[Winona Online Democracy]
Dwayne did not answer the question, so I will ask again: What is the mean
class size? And how has it changed over the past six years? What subject is
taught in the class he speaks of?
Leslie Hittner:
Large numbers of single section classes make any kind of
scheduling system ( 4, 5, 6, or 7 period) nearly impossible to work with.
Perhaps some help from the algorithmically talented could help with the
problem of making schedules. If the problem is impossible, how are you
solving it today? Or is it merely tedious? Or have the schedulers just given
up? Understanding the problem completely can point to hidden problems and
solutions. For example, a class without enough desks is simply
unacceptable. Is there another classroom with enough that's being utilized
improperly? Or does this point to a justification of a larger building or
more instructors. WE DO NOT KNOW because we do not know the problem. (What
you speak of could be a classic NP Complete problem, but often problems like
class scheduling can be sufficiently accommodated.)
How has that value changed in 10 years? How many single
section classes are in the schedule today compared with 1995
(in total and as a percentage of the entire schedule)?
Okay, let us have an answer to that, but also we need to know how the
numbers affected students and outcomes. Not all large classes are a bad
thing.
As single section classes grow in numbers, however, students are
hurt in at least two ways: (1) less efficient use of teaching and
learning time within each class and (2) [. snip repeat of above.]
Is there evidence that the large classes in particular (not all large
classes - these particular classes) cause less effective teaching, or might
there be methods to teach them that are not being employed? Who, what is
failing here?
john stafford
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