Timeline for How can I give feedback that is not demotivating?
Current License: CC BY-SA 4.0
19 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Jan 11, 2021 at 4:28 | comment | added | Solveit | @AlanDev This is difficult to believe. Working 40 hours a week, that would mean it is impossible to speak for more than 80 minutes a week. Every professor goes way over this limit, and does not devote every working hour to teaching, even when teaching a course they are unfamiliar with. | |
| Dec 17, 2020 at 19:53 | comment | added | deep64blue | I was taught it at College but a quick google show me these:- doingpresentations.com/writing.html tressacademic.com/preparation-time presentationxpert.com/… | |
| Dec 17, 2020 at 19:11 | comment | added | Daniel R. Collins | @AlanDev: Skeptical; citation needed. | |
| Dec 15, 2020 at 18:23 | comment | added | deep64blue | Generally when giving any kind of talk you need to prepare for about 30 minutes for each minute you are going to speak. If you expected a 30 minute presentation you were setting an assignment of an absolute minimum of 15 hours over 4 days. Given this was a subject the presenters were just learning the time per minute was probably two or three times the minimum. Quite a challenge you set them!! | |
| Dec 15, 2020 at 16:20 | comment | added | alexgbelov | Did you assign any work besides making the presentation? Worksheets, book problems, so on? What did the students who weren't presenting that week doing? | |
| Dec 15, 2020 at 3:39 | comment | added | Divakaran Divakaran | @Kimball I don't know how relevant this is to the discussion, but even when I was a student, I was expected to present for much longer. I have even delivered one-hour presentations. | |
| Dec 15, 2020 at 3:37 | comment | added | Divakaran Divakaran | @Kimball The presentations in the other IBL course are very similar to what you are describing | |
| Dec 15, 2020 at 2:02 | comment | added | Kimball | @DivakaranDivakaran That's a lot longer than what we do with presenting solutions, and it's also different presenting a solution to a given problem versus trying to teach theory and examples. At least for me, most of the in class time is spend solving the problems in groups, and presentations are short (at most a few minutes per problem, at least before I interject), and sometimes not to the whole class (e.g., just to me/TA or to 1 other group). | |
| Dec 14, 2020 at 18:15 | comment | added | Divakaran Divakaran | My recommendation was 30 mins. However, some finished earlier and others took longer. I do not cover too much in a video. I either cover a new concept and a few examples, or a couple of theorems. If the video gets longer, I ask two students to present the content together. | |
| Dec 14, 2020 at 15:39 | comment | added | Dan M. | @DivakaranDivakaran how long is student's presentation expected to be? 4 days to me seems just enough to prepare for a specific topic you already know good enough. Although I don't know how much is covered in the 15 minute videos you've mentioned. | |
| Dec 13, 2020 at 17:39 | comment | added | Divakaran Divakaran | @Kimball In the other IBL based course, we ask students to present solutions to worksheets. I think I do not understand/appreciate the difference between the two. Some leads on the difference would be helpful. | |
| Dec 13, 2020 at 16:47 | comment | added | Brendan W. Sullivan | Just adding more to @TheEnvironmentalist's comment: you're not even factoring in how much time it takes to make a good presentation of material, even for a topic that has been mastered! That's a hard enough thing to do on its own, let alone while simultaneously learning the topic itself. | |
| Dec 13, 2020 at 14:40 | comment | added | Kimball | @DivakaranDivakaran I don't think the choice to "flip" was necessarily a mistake, but the way you did it made the course very difficult for students. (I've never heard of anyone else doing what you did.) My colleagues and I commonly make students go through prepared worksheets in groups for our flipped classes rather than asking them to present lecture material, and sometimes they are asked to present their solutions. | |
| Dec 13, 2020 at 7:14 | comment | added | Divakaran Divakaran | I guess my decision to flip the classroom was a blunder then. Even at the current speed, I could cover only 75% of the syllabus. Thanks. | |
| Dec 12, 2020 at 23:18 | comment | added | TheEnvironmentalist | @DivakaranDivakaran Absolutely. The reason why the flipped classroom can be so effective is that teaching a topic requires near mastery, and makes gaps in mastery very visible. Learning a topic to some basic level is certainly possible in 4 days, but mastering it is not, especially when students have other courses to balance with their learning process. Students have only a few hours each day to devote to each course. If a student has 8 hours a day to study, and is taking 4 courses, that's 2 hours per course. You're asking students to master a topic in only 8 hours. That's quite unreasonable | |
| Dec 12, 2020 at 21:56 | comment | added | Divakaran Divakaran | Yes. The videos were only 15 min long. Is it too much to expect students to be able to understand a 15 min video and present it in 4 days? | |
| Dec 12, 2020 at 21:54 | comment | added | Brendan W. Sullivan | @DivakaranDivakaran They had just 4 days to learn the concepts and then present about them?! | |
| Dec 12, 2020 at 18:48 | comment | added | Divakaran Divakaran | The videos were uploaded well in advance - roughly 4 days before their presentation. They were encouraged to present/discuss the content with me (privately) during those 4 days. The course also had a textbook - Sheldon Axler's book. The videos provided more explanation and motivation to the content covered in the book | |
| Dec 12, 2020 at 16:02 | history | answered | user507 | CC BY-SA 4.0 |