I don't distribute my actual notes but I do make all of my overheads available on the web. I strongly encourage my students to bring copies of that material to class. That way they don't have to copy down that information and can listen to what I am saying. They can annotate the overheads with the additional information I present. Over the years I have found that the students who do that get better grades. That can easily be confounded by the fact that it's the better students who will go to the trouble to download the lecture material.
I also put these on reserve in the library and will copy them to a cd or zip drive for the students Gary J. Klatsky, Ph. D. Department of Psychology [EMAIL PROTECTED] Oswego State University (SUNY) http://www.oswego.edu/~klatsky 7060 State Hwy 104W Voice: (315) 312-3474 Oswego, NY 13126 Fax: (315) 312-6330 -----Original Message----- From: Retta Poe [mailto:[EMAIL PROTECTED]] Sent: Tuesday, February 26, 2002 3:26 PM To: Teaching in the Psychological Sciences Subject: Re: distributing lecture notes Charlotte Manly wrote: > TIPSters, > > Do any of you distribute your lecture notes to students (in advance)? I am going to experiment with doing so for my graduate stats class. I will email them the notes to print out, so they'll also be able to add space for their own notes. At the end of the week I'll get feedback to find out if this approach introduces any major disadvantages. Two I can think of are that I might go too fast or that students might reduce all note-taking (and the accompanying thinking) because they think my notes are sufficient. Have you encountered other disadvantages I should watch out for? > > For what it's worth, my notes are in expanded outline form, so there's a lot of detail I don't write down (e.g. computational steps, details of a conceptual explanation). > > For the last couple of years I have tried a variation on this that I like and students report that they like. I give out lecture outlines, but I leave blanks in several places. I usually try to make the blanks be for terms, etc., that are really important to remember. Students then have to pay attention to find the word(s) that are missing from their outlines. It seems to me (no data, just my impression) that this has been a good change in classroom practice, because students are freed up from being stenographers and can pay more attention. I encourage them to write in on the printed outlines not only the missing words but also the examples I give, their own examples, elaborations, etc., and I think many of them do. I had wondered, the first semester I tried this, if it would result in reduced attendance, but it does not seem to have had that effect. Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ "Live long, and prosper!" --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
