I'm currently in my office trying to wrap up a paper to send off to a conference (the American Accounting Association Annual Meeting, with a deadline coming up next Wednesday). I'm one of only 3 faculty in thebuilding, so it's quiet.
I'll probably knock off about 3 today and spend the rest of the day with the Unknown Family. After all, it is New Year's Eve Tonight.
On that note, here's hoping you all a safe, happy, and prosperous New Year.
Friday, 31 December 2010
Monday, 27 December 2010
Let It Snow, Let It Snow, Let It Snow.
It Looks like the Unknown Family is pretty much shoveled out - I just got finished up removing about 15 inches of global warming from my driveway.
We did the family visit thing as usual this year, with Christmas Eve at my sister's house and Christmas Day at The Unknown Wife's family. They live in an adjoining state, but it's only about 2 hours away, so we did the day trip thing (and slept in our own beds).
Luckily, we got back before the snow started. Given my aging back (a legacy from my father, apparently), I prefer to shovel lighter amounts of snow multiple times rather than do one large one after it's over. So, I was in and out all day yesterday (about 3 times all together). Then I finished it off today. I love being in New England, but it has its costs.
Tomorrow I get back to the gym. For whatever reason, this semester has turned me into a morning person. In September, I found myself waking up at 4 a.m.. The Unknown Wife works out every day from 6-7 at the Y, so I thought I'd got from 5-6 (that way I can be back in time to watch the kids. So, I've been rising at 4:30 every day and putting in about a hour workout. I'm planning on doing a lot of cycling this summer - at least one century (my first) and a handful of 50-60 milers. The first 50 miler takes place on Memorial Day weekend, so I want to be ready to roll once the roads clear up and the weather warms. I've been putting in about 45 minutes to an hour each morning at the YMCA on the stationary bike, along with some light weightlifting several times a week. Except for a few extra holiday pounds, I'm probably at the same fitness level now that I usually am in June. So, I'm optimistic.
As for now, the driveway's clear, and it's time to get back to my office to get some work done - data to crunch, papers to edit, syllabi to write, and graduate students to torture.
We did the family visit thing as usual this year, with Christmas Eve at my sister's house and Christmas Day at The Unknown Wife's family. They live in an adjoining state, but it's only about 2 hours away, so we did the day trip thing (and slept in our own beds).
Luckily, we got back before the snow started. Given my aging back (a legacy from my father, apparently), I prefer to shovel lighter amounts of snow multiple times rather than do one large one after it's over. So, I was in and out all day yesterday (about 3 times all together). Then I finished it off today. I love being in New England, but it has its costs.
Tomorrow I get back to the gym. For whatever reason, this semester has turned me into a morning person. In September, I found myself waking up at 4 a.m.. The Unknown Wife works out every day from 6-7 at the Y, so I thought I'd got from 5-6 (that way I can be back in time to watch the kids. So, I've been rising at 4:30 every day and putting in about a hour workout. I'm planning on doing a lot of cycling this summer - at least one century (my first) and a handful of 50-60 milers. The first 50 miler takes place on Memorial Day weekend, so I want to be ready to roll once the roads clear up and the weather warms. I've been putting in about 45 minutes to an hour each morning at the YMCA on the stationary bike, along with some light weightlifting several times a week. Except for a few extra holiday pounds, I'm probably at the same fitness level now that I usually am in June. So, I'm optimistic.
As for now, the driveway's clear, and it's time to get back to my office to get some work done - data to crunch, papers to edit, syllabi to write, and graduate students to torture.
Saturday, 25 December 2010
Experimentation
When I give presentations about teaching, I always urge the audience members to experiment as much as possible. It is hard to make improvements if you are not willing to try new things. I am always reminded of Albert Einstein’s definition of insanity: doing the same thing over and over again and expecting different results.
Some experiments work and some experiments don’t work. That is just the nature of the game. However, you will never find the winners if you are not willing to risk some losers. Playing it safe is no fun (and provides no benefit).
I tried an experiment with my final exam about two weeks ago. Even now, I am still not sure whether it was a winner or a loser but I found it interesting. I like the fact that I am still thinking about it.
