...heck, I get offended when engineers use mathematical principles they are unable to derive and prove using the fundamental axioms of number theory, analysis, and topology. Wink

Let's face it - your elitism has been waning lately.  4 years ago your last statement would have said "heck, I get offended by engineers" instead of its current form.
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« Reply #7002 on: December 09, 2009, 05:51:30 PM »

^ How about Dean of Dignified Discussion?

 Smiley  Don't Deans have be be appointed or chosen as opposed to claiming the title on their own?   If so, I guess it would be the Moderators and Admins who would be the committee...  Grin

Come on, that's not the American way. Just look at the way Americans have screwed up reinvented the martial arts, with all sorts of people creating their own styles and declaring themselves super duper 10th dan supreme grand masters. Just declare yourself dean, and ignore the naysayers!  Tongue

It would be so wrong.  Peer review of ones work and not promoting oneself is the proper way for Deans, I think.   Wink Smiley

What about the Dean of Mean, Keith Jardine? He's terrible, but he doesn't let that stop him...

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« Reply #7003 on: December 09, 2009, 07:14:05 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.
Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?

Having been forced to endure some of the teaching methods you speak of in Secondary School...I'd say that without the hint of hesitation or doubt. Nothing like taking a month to teach a subject that should take one lecture hour.
Look, lecture is for me the best method of learning. But I am a fairly intelligent person, as are you. However, for most students this method does not work as well. In fact, most research demonstrates that of all the teaching methods regurlarly used, lecture has the least positive effect. Sorry to say that this but for the masses, there is no evidence that lectures are effective.


I remember in high school that we spent probably a semester (between Pre-Calculus and Calculus I) teaching the concept of an integral. 'Exploring' this idea of area under the curve being approximated by rectangles, belabouring a concept as simple as the limit week after week, then doing it all again the following year. It's a VERY simple concept, one lecture to introduce the concept, one more to provide the theoretical background, two more to derive the 'rules' used for practical application...with class every day, that's LESS than ONE WEEK. If it would make people feel better, you could spend the last day of that week going over examples to make the concept obvious (as though it wouldn't be already), the next week you could move on to something else.

Lecture is a better approach for two reasons, first it gives you all the information in a logically ordered fashion making it much easier to grasp and internalize the subject than the shotgun approach of 'exploration'. Secondly, and most importantly, the lecture is MUCH more efficient, as I discussed above, you can do in a week what in some schools today will occupy a semester. Education takes long enough without slowing instruction down to a snail's pace, to do so wastes time that could be spent on other topics, DEPRIVING students of the education they deserve.

There's a place for 'exploration', we call it research. It's MUCH harder, not easier, than learning from a lecture. Giving the choice of 'exploring' the Riemann Hypothesis myself or sitting down and have someone lecture me on how it's proven, I certainly know what choice I'd take; unfortunately, we enjoy no such luxury on this matter. If someone thinks mathematical research is easier than a lecture on mathematics, they'd do much better to start publishing their own original proofs than sitting through a high school math class.
Which is all good and fine except for the fact that all the data from actual research suggests that lecture is the weekest form of teaching with the smallest effect size.
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« Reply #7004 on: December 09, 2009, 07:29:25 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.
Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?

Having been forced to endure some of the teaching methods you speak of in Secondary School...I'd say that without the hint of hesitation or doubt. Nothing like taking a month to teach a subject that should take one lecture hour.
Look, lecture is for me the best method of learning. But I am a fairly intelligent person, as are you. However, for most students this method does not work as well. In fact, most research demonstrates that of all the teaching methods regurlarly used, lecture has the least positive effect. Sorry to say that this but for the masses, there is no evidence that lectures are effective.


