ALGEBRA WRITING ASSIGNMENT

I WOULD LIKE YOU TO ANALYSE THE ATTACHED LIST OF PRINCIPLES SUGGESTED FORGOOD UNDERGRADUATE EDUCATION. IN PARTICULAR PLEASE ANSWER THE FOLLOWINGQUESTIONS AND ADD ANY ADDITIONAL OBSERVATIONS OR COMMENTS YOU WOULD LIKE TO.

Questions to consider

-HOW DO THESE PRINCIPLES APPLY TO ALGEBRA?

-CAN YOU THINK OF ACTIVITIES THAT WOULD BE HELPFUL IN OUR CLASS WHICH WOULD

FACILITATE THE PRINCIPLES?

-DOES THE IDEA OF WORKING WITH OTHER PEOPLE CONCERN YOU?

-PLEASE ADD ANY ADDITONAL COMMENTS YOU FEEL ARE APPROPRIATE TO THIS TOPIC

OR FOR RUNNING THE CLASS.
 
 

PLEASE SUBMIT AS A MINIMUM A ONE PAGE TYPED ANALYSIS. ALSO IT WOULD BE
HELPFUL TO ME IF YOU ADDRESSED EACH OF THE SEVEN PRINCIPLES, IN WHAT EVER
ORDER YOU FEEL COMFORTABLE WITH. I AM VERY INTERESTED IN HEARING YOUR
THOUGHTS ON THIS ARTICLE SINCE MY PHILOSOPHY OF TEACHING AND EDUCATION, IF
NOT LIFE, IS EMBODIED IN THESE IDEAS. IT WILL BE ESPECIALLY HELPFUL TO ME
TO GET YOUR INPUT, SUGGESTIONS, AND HEAR YOUR CONCERNS AT THIS EARLY STAGE
OF THE SEMESTER. YOU MAY WRITE WHAT EVER YOU THINK. I AM NEVER OFFENDED
BY CONSTRUCTIVE CRITISM OR OBSERVATIONS.
 
 

SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION

by Arthur W. Chickering and Zelda F. Gamson
From the Wingspread Journal-- special edition

Summary-
Following is a brief summary of the Seven Principles for Good Practice in
Undergraduate Education as compiled in a study supported by the American
Association of Higher education, the Education Commission of States, and
The Johnson Foundation.

1. GOOD PRACTICE ENCOURAGES STUDENT FACULTY CONTACT
Frequent student-faculty contact in and out of classes is the most
important factor in student motivation and involvement. Faculty concern
helps students get through rough times and keep on working. Knowing a few
faculty members well enhances students' intellectual commitment and
encourages them to think about their own values and future plans.

2. GOOD PRACTICE ENCOURAGES COOPERATION AMONG STUDENTS

Learning is enhanced when it is more like a team effort than a solo race.
Good learning, like good work, is collaborative and social, not competitive
and isolated. Working with others often increases involvement in learning.
Sharing one's own ideas and responding to others' reactions improves
thinking and deepens understanding.

3. GOOD PRACTICE ENCOURAGES ACTIVE LEARNING

Learning is not a spectator sport. Students do not learn much just sitting
in classes listening to teachers, memorizing pre-packaged assignments and
spitting out answers. They must talk about what they are learning, write
about it, relate it to past experiences, and apply it to their daily lives.
They must make what they learn part of themselves.

4. GOOD PRACTICE GIVES PROMPT FEEDBACK

Knowing what you know and don't know focuses learning. Students need
appropriate feedback on performance to benefit from courses. In getting
started, students need help in assessing existing knowledge and competence.
In classes, students need frequent opportunities to perform and receive
suggestions for improvement. At various points during college, and at the
end, students need chances to reflect on what they have learned, what they
still need to know, and how to assess themselves.

5. GOOD PRACTICE EMPHASIZES TIME ON TASK

Time plus energy equals learning. There is no substitute for time on task.
Learning to use one's time well is critical for students and professional
alike. Students need help in learning effective time management. Allocating
realistic amounts of time means effective learning for students and
effective teaching for faculty. How an institution defines time
expectations for students, faculty and administrators, and other
professional staff can establish the basis for high performance for all.

6. GOOD PRACTICE COMMUNICATES HIGH EXPECTATIONS

Expect more and you will get it. High expectations are important for
everyone- for the poorly prepared, for those unwilling to exert themselves,
and for the bright and well motivated. Expecting students to perform well
becomes a self-fulfilling prophecy when teachers and institutions hold high
expectations of themselves and make extra efforts.

7. GOOD PRACTICE RESPECTS DIVERSE TALENTS AND WAYS OF LEARNING

There are many roads to learning. people bring different talents and styles
of learning to college. Brilliant students in the seminar room may be all
thumbs in the lab or art studio. Students rich in hands-on experience may
not do so well in theory. Students need to opportunity to show their
talents and learn in ways that work for them. Then they can be pushed to
learning in new ways that do not come so easily.