Before we all run to one side of the boat here, consider the work on
multiple intelligences, particularly that of Howard Gardner.
Individuals have different constellations of preferred ways of learning
(e.g, visual-spatial, logical-mathematical, verbal, kinesthetic) that
represent learning styles. Some of these may be precluded by the
subject matter (musical?), and others which may fall in an individual's
areas of weakness may be required (e.g., logical-mathematical for
statistics). But one may give students entre to their area of weakness
from their point of preference, thus causing them to develop in the
weaker area. So mature activities may be discovered and developed which
try to accomplish this a few times each semester. Hopefully we do this
earlier in order not to lose those with a diversity of learning styles.
Much can be gained, also, from socializing students to their own
learning styles.
What I think I am arguing for is awareness of the issues of multiple
intelligences and learning style, as a way to better reach a greater
diversity of students. Further, raising the issue of learning style has
the possibility of committing students to the idea of lifelong
learning: they don't reject future learning because it hasn't ever
spoken to their strengths.
Of course, that having been said, I would never adopt out of hand, an
exercise without clear objectives in mind.
Perhaps the brochure *should* be a "teachable moment." First thought,
best thought. Perhaps class discussion of it in the context of your
goals for the course might be one way to engage students on their
learning style, and promote critical thinking on the gap between those
materials and your course objectives.
Richard Hudak
Merrimack College
Sociology Department
P.S: I have used Guru's song "Transit Ride" from Jazzmatazz Volume I
<http://phobos.apple.com/WebObjects/MZStore.woa/wa/viewAlbum?
playlistId=543400>, (jazz-rap fusion) to illustrate some points about
behavior in urban areas ("This is a New York transit thing / Don't wear
too much gold, and hide ya' diamond rings."), thus giving at least the
nod to musical intelligence.
On Aug 17, 2005, at 2:54 PM, Andi Stepnick wrote:
Ack! Agreed! I got something in the mail suggesting I buy
their "workbook" with crosswords and such. It was shocking! I almost
took it in to class so students to suggest that student should be
*happy* about reading, thinking, writing, etc. We have *got* to keep
standards high...aim for sophisticated analysis and higher order
thinking. In the end, most students are happy and proud doing good,
hard work.
As for wanting to grab their attention, that's personal. The more we
show that we care, get them excited, and teach them well, the better
chance we have of turning this crazy world around. Plus, if we can get
them excited then they don't sit like lumps in class. ;-) Too painful
for me!
Andi
--------------
Every object, every being,
Is a jar of delight.
Be a connoisseur.
~Rumi~
Life is raw material. We are artisans. We can sculpt our existence into
something beautiful, or debase it into ugliness. It's in our hands.
~Cathy Better~
Things which matter most should never be at the mercy of things which
matter least.
~Johann von Goethe~
Dr. Andi Stepnick
Associate Professor and Chair of Sociology
300-C Wheeler Humanities Building
Belmont University
Nashville TN 37212-3757
Direct Line: (615) 460-6249
Office Manager: (615) 460-5505
Sociology Fax: (615) 460-6997
----- Original Message -----
From: [EMAIL PROTECTED]
Date: Wednesday, August 17, 2005 1:45 pm
Subject: TEACHSOC: Re: Many Going to College Are Not Ready
I had students suggest to me that I make up cross-word puzzles or
other games
like that to help memorize terms from class. Seeing as the last
time I was in
a class that did that was about 2nd grade, I couldn't bring myself
to do it.
And I too find myself continually frustrated by the things I feel
compelled to
entice students to do the work.
Adair
Quoting Sarah Murray <[EMAIL PROTECTED]>:
I'm so relieved to hear I'm not going crazy! I'm new to
adjuncting, and
when I told my husband some of the activities I had planned for
an upper
level elective he asked "Isn't that a little babyish?" We
graduated college
in '79, and things were definitely different then -- I don't
think any profs
were too worried about "grabbing our attention" the first day,
so we
wouldn't be upset about the impending workload!
Sarah
William Paterson U of NJ
----- Original Message -----
From: "GIMENEZ MARTHA E" <[EMAIL PROTECTED]>
To: "Teach Soc Listserv (E-mail)" <[email protected]>
Sent: Wednesday, August 17, 2005 1:20 PM
Subject: TEACHSOC: Many Going to College Are Not Ready
From the NYTimes:
http://www.nytimes.com/2005/08/17/education/17scores.html?
hp&ex=1124337600&en=858619efb7b39590&ei=5094&partner=homepage
Many Going to College Are Not Ready, Report Says
By TAMAR LEWIN
Published: August 17, 2005
Only about half of this year's high school graduates have the
reading> > skills they need to succeed in college, and even fewer
are prepared for
college-level science and math courses, according to a yearly
report from
ACT, which produces one of the nation's leading college
admissions tests.
The report, based on scores of the 2005 high school graduates
who took the
he report, based on scores of the 2005 high school graduates
who took the
exam, some 1.2 million students in all, also found that fewer
than one in
four met the college-readiness benchmarks in all four subjects
tested:> > reading comprehension, English, math and science.
....................
This is nothing new for us, right? This is why, especially in
lower> > division but, at all levels, teachers must use techniques
more appropriate
in elementary school to entice students to learn. Sigh.....
I argued in a paper published in Teaching Sociology in 1989
that in this
country, real university education starts at the graduate
level and since
then I haven't had reasons to change my view.
Martha
"Human beings live in a world of meaningful objects--
not in an environment of stimuli or self-constituted entities."
--Herbert Blumer ,1969
Richard Hudak
<[EMAIL PROTECTED]>
Merrimack College
Sociology Department