I remember in high school that we spent probably a semester (between Pre-Calculus and Calculus I) teaching the concept of an integral. 'Exploring' this idea of area under the curve being approximated by rectangles, belabouring a concept as simple as the limit week after week, then doing it all again the following year. It's a VERY simple concept, one lecture to introduce the concept, one more to provide the theoretical background, two more to derive the 'rules' used for practical application...with class every day, that's LESS than ONE WEEK. If it would make people feel better, you could spend the last day of that week going over examples to make the concept obvious (as though it wouldn't be already), the next week you could move on to something else.

Lecture is a better approach for two reasons, first it gives you all the information in a logically ordered fashion making it much easier to grasp and internalize the subject than the shotgun approach of 'exploration'. Secondly, and most importantly, the lecture is MUCH more efficient, as I discussed above, you can do in a week what in some schools today will occupy a semester. Education takes long enough without slowing instruction down to a snail's pace, to do so wastes time that could be spent on other topics, DEPRIVING students of the education they deserve.

There's a place for 'exploration', we call it research. It's MUCH harder, not easier, than learning from a lecture. Giving the choice of 'exploring' the Riemann Hypothesis myself or sitting down and have someone lecture me on how it's proven, I certainly know what choice I'd take; unfortunately, we enjoy no such luxury on this matter. If someone thinks mathematical research is easier than a lecture on mathematics, they'd do much better to start publishing their own original proofs than sitting through a high school math class.
Which is all good and fine except for the fact that all the data from actual research suggests that lecture is the weekest form of teaching with the smallest effect size.

One thing I've noticed with lectures is that those who pay attention and don't allow their minds to wonder do just fine with them, if someone isn't going to bother paying attention, why should we care if they get anything out of it? I'd be curious how effective it would be if you only took into account those who actually paid attention?

But more to the point, do you have an 'exploration' based curriculum that can present information as quickly and efficiently as a lecture? My primary argument against non-lecture formats has always been that they waste time.
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« Reply #7005 on: December 09, 2009, 07:51:26 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.
Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?

Having been forced to endure some of the teaching methods you speak of in Secondary School...I'd say that without the hint of hesitation or doubt. Nothing like taking a month to teach a subject that should take one lecture hour.
Look, lecture is for me the best method of learning. But I am a fairly intelligent person, as are you. However, for most students this method does not work as well. In fact, most research demonstrates that of all the teaching methods regurlarly used, lecture has the least positive effect. Sorry to say that this but for the masses, there is no evidence that lectures are effective.


I remember in high school that we spent probably a semester (between Pre-Calculus and Calculus I) teaching the concept of an integral. 'Exploring' this idea of area under the curve being approximated by rectangles, belabouring a concept as simple as the limit week after week, then doing it all again the following year. It's a VERY simple concept, one lecture to introduce the concept, one more to provide the theoretical background, two more to derive the 'rules' used for practical application...with class every day, that's LESS than ONE WEEK. If it would make people feel better, you could spend the last day of that week going over examples to make the concept obvious (as though it wouldn't be already), the next week you could move on to something else.

Lecture is a better approach for two reasons, first it gives you all the information in a logically ordered fashion making it much easier to grasp and internalize the subject than the shotgun approach of 'exploration'. Secondly, and most importantly, the lecture is MUCH more efficient, as I discussed above, you can do in a week what in some schools today will occupy a semester. Education takes long enough without slowing instruction down to a snail's pace, to do so wastes time that could be spent on other topics, DEPRIVING students of the education they deserve.

There's a place for 'exploration', we call it research. It's MUCH harder, not easier, than learning from a lecture. Giving the choice of 'exploring' the Riemann Hypothesis myself or sitting down and have someone lecture me on how it's proven, I certainly know what choice I'd take; unfortunately, we enjoy no such luxury on this matter. If someone thinks mathematical research is easier than a lecture on mathematics, they'd do much better to start publishing their own original proofs than sitting through a high school math class.
Which is all good and fine except for the fact that all the data from actual research suggests that lecture is the weekest form of teaching with the smallest effect size.