What is the purpose of a final exam? I can think of two reasons. First, it gives the students one last opportunity to influence their grades. There is something about having hope for improvement that keeps students working until the end. Second, the final exam forces the students to review the material and, hopefully, get it better set in their understanding. In other words, they learn more.
I like giving my students an opportunity to improve their grades but my main reason for believing in final exams is that I really want them to leave the semester with all of the knowledge fresh in their minds. The final exam should encourage them to tie all of the material from the semester into a cohesive whole.
Unfortunately, I have often been disappointed in the results of final exams. Students seem overwhelmed by the huge amount of material and flit back and forth during their studies over the various topics without really getting a strong grip on any of it. They just don’t always learn as much as I want from their preparation.
So, at the end of my Intermediate Accounting II test this past semester, I wrote out 49 multiple-choice questions that covered everything that we had discussed that I thought was essential. I tried to gear each question to take about 4 minutes to solve. Although they were designed to be multiple-choice questions, I did not include any answers—just the questions.
Ten days before the final exam, I distributed these questions to my students along with the following speech: “Here is your final exam. These are the 49 questions that I would really love for you to be able to answer on the final exam. When you arrive for the final exam, you will have three hours to answer these questions. I will only make three changes from what you see here:
“1 – I will change the order of the questions.
“2 – I will add four multiple-choice answers to each question along with a “none of the above” answer.
“3 – Most importantly, for each question, I will change one or more of the variables in the question. For example, if the cost is $400,000, I might change that to $500,000. If the life is 5 years, I might change that to 10 years. If the interest rate is 8 percent, I might change that to 10 percent. If the blue method is used, I might change that to the red method. But the question will be fundamentally the same. If you can answer these questions, you should be able to answer all questions on the test.
“If you make sure you can work these 49 questions over the next ten days, you should make 100. But you must understand the problem so well that my changing of the variables will not really slow you down. I realize these are very difficult questions, but they cover the essentials that I want you to be able to work. You’ve got ten days to get these 49 under control.”
I quite honestly was not sure what was going to happen. In the end, the A students missed about 6 of the questions and got 43 correct. The B students missed about 13 and got 36 correct. The C students missed about 20 and got 29 correct. (The D and F students missed more, as you might imagine).
If I had given this test without the pre-test, I am convinced that most would have missed 50 to 100 percent more than they did. Students had clearly gone over the pre-test and learned to work many of the questions. They knew where to focus their attention. However, the number of missed questions was still higher than I had anticipated. Okay, these were 49 extremely tough questions about leases, pensions, cash flows, bonds, deferred taxes, and the like. But I really expected someone to become obsessed and learn them all backwards and forwards and make 100. That didn’t happen. Even with ten days, they just didn’t have enough time for that.
What interested me the most was that this type test had little impact on overall grades. Of all my students, the final exam grade made by 68 percent was within five points of their overall average for the semester. Students with an 82 average made about 82 and students with a 95 average made about 95. Only 32 percent had more than a 5 point difference between this test from their final average. I really had expected a greater number of students to show a greater change.
But, the basic question is still the same-did the students learn more in their studying? That was what I was trying to accomplish. And, I think they did that. Or, at least, I am encouraged enough to try it again. Maybe, this time with 40 questions instead of 49. Maybe, you just can’t do 49 complex questions in three hours even with a ten-day head start.
That’s my most recent experiment and how it worked. What was yours?
Some experiments work and some experiments don’t work. That is just the nature of the game. However, you will never find the winners if you are not willing to risk some losers. Playing it safe is no fun (and provides no benefit).
I tried an experiment with my final exam about two weeks ago. Even now, I am still not sure whether it was a winner or a loser but I found it interesting. I like the fact that I am still thinking about it.
What is the purpose of a final exam? I can think of two reasons. First, it gives the students one last opportunity to influence their grades. There is something about having hope for improvement that keeps students working until the end. Second, the final exam forces the students to review the material and, hopefully, get it better set in their understanding. In other words, they learn more.
I like giving my students an opportunity to improve their grades but my main reason for believing in final exams is that I really want them to leave the semester with all of the knowledge fresh in their minds. The final exam should encourage them to tie all of the material from the semester into a cohesive whole.
