Stuart wrote: "Fish goes on to make the specific point that leaving students confused, taking them down paths with no ending (or dead ends), leaving them puzzled etc. may nevertheless have planted seeds that grow later."
Stuart, I tend to agree with you, I think. :) I have often stated that I am responsible to confuse and befuddle students. *As one step along a path*!! In other words, I have no problem beginning with what the text says and asking challenging questions to probe for confusion and, perhaps, even to introduce a bit. But the point is not to confuse but to move beyond that confusion. Or, put another way, to allow the students to work through the confusion to a higher level of understanding or mastery of the material. That's what I often attempt and usually it works (sometimes, I have to stop and back up and try again!- faces are pretty good indicators when I've left them confused or not taken them where I want them to go. Frequent quizzing is better.). Occasionally students don't get it or want only that linear and clear path but for the most part I get a good response from asking tough questions. It doesn't always work though. One student asked, "Why do you always ask us questions you know we don't know the answer to?"- that kind of a response is pretty rare though. Of course, that may have to do with the course- I am certainly more willing to prod and probe for understanding in an upper division course (300 or 400 level) than intro or a 200 level class. (And I do realize that I teach a slightly more motivated group of students than many do and my "usual" techniques might not work on a lot of campuses!) Then you asked: "Finally, can a student (or anyone) distinguish Fish-like “planned confusion” with real confusion induced by instructor incompetence?" Of course. Just ask those who are happy leaving their students confused. Tim _______________________________ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [email protected] teaching: intro to neuropsychology; psychopharmacology; general; history and systems "You can't teach an old dogma new tricks." Dorothy Parker --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=3232 or send a blank email to leave-3232-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
