Matt Taylor- Pedagogy Practicum

Not enough time…

    I find that it is difficult to cover the necessary course material in the given class time. I’m not sure if I am spending too much time on certain topics or if the material is genuinely difficult. I am covering 9 of the 14 chapters in the book, ½ of a chapter per class and I’m still rushing at times. Currently, I’m a ½ chapter behind schedule. I feel that the class is going slow for the following reasons: 1) encouraging lots of questions while giving many examples; and 2) I am providing detailed information in the PowerPoint slides.

    I feel that the PowerPoint slides are the somewhat disposable area because they often have detailed information that could be found in the book.  I try to give information in PowerPoint slides that is really needed, but it could be that the students should be able to figure this out on their own—from the book. Its possible that the students would do just as well if I told them that they need to know certain definitions and to get them out of the book, rather than putting them in the slides and in turn having the students copy them in class. My concern is that by having them do it in class may help them get more organized for the exams. They might not have sufficient study skills and motivation to create thorough notes on their own.

    I suppose that I will error on the side of going a bit slow and thoroughly covering material.

First Writing Assignment

I had the students answer a bunch of questions in a writing assignment on the first day of class (the questions are listed in the posting titled “First Class Connection” on 2/5/08). The students provided interesting information.

 

3. Most were taking the course as a part of meeting a social science requirement.

5. Most thought the course would be medium-mildly difficult.

6. Only a few took the course before and failed.

7. Many are taking 9-15 credits this semester.

8. The students had an array of experience at QCC.

9. All have taken a writing course at high school or QCC. Most have taken one at QCC.

10. Many who had decent writing under rated their skills. Those who had poor writing skills tended to rate themselves poorly.

11. Many planned to graduate in the next few years.

12. Most work a job just to earn money, rather than it being in their career direction.

13. Many of them had a clear career direction and few did not. A few students were just taking courses and trying to figure out their interests as they go.

Class Atmosphere

During the first class I could barely get them to speak above a whisper or raise hands. It reminded me as when in high-school it wasn’t “cool” to like class or engage in material. Following the first class I had little hope that I would be able to get the students to engage in the material. 

Within the first five min. of the second class I stopped lecturing and said that I wouldn’t go any further until somebody asked me a question. This prompted one person to speak, but nobody else volunteered a question.  Approximately ten more minutes went by without a question or comment.  In the middle of class I remembered a conversation that we had during a practicum meeting. I remembered how somebody had claimed that students sometimes ask a lot of questions to intentionally slow down the instructor. I proceeded to ask the students if they had heard of this and potentially why it would work. For the remainder of that class and throughout the third class the student consistently participated, and fortunately it has not slowed down my desired pace. 

Since the second class, approximately 50% of the students have made a comment or question. Anecdotally, they seem to be much more engaged as a whole.

First Class Connection

At the start of the first class I introduced myself as a student. I told them how I became interested in psychology, where I received a B.S, described my experience while earning a B.S., described my decision to move to NYC for school, and what it has been like attending graduate school.

After telling the students about myself and then explaining the syllabus, I then asked them to write two pages of material. I asked them to answer the following questions in essay format (2 pages):

1. What      is psychology?
2. Why is      it important?
3. Why      are you taking this course?
4. What      do you want to get out of it?
5. How      difficult do you think this course will be? Rate 1-10 (10 as difficult)
6. Have      you taken a psychology course before?
7. How      many credits are you taking this semester?
8. How      many courses have you taken before at QCC?
9. Have      you taken any writing courses?
10. How      good are your writing skills? Rate 1-10?
11. When      do you plan to graduate from QCC?
12. What      is your job?
13. What      do you do at your job?
14. What      is your career goal?