Timeline for How can I politely reply and educate students with unreasonable requests?
Current License: CC BY-SA 4.0
5 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Jan 13, 2022 at 12:42 | comment | added | Dmitry Savostyanov | In my personal view, knowing what one "should" do is rather pointless without them knowing why it should be done in this way. However, I appreciate that people may approach it differently. | |
| Jan 13, 2022 at 0:26 | comment | added | Stuart Golodetz | That being said, I'm also not altogether convinced that a certain amount of pattern matching, in the sense of knowing which techniques to apply for which problems, isn't part of what you tend to want the students to learn, in any case. I mean, rote repetition of answers without understanding them is bad, but knowing that you should apply technique X for problem type Y isn't really. | |
| Jan 13, 2022 at 0:22 | comment | added | Stuart Golodetz | @DmitrySavostyanov: I guess that aspect was intended to be covered by the comment "The counter-argument that a student might get good at passing your exams but not good at the underlying techniques can surely only be an indictment of your exams as a measure of their abilities". If one's exam questions are such that pattern-matching exam questions and solutions is an effective strategy, perhaps that's worth addressing? | |
| Jan 11, 2022 at 22:39 | comment | added | Dmitry Savostyanov | The suggestion regarding (1) seems to neglect a difference between shallow learning by pattern-matching exam questions and solutions and deep learning by engaging with and working through the material taught in the module. | |
| Apr 11, 2020 at 22:41 | history | answered | Stuart Golodetz | CC BY-SA 4.0 |