One thing I've noticed with lectures is that those who pay attention and don't allow their minds to wonder do just fine with them, if someone isn't going to bother paying attention, why should we care if they get anything out of it? I'd be curious how effective it would be if you only took into account those who actually paid attention?
Well, you are probably gonna be concerned about it and that student fails in school, ends up and welfare, and robs you at the ATM.
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« Reply #7006 on: December 09, 2009, 08:02:00 PM »

^ How about Dean of Dignified Discussion?

 Smiley  Don't Deans have be be appointed or chosen as opposed to claiming the title on their own?   If so, I guess it would be the Moderators and Admins who would be the committee...  Grin

Come on, that's not the American way. Just look at the way Americans have screwed up reinvented the martial arts, with all sorts of people creating their own styles and declaring themselves super duper 10th dan supreme grand masters. Just declare yourself dean, and ignore the naysayers!  Tongue

It would be so wrong.  Peer review of ones work and not promoting oneself is the proper way for Deans, I think.   Wink Smiley

What about the Dean of Mean, Keith Jardine?
He may be average, but at least he's at the top of average.
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« Reply #7007 on: December 09, 2009, 08:07:53 PM »

According to my post total, I need a hobby.

To be fair Father, a large percentage of that total was made prior to your marriage, the birth of your daughter, and your ordination. I am sure in the upcoming years, your daily post average will go down. Wink
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« Reply #7008 on: December 09, 2009, 08:33:53 PM »

He may be average, but at least he's at the top of average.

What an awful joke.
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« Reply #7009 on: December 09, 2009, 08:34:39 PM »

I can't count how many high school classes I got B's in instead of A's because I flat out refused to do most the homework. In general it's useless busy work that doesn't teach you anything not covered in the lecture, what's the point?
There is alot less lecturing in the High School classroom these days. Its more about discovery learning and higher level thinking skills. The home work is there to drill the basic skills.
Sounds like people are trying to blame poor teaching methods and abilities on S.E.C. Grin
Are you suggesting that lecture is a better teaching method?

Having been forced to endure some of the teaching methods you speak of in Secondary School...I'd say that without the hint of hesitation or doubt. Nothing like taking a month to teach a subject that should take one lecture hour.
Look, lecture is for me the best method of learning. But I am a fairly intelligent person, as are you. However, for most students this method does not work as well. In fact, most research demonstrates that of all the teaching methods regurlarly used, lecture has the least positive effect. Sorry to say that this but for the masses, there is no evidence that lectures are effective.


I remember in high school that we spent probably a semester (between Pre-Calculus and Calculus I) teaching the concept of an integral. 'Exploring' this idea of area under the curve being approximated by rectangles, belabouring a concept as simple as the limit week after week, then doing it all again the following year. It's a VERY simple concept, one lecture to introduce the concept, one more to provide the theoretical background, two more to derive the 'rules' used for practical application...with class every day, that's LESS than ONE WEEK. If it would make people feel better, you could spend the last day of that week going over examples to make the concept obvious (as though it wouldn't be already), the next week you could move on to something else.

Lecture is a better approach for two reasons, first it gives you all the information in a logically ordered fashion making it much easier to grasp and internalize the subject than the shotgun approach of 'exploration'. Secondly, and most importantly, the lecture is MUCH more efficient, as I discussed above, you can do in a week what in some schools today will occupy a semester. Education takes long enough without slowing instruction down to a snail's pace, to do so wastes time that could be spent on other topics, DEPRIVING students of the education they deserve.

There's a place for 'exploration', we call it research. It's MUCH harder, not easier, than learning from a lecture. Giving the choice of 'exploring' the Riemann Hypothesis myself or sitting down and have someone lecture me on how it's proven, I certainly know what choice I'd take; unfortunately, we enjoy no such luxury on this matter. If someone thinks mathematical research is easier than a lecture on mathematics, they'd do much better to start publishing their own original proofs than sitting through a high school math class.
Which is all good and fine except for the fact that all the data from actual research suggests that lecture is the weekest form of teaching with the smallest effect size.