Unfortunately, I have often been disappointed in the results of final exams. Students seem overwhelmed by the huge amount of material and flit back and forth during their studies over the various topics without really getting a strong grip on any of it. They just don’t always learn as much as I want from their preparation.
So, at the end of my Intermediate Accounting II test this past semester, I wrote out 49 multiple-choice questions that covered everything that we had discussed that I thought was essential. I tried to gear each question to take about 4 minutes to solve. Although they were designed to be multiple-choice questions, I did not include any answers—just the questions.
Ten days before the final exam, I distributed these questions to my students along with the following speech: “Here is your final exam. These are the 49 questions that I would really love for you to be able to answer on the final exam. When you arrive for the final exam, you will have three hours to answer these questions. I will only make three changes from what you see here:
“1 – I will change the order of the questions.
“2 – I will add four multiple-choice answers to each question along with a “none of the above” answer.
“3 – Most importantly, for each question, I will change one or more of the variables in the question. For example, if the cost is $400,000, I might change that to $500,000. If the life is 5 years, I might change that to 10 years. If the interest rate is 8 percent, I might change that to 10 percent. If the blue method is used, I might change that to the red method. But the question will be fundamentally the same. If you can answer these questions, you should be able to answer all questions on the test.
“If you make sure you can work these 49 questions over the next ten days, you should make 100. But you must understand the problem so well that my changing of the variables will not really slow you down. I realize these are very difficult questions, but they cover the essentials that I want you to be able to work. You’ve got ten days to get these 49 under control.”
I quite honestly was not sure what was going to happen. In the end, the A students missed about 6 of the questions and got 43 correct. The B students missed about 13 and got 36 correct. The C students missed about 20 and got 29 correct. (The D and F students missed more, as you might imagine).
If I had given this test without the pre-test, I am convinced that most would have missed 50 to 100 percent more than they did. Students had clearly gone over the pre-test and learned to work many of the questions. They knew where to focus their attention. However, the number of missed questions was still higher than I had anticipated. Okay, these were 49 extremely tough questions about leases, pensions, cash flows, bonds, deferred taxes, and the like. But I really expected someone to become obsessed and learn them all backwards and forwards and make 100. That didn’t happen. Even with ten days, they just didn’t have enough time for that.
What interested me the most was that this type test had little impact on overall grades. Of all my students, the final exam grade made by 68 percent was within five points of their overall average for the semester. Students with an 82 average made about 82 and students with a 95 average made about 95. Only 32 percent had more than a 5 point difference between this test from their final average. I really had expected a greater number of students to show a greater change.
But, the basic question is still the same-did the students learn more in their studying? That was what I was trying to accomplish. And, I think they did that. Or, at least, I am encouraged enough to try it again. Maybe, this time with 40 questions instead of 49. Maybe, you just can’t do 49 complex questions in three hours even with a ten-day head start.
That’s my most recent experiment and how it worked. What was yours?
Merry Christmas To All
A Merry Christmas to all. It was off to visit my family last night. Now, it's off to the Unknown Wife's Family for the day. Luckily, they're each only about 80 miles away - gotta love living close enough that I can plan on biking to each this summer.
Unknown Daughter liked her presents (some clothes, a rock polishing kit, some games for her DS, etc...). The Unknown Baby Boy (now upgraded to the Unknown Toddler) seemed to like his presents, but being 21 months old, he probably will get as much out of playing with the boxes and paper as he will out of the presents).
As for Unknown Wife and I, we'll buy a big screen TV after the new year as our present. Yeah, that's right - "our" present.
In any event, here's hoping you all enjoy the day, and be careful on the roads - it's a surprisingly dangerous day for driving.
Unknown Daughter liked her presents (some clothes, a rock polishing kit, some games for her DS, etc...). The Unknown Baby Boy (now upgraded to the Unknown Toddler) seemed to like his presents, but being 21 months old, he probably will get as much out of playing with the boxes and paper as he will out of the presents).
As for Unknown Wife and I, we'll buy a big screen TV after the new year as our present. Yeah, that's right - "our" present.
In any event, here's hoping you all enjoy the day, and be careful on the roads - it's a surprisingly dangerous day for driving.
Tuesday, 21 December 2010
Stick a Fork In Me
I'm done with my grading. Not surprisingly, I handed in grades at 4:45 this afternoon, and got my first email at 7. But for a change, the first one wasn't of the "why didn't I get a higher grade" variety. The student wrote:
I'll take it. Now back to research.
