CS 301, September 23, 2002
<ol>
	<li>	one handout: homework 2</li>
	<li>	any problems come up this week?</li>
	<li>	anyone need someone to visit for homework 1?</li>
	<li>	planning</li>
	<ul>
	<li>		what mistakes have you seen an instructor make that could have been avoided by planning ahead?</li>
	<li>expected answers:</li>
<ul>
	<li>			content errors, like screwed-up proofs or explanation</li>
	<li>			organization errors: lack of unity, coherence, or emphasis</li>
	<li>			timing errors: running out of material, or not covering enough</li>
	<li>			blackboard errors: erasing material, then needing to reference it</li>
</ul>
	<li>		planning mistakes</li>
<ul>
	<li>			there wasn't enough time between lecture and section</li>
	<li>			instructor didn't solve the problems that he/she presented</li>
	<li>			neglected to account for heterogeneous class populations, or misestimated skill of students</li>
	<li>			neglected to motivate concepts being presented</li>
</ul>
	<li>		solutions</li>
<ul>
	<li>			feedback from self (post-mortem after section)</li>
	<li>			feedback from peers or students</li>
	<li>			work together!</li>
</ul></ul>
	<li>	quote from lab assistant: "I tell them and tell them, and they still get it wrong!"
	comments?</li>
	<li>	alternatives to lecturing</li>
<ul>
	<li>		instructor asks questions</li>
	<li>		students brainstorm on a problem</li>
	<li>		students solve problem in small groups</li>
</ul>
	<li>	how many of you have done one of these so far?</li>
	<li>	pros and cons (brainstorm about this: expected answers)</li>
	<ul>
	<li>		question-asking</li>
<ul>
	<li>			gets people involved</li>
	<li>			takes time</li>
	<li>			may generate student questions</li>
	<li>			do you call on students?</li>
	<li>			what to do about wrong answers?</li>
	<li>			type of question is important; some questions need a lot of think time</li>
</ul>
	<li>		brainstorming</li>
<ul>
	<li>			easy for silent students to stay silent</li>
	<li>			takes time</li>
	<li>			easy to get off-the-wall responses</li>
	<li>			more "accurate" display of problem-solving process</li>
	<li>			hard to manage discussion</li>
</ul>
	<li>		small-group problem-solving</li>
<ul>
	<li>			very different from "discussion", more like lab</li>
	<li>			takes time</li>
	<li>			different students learn different amounts</li>
	<li>			group dynamics perhaps hard to manage</li>
	<li>			closure?</li>
</ul>
	<li>		quizzes</li>
<ul>
	<li>			feedback to t.a., students</li>
	<li>			keeps students current</li>
	<li>			provides basis for further discussion</li>
</ul></ul>
<li>key issue: what you "cover" or what you "teach" is probably lots more than what they <b>learn</b>,
so the time tradeoff isn't necessarily a deal killer</li>
	<li>	course web site should be functional now; I'll put this outline online today</li>
	<li>	explanation of homework 2</li>
</ol>