One thing I've noticed with lectures is that those who pay attention and don't allow their minds to wonder do just fine with them, if someone isn't going to bother paying attention, why should we care if they get anything out of it? I'd be curious how effective it would be if you only took into account those who actually paid attention?
Well, you are probably gonna be concerned about it and that student fails in school, ends up and welfare, and robs you at the ATM.
Wow. I am gonna call myself out here. Was drunk while typing?
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« Reply #7010 on: December 09, 2009, 08:39:15 PM »

According to my post total, I need a hobby.

To be fair Father, a large percentage of that total was made prior to your marriage, the birth of your daughter, and your ordination. I am sure in the upcoming years, your daily post average will go down. Wink  

Don't go by time - you've got to go by rate.  My posting rate after my marriage is 12.2/day.  Since the birth of my daughter, about 9.13/day.  And since Ordination, 12.4/day.  Each of those is higher than my overall average of 7.44/day.

Of course, my overall average is affected by the fact that in my first year I only made 173 posts (to contrast, I've already made well more than that this month).  My average minus the first year is in the mid- to upper-9's.  

(Yes, I like statistical analysis.  At least to a limited degree.)
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« Reply #7011 on: December 09, 2009, 09:48:44 PM »

I'm just 342 posts away (counting this one) from the next milestone as I continue my posting fast to lower my average to 8 posts per day or less by my 2nd anniversary on this forum.
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« Reply #7012 on: December 09, 2009, 11:49:56 PM »

Posts are for toast!
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« Reply #7013 on: December 10, 2009, 12:16:34 AM »

http://www.youtube.com/watch?v=R-2Xw-GNkUQ

Such a cool looking CG of the medical future.
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« Reply #7014 on: December 10, 2009, 12:20:44 AM »

That graphic reminded me of borg nanoprobes... is the future pre-determined!? Is resistance futile!?
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« Reply #7015 on: December 10, 2009, 12:24:21 AM »

That graphic reminded me of borg nanoprobes... is the future pre-determined!? Is resistance futile!?

I believe resistance to the future integration with technology is futile.  Tongue
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« Reply #7016 on: December 10, 2009, 12:33:44 AM »

According to my post total, I need a hobby.

To be fair Father, a large percentage of that total was made prior to your marriage, the birth of your daughter, and your ordination. I am sure in the upcoming years, your daily post average will go down. Wink 

Don't go by time - you've got to go by rate.  My posting rate after my marriage is 12.2/day.  Since the birth of my daughter, about 9.13/day.  And since Ordination, 12.4/day.  Each of those is higher than my overall average of 7.44/day.

Of course, my overall average is affected by the fact that in my first year I only made 173 posts (to contrast, I've already made well more than that this month).  My average minus the first year is in the mid- to upper-9's. 

(Yes, I like statistical analysis.  At least to a limited degree.)

Okay, this post alone shows that you need a hobby, as you had the time and mental energy to look all that information up and analyze it. LOL
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« Reply #7017 on: December 10, 2009, 12:35:07 AM »

Wow. I am gonna call myself out here. Was drunk while typing?

Drunk still you are.
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« Reply #7018 on: December 10, 2009, 12:50:38 AM »

Kevin lost on Top Chef. He was my favorite contestant, but I must admit that he sort of confused me. He seemed to be a pious Catholic (wore a rosary, abstained from meat during Lent, etc.), yet he had no issues dropping F-bombs on national television. *shrugs* Anyway...  maybe I was just a fan of his beard... supposedly his beard had it's own fan club on facebook.

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Capt. Frank Chapman: "You're some guy, Makonnen."
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« Reply #7019 on: December 10, 2009, 12:55:36 AM »

http://www.youtube.com/watch?v=R-2Xw-GNkUQ

Such a cool looking CG of the medical future.

I can imagine Glen Beck seeing this and talking about the end of the world and new world order.

But if they can can make neurobots, do you know how many nervous conditions we can cure?  Christopher Reeves and Ronald Reagan would have dreamed of this day.
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