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The Three R’s

The Three R’s. Carol Johnson, OSU School of Accounting. CHALLENGES IN EDUCATION. Could they pass that test you gave 10 years ago? Changes in cost Emphasis on extracurricular activities  Less time available for study First thing to go: Reading the book Reduced attention spans

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The Three R’s

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  1. The Three R’s Carol Johnson, OSU School of Accounting

  2. CHALLENGES IN EDUCATION • Could they pass that test you gave 10 years ago? • Changes in cost • Emphasis on extracurricular activities •  Less time available for study • First thing to go: Reading the book • Reduced attention spans •  Little tolerance for lectures

  3. IF I WORK HARDER, WILL THEY GET SMARTER? • Foray into Power Points

  4. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Beginning Inventory Purchases

  5. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10

  6. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Goods Available for Sale

  7. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Goods Available for Sale

  8. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 Ending Inventory

  9. IF I WORK HARDER, WILL THEY GET SMARTER? • Foray into Power Points • Seemed to work well at first • Test scores started to fall: • Discovery channel—TV watching • Problem with going faster than they can absorb it

  10. THREE R’s • Rigor • Relevance • Relationships

  11. BASIC APPROACH IS TBL • Make them responsible for reading • They won’t read what we’ll regurgitate • Quiz them individually • Quiz them as a team • Allow appeals

  12. DIFFICULTIES • You have to give significant weight to team grades to get them to take team processes seriously • Creates risk of grade inflation

  13. MY PREFERRED APPROACH • Make voiced Power Points or videos of lectures • Post them on D2L and say, “If you want a lecture, here it is.” • Provide significant D2L question banks—and tell them a significant portion of those questions will show up on the RATs • In class, utilize TBL processes • Use clickers for RATs—if we did it across campus, the paper savings would be significant • Academic integrity challenges • Make up for that with exams • Use remaining class time for projects that apply the facts they should have learned--generally in teams

  14. ISSUES • Concern about enough individual responsibility • Concern about grade inflation • Difficulty with appropriate peer evaluations (whatever you do here, make sure you document the process thoroughly in your syllabus) • Concern about whether we give them adequate feedback on their team performance • Mid-term peer evaluations would be good, but they’re fraught with problems

  15. BENEFITS • In my profession, our students will be working on teams all the time in the real world • They typically become pretty bonded with their team, which helps to keep them engaged

  16. THREE R’s • Rigor—by having them prepare instead of me spoon-feeding them and keeping the bar up on what they need to know • Relevance—by spending class time on application • Relationships—in team processes

  17. THREE R’s • Bottom Line: • Classroom needs to be for F2F interactions and other unique experiences. • If you can do it as well on the Internet, it probably doesn’t belong in the classroom.

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