I was going to stay out of this, but there's nothing like having
your name pop up to make you pay attention...

On Tue, 26 Feb 2002, Shannon Gadbois wrote:
>
> I came up with a "compromise".  I changed my slides to only include the key
> points of any of the content I was discussing (thanks for the advice
> Stephen Black).

I appreciate the thanks, but that's not quite my view. I did say
that I considered limiting the information on my slides in order
to encourage attendance but finally decided against it. I felt
that doing that didn't really have  educational justification
and that boosting attendance shouldn't be an end in itself. If
some students find the slides alone are sufficient for their
needs and as a result skip class, I'm willing to let them make
that decision. So my slides have become increasingly detailed,
and I hold nothing back. As a result, I'm sure some do decide
they no longer need to attend class.

However, where I draw the line is in making them available
_before_ class, as most contributors to this thread seem to do. I
don't because i) I revise them up until about two minutes before
class, so they're not ready beforehand; ii) it spoils any
novelty, surprise, or attempt to get students to think about each
point before revealing the next; and iii) it bugs me when
students follow along with the written version. So I only make
each set available after each class.

But it does prevent students from annotating the notes in real
time, which would be helpful. And students do ask me to make them
available beforehand. I decline.

-Stephen

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Stephen Black, Ph.D.                      tel: (819) 822-9600 ext 2470
Department of Psychology                  fax: (819) 822-9661
Bishop's University                    e-mail: [EMAIL PROTECTED]
Lennoxville, QC
J1M 1Z7
Canada     Department web page at http://www.ubishops.ca/ccc/div/soc/psy
           Check out TIPS listserv for teachers of psychology at:
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