I have two papers I'm hoping to send to the AAA (American Accounting Association) meeting (the deadline's in 2 weeks), and a third I'm hoping to send to the FMA (Financial Management Association) meeting (the deadline's in about 3 1/2 weeks). So, I have three papers to work on (one's being sent to both conferences).
Of course, I still have to buy something shiny for the Unknown Wife.
Dear Unknown Professor:He struggled all semester, and pulled off a B+ - proof that hard work pays off.
I just wanted to thank you again for a really great semester. You really helped me work hard in areas I didn't think I could and pushed me harder than I thought I could handle, but it overall seemed to pay off very well with my final grade. I learned a lot in your class this semester which I am hoping will help with my future finance classes since I am a Finance major.
I'll take it. Now back to research.
I have two papers I'm hoping to send to the AAA (American Accounting Association) meeting (the deadline's in 2 weeks), and a third I'm hoping to send to the FMA (Financial Management Association) meeting (the deadline's in about 3 1/2 weeks). So, I have three papers to work on (one's being sent to both conferences).
Of course, I still have to buy something shiny for the Unknown Wife.
Monday, 20 December 2010
Thanks!!!
I began writing this blog almost a year ago. At the time, I seriously wondered whether anyone would ever read it since I had no easy way to get the word out. I decided to write the blog, though, because I thought doing so would force me to think more deeply about my own teaching. In that way, it has been a huge success. I am a better teacher today, I firmly believe, than I was at this time last year because I have taken time to reflect on almost every aspect of my work.
However, I was still faced with the question: does anyone “out there” actually read these thoughts? So, yesterday, I finally broke down and looked at the statistics. Since I wrote the first blog entry last January, there have been 27,398 page views. Wow, that is roughly 27,000 more than I expected. It turns out to be 75 page views seven days per week for a solid year. That is a lot of teachers and a lot of education.
I just wanted to say THANKS!! This could not possibly have happened without a lot of great people helping to spread the word. I cannot fully express my appreciation to everyone who has taken the time to tell someone else about this blog.
I have long been convinced that virtually all teachers want to be better teachers. Often, unfortunately, it is hard to get practical advice. I sincerely hope that this blog has helped some folks become a tiny bit better in the classroom. If so, then my time has been well spent. If we all work to make tiny improvements in our teaching, the whole world will improve in an amazingly short period of time.
**
At the end of a semester, a few of my students will often write to talk about the goods and the bads of the semester. A student wrote me 3-4 days ago and made a comment that I found interesting. “I want to let you know that one of the greatest parts of the class is that you allowed us to fail initially, but then helped us to see our error(s) and eventually we learned to succeed on our own.”
Probably the essential question in teaching (at least to me) is “how do you get away from simply conveying information and requiring memorization so you can move to the more difficult task of creating understanding and critical thinking?” Can you think of a more important question for education as we enter 2011? It is not 1954—we cannot afford an education process that continues to resemble 1954.
I find that my students are hungry for the right answer so they can copy it down – ready for later memorization. They can get very frustrated at me when (during our conversations) I respond to them “Nope, that answer is wrong; try again and give me a better answer.” In fact, I like asking questions where I’m not sure what the right answer really is. I want them to convince me that they have figured out the right answer and can stand behind it.
Virtually every History student knows that the Emancipation Proclamation was issued by Abraham Lincoln on January 1, 1863. Why wasn’t it issued on the first day he took office? Why wasn’t it issued on the first day of the Civil War? Why wasn’t it issued on the day that Lee surrendered? To me, those are fascinating questions. Give me a good answer that makes sense. Don’t just tell me what is on the top of your head so I won’t fuss at you. That is not thinking—that is just guessing.
If you have read this blog for long, you know that I don’t believe in trying to surprise my students. I am not sure that anything is served by that. So, 48 hours in advance, I might have given my students the following “conversation starter:” “I believe that the Emancipation Proclamation was one of the key factors in US history. Why did President Lincoln issue the Emancipation Proclamation on January 1, 1863?”
