Another cautionary tale. Reading Dave's message reminds me of the time in an
advanced calculus class when the prof decided that showing us how to
differentiate the product of two functions, (d/dx)[f(x)*g(x)] was too easy
and decided to differentiate the ratio, (d/dx)[f(x)/g(x)]. He got totally
messed up and spent (wasted) the entire class trying to figure out where he
had gone wrong.
One can argue that "nothing ventured, nothing gained", but it is worth
remembering that the more creative you are in class, the greater the chance
that you will fall on your face. Still I think that it is generally worth
the risk.
Bill Silvert
----- Original Message -----
From: "David L. McNeely" <[email protected]>
To: <[email protected]>
Sent: terça-feira, 26 de Janeiro de 2010 15:18
Subject: Re: [ECOLOG-L] decline in education, comment on active learning
I remember my math professors writing an immense quantity of material on
the board as they lectured, but the good ones were engaged in the
development of the equations and their solutions as they worked. They
didn't just put the stuff up there for us to capture...
