| General > General Technical Chat |
| An observation on homework problems |
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| mc172:
--- Quote from: tggzzz on August 25, 2020, 10:28:34 am ---The solution is to scribble notes, and then within a couple of hours write them out neatly. That has two major benefits: * you end up with good revision notes * as you are rewriting them, you are thinking about what you do and don't know, and can add in extra points where beneficial --- End quote --- If that's what the lesson was like, then the "lesson" was a waste of time and was nothing more than going through a set of someone elses notes at too fast a pace. How can you think about what you're doing if you've just blindly copied down a load of notes and haven't been able to concentrate on anything the lecturer was trying to explain in between the frenzied note taking? I hated the lessons where you had to take notes really fast. I was constantly playing catch-up and concentrating not on what the lecturer said but what I was writing down, and focusing on doing it quickly before they disappeared off the board. The lecturer wouldn't always be coherent and would skip back and forth through what he was writing and the order of what he was trying to say, so my notes wouldn't be worth anything anyway. These kind of lessons would go through the same problem in slightly different ways, three or four times in one lesson, in an attempt to hammer it home, but anyone that didn't understand the first time round was left behind for the rest of the lesson. I suppose it's luck of the draw with what teacher/lecturer/professor you get but with this particular one I often came out with a cooked head. Those kinds of lessons with that lecturer did teach me something - switch off and stop thinking about anything including trying to understand the subject material, other than faithfully copying down the board so that you don't miss anything. What sort of retarded nonsense is that? The best lessons I had would be the ones where any notes required were given at the start and I could refer to them throughout the lesson (and of course after) but most importantly I could concentrate on what was being taught. I also had faith that the notes were correct after the fact when I referred to them during assignment problems or revision. |
| m98:
--- Quote from: tggzzz on August 25, 2020, 11:09:46 am ---I always wanted handouts, at school and university. Now I realise they are a negative. People don't concentrate because "it is in the handouts", then just file the handouts on the principle that "it is all there and I'll come back to that later." --- End quote --- Different people have different learning methods. I want to stay ahead of the lecturer, not be surprised. If I have to write everything down everything said and written, I have no time to think about the material and usually not even enough time to write everything down, making the notes close to worthless. Those lecturers, at least in my experience, are also the ones who have no literature recommendations besides like one monster reference work with quite disconcerting equation-to-text-ratios. |
| tggzzz:
--- Quote from: mc172 on August 25, 2020, 12:41:02 pm --- --- Quote from: tggzzz on August 25, 2020, 10:28:34 am ---The solution is to scribble notes, and then within a couple of hours write them out neatly. That has two major benefits: * you end up with good revision notes * as you are rewriting them, you are thinking about what you do and don't know, and can add in extra points where beneficial --- End quote --- If that's what the lesson was like, then the "lesson" was a waste of time and was nothing more than going through a set of someone elses notes at too fast a pace. How can you think about what you're doing if you've just blindly copied down a load of notes and haven't been able to concentrate on anything the lecturer was trying to explain in between the frenzied note taking? --- End quote --- It wasn't like that; there were no "someone else's notes". The lecturers "created" their material during the lecture on the blackboard and OHP; we could write as fast as they could. People thought and and asked the lecturer questions during and after the lecture. --- Quote ---The best lessons I had would be the ones where any notes required were given at the start and I could refer to them throughout the lesson (and of course after) but most importantly I could concentrate on what was being taught. I also had faith that the notes were correct after the fact when I referred to them during assignment problems or revision. --- End quote --- That luxury wasn't practical. I didn't need faith that notes were correct. After writing up my "scribbles" I knew they were right, and why. That was a very important advantage of how I did things, as I mentioned. |
| mc172:
--- Quote from: tggzzz on August 25, 2020, 11:34:59 pm ---It wasn't like that; there were no "someone else's notes". The lecturers "created" their material during the lecture on the blackboard and OHP; we could write as fast as they could. --- End quote --- Unlikely that they just made it up on the spot. They'd at least have something they were working from, i.e. their own notes, which is what I was referring to as from your perspective, the student, you're going through someone elses notes way too quickly. I just don't see how it's conducive to learning to copy notes from a board. --- Quote ---The best lessons I had would be the ones where any notes required were given at the start and I could refer to them throughout the lesson (and of course after) but most importantly I could concentrate on what was being taught. I also had faith that the notes were correct after the fact when I referred to them during assignment problems or revision. --- End quote --- --- Quote from: tggzzz on August 25, 2020, 11:34:59 pm ---That luxury wasn't practical. I didn't need faith that notes were correct. After writing up my "scribbles" I knew they were right, and why. That was a very important advantage of how I did things, as I mentioned. --- End quote --- How wasn't it practical? How did you know that they were correct and why? You didn't mention those specifically other than by relying on your recollection. In an earlier comment you mentioned how people can just file the handouts (which I was referring to when I said something along the lines of having the notes at the start of the lesson) to pretty much the bin, well yeah I agree completely but that's up to them. You shouldn't make the rest of the people that actually want to be there suffer a piss poor "learning" method from the 1850s by literally copying lines from a board. |
| tggzzz:
--- Quote from: mc172 on August 25, 2020, 11:51:34 pm --- --- Quote from: tggzzz on August 25, 2020, 11:34:59 pm ---It wasn't like that; there were no "someone else's notes". The lecturers "created" their material during the lecture on the blackboard and OHP; we could write as fast as they could. --- End quote --- Unlikely that they just made it up on the spot. They'd at least have something they were working from, i.e. their own notes, which is what I was referring to as from your perspective, the student, you're going through someone elses notes way too quickly. --- End quote --- That doesn't change the validity of what I wrote, nor why. You have snipped the context (the "why") which makes that difficult to follow; this forum isn't stackexchange and subtle conversations are possible. --- Quote ---I just don't see how it's conducive to learning to copy notes from a board. --- End quote --- That's an entirely different point, and one that has been asked over the centuries. There's the very very old joke that a lecture is a mechanism for getting the notes from the lecturer's paper onto the students' paper without going through the mind of either. --- Quote --- --- Quote ---The best lessons I had would be the ones where any notes required were given at the start and I could refer to them throughout the lesson (and of course after) but most importantly I could concentrate on what was being taught. I also had faith that the notes were correct after the fact when I referred to them during assignment problems or revision. --- End quote --- --- Quote from: tggzzz on August 25, 2020, 11:34:59 pm ---That luxury wasn't practical. I didn't need faith that notes were correct. After writing up my "scribbles" I knew they were right, and why. That was a very important advantage of how I did things, as I mentioned. --- End quote --- How wasn't it practical? How did you know that they were correct and why? You didn't mention those specifically other than by relying on your recollection. --- End quote --- Clearly you weren't alive in the 70s, and can't appreciate the scarcity and expense of duplication technology. I knew my rewritten notes were correct because I thought and understood when rewriting them. When I didn't understand something, I went and found out what I didn't understand and incorporated it in my notes. All that is a very good introduction to what happens in real life. I should note that I went on a decent course where they taught fundamentals that have been useful throughout my career. They didn't bother lecturing about ephemeral trivia that has a half-life measured in years. --- Quote ---In an earlier comment you mentioned how people can just file the handouts (which I was referring to when I said something along the lines of having the notes at the start of the lesson) to pretty much the bin, well yeah I agree completely but that's up to them. You shouldn't make the rest of the people that actually want to be there suffer a piss poor "learning" method from the 1850s by literally copying lines from a board. --- End quote --- Please don't make strawman arguments. |
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