After about a week in class, my students would come to understand that I wasn’t going to ask them that question – they would have already made a list of five bullet points to read to me as an answer. We would just be back to conveying information, this time from student to teacher rather than the other way around. Booorrrring.
I’d prefer to start off the conversation with a related question like “when do you think it first occurred to Abraham Lincoln that he should issue the Emancipation Proclamation? Do you think he woke up one morning in 1855 and said ‘you know, if I ever become president, I think I will free the slaves?’ Where do you think this idea came from?”
I don’t have a good answer for this question but I do think the conversation can help the students (and teacher) understand the man, the times, and the Emancipation Proclamation.
Education can be so much fun if you get away from the obsession of “knowing” a right answer. Let the students stumble around for awhile and you’ll be delighted to discover that, with a little guidance, they can develop enough understanding to think their way to their own reasonable answer.
And, after graduation, isn't that what they are going to have to do in the real world?
However, I was still faced with the question: does anyone “out there” actually read these thoughts? So, yesterday, I finally broke down and looked at the statistics. Since I wrote the first blog entry last January, there have been 27,398 page views. Wow, that is roughly 27,000 more than I expected. It turns out to be 75 page views seven days per week for a solid year. That is a lot of teachers and a lot of education.
I just wanted to say THANKS!! This could not possibly have happened without a lot of great people helping to spread the word. I cannot fully express my appreciation to everyone who has taken the time to tell someone else about this blog.
I have long been convinced that virtually all teachers want to be better teachers. Often, unfortunately, it is hard to get practical advice. I sincerely hope that this blog has helped some folks become a tiny bit better in the classroom. If so, then my time has been well spent. If we all work to make tiny improvements in our teaching, the whole world will improve in an amazingly short period of time.
**
At the end of a semester, a few of my students will often write to talk about the goods and the bads of the semester. A student wrote me 3-4 days ago and made a comment that I found interesting. “I want to let you know that one of the greatest parts of the class is that you allowed us to fail initially, but then helped us to see our error(s) and eventually we learned to succeed on our own.”
Probably the essential question in teaching (at least to me) is “how do you get away from simply conveying information and requiring memorization so you can move to the more difficult task of creating understanding and critical thinking?” Can you think of a more important question for education as we enter 2011? It is not 1954—we cannot afford an education process that continues to resemble 1954.
I find that my students are hungry for the right answer so they can copy it down – ready for later memorization. They can get very frustrated at me when (during our conversations) I respond to them “Nope, that answer is wrong; try again and give me a better answer.” In fact, I like asking questions where I’m not sure what the right answer really is. I want them to convince me that they have figured out the right answer and can stand behind it.
Virtually every History student knows that the Emancipation Proclamation was issued by Abraham Lincoln on January 1, 1863. Why wasn’t it issued on the first day he took office? Why wasn’t it issued on the first day of the Civil War? Why wasn’t it issued on the day that Lee surrendered? To me, those are fascinating questions. Give me a good answer that makes sense. Don’t just tell me what is on the top of your head so I won’t fuss at you. That is not thinking—that is just guessing.
If you have read this blog for long, you know that I don’t believe in trying to surprise my students. I am not sure that anything is served by that. So, 48 hours in advance, I might have given my students the following “conversation starter:” “I believe that the Emancipation Proclamation was one of the key factors in US history. Why did President Lincoln issue the Emancipation Proclamation on January 1, 1863?”
After about a week in class, my students would come to understand that I wasn’t going to ask them that question – they would have already made a list of five bullet points to read to me as an answer. We would just be back to conveying information, this time from student to teacher rather than the other way around. Booorrrring.
I’d prefer to start off the conversation with a related question like “when do you think it first occurred to Abraham Lincoln that he should issue the Emancipation Proclamation? Do you think he woke up one morning in 1855 and said ‘you know, if I ever become president, I think I will free the slaves?’ Where do you think this idea came from?”
I don’t have a good answer for this question but I do think the conversation can help the students (and teacher) understand the man, the times, and the Emancipation Proclamation.
Education can be so much fun if you get away from the obsession of “knowing” a right answer. Let the students stumble around for awhile and you’ll be delighted to discover that, with a little guidance, they can develop enough understanding to think their way to their own reasonable answer.
And, after graduation, isn't that what they are going to have to do in the real world?
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