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Post by Zach Dexter on Oct 6, 2005 19:14:41 GMT -5
I have a few suggestions for ITS physics:
- more clarity as far as what resources to use for specific assignments (i.e. the basic problem set, where we have lots of new problems - the EOC formula sheet isn't helping me learn how to do them)
- more clarity during class, especially during Do (K)nows and when we're discussing important concepts. It gets really confusing when we go off on tangents about other types of problems when we're trying to figure out how to do, for example, a certain kinematic problem.
Generally, the class is going well, IMO.
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Post by Zach Dexter on Oct 6, 2005 19:22:06 GMT -5
Also: Mr. Fisher, it can be helpful to get a schedule update during the first 15 minutes of class, but it's the end of the day and I bet that only a couple people in the class actually remember anything from the first 15 minutes, as your clarity is sometimes not good in that there's too much information about too many different topics. I'll bet that you could make a short, to-the-point 5-minute talk/update/tip session at the beginning of class covering only the important stuff and to give us an additional 10 minutes of much-needed student time (and more time for you to help us with difficult problems).
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Post by Mr Fisher on Oct 6, 2005 20:18:03 GMT -5
Excellent suggestions! I know I need to avoid tangents and slow down on key points. I like the idea of a quick start to class. My only concern, from experience!, is that if we jump to student mode too soon, there are students who will stop working 15 minutes before the bell rings!!! Once one stops, everyone wants to stop, and we lose the momentum! Perhaps 15 minutes focused learning at the start of class --- Do (K)nows!!! ----- rather than repeating information I write down elsewhere --- is part of the solution! Thanks for the helpful suggestions. Keep them coming! I will listen!!
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Post by Zach Dexter on Oct 19, 2005 20:17:19 GMT -5
THANK YOU for putting the examples on PowerPoints. Now I don't have to do the physics of contact lenses for my next project ;D
PowerPoints are so much easier to take notes from. It gets extremely difficult to see the whiteboards from the corner of the room because they're flat, and the writing has to be small if you want to fit in all in.
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Post by graceanderson on Jan 29, 2006 21:14:34 GMT -5
I would just like to make a suggestion about this website- could someone maybe do a little spring cleaning and make it so that the answers to practice tests from 2003 aren't on here? I got on to check my answers for the work/energy practice test and it took sooooo long to find them amid all the other tests from other years- maybe it's just me, but I think we don't need the answers from three years ago. anyways, lemme know...
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Post by aussssssssssst on Feb 12, 2006 17:29:11 GMT -5
His tangents confuse me to death. I will be following with him before the tangent then by the time its over i forgot all what i had just learned. Basically I get lost. STILL FISHER IS THE MAN
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Post by anonymous on Apr 25, 2006 18:05:50 GMT -5
I feel like there is a lot of favoritism in physics, For example, I once observed Mr. Fisher grading one of his favorite a team student's folder and the student didn't check any of their answers checked. However, this student still received a check plus 2 on the practice test. I think it would raise morale in the class if all of the students were treated equally!
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Post by anonymous on Apr 25, 2006 18:06:59 GMT -5
I feel like there is a lot of favoritism in physics. For example, I once observed Mr. Fisher grading one of his favorite a team student's folder and the student didn't check any of their answers checked. However, this student still received a check plus 2 on the practice test. I think it would raise morale in the class if all of the students were treated equally!
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Post by wafisher on Apr 25, 2006 20:50:36 GMT -5
I feel like there is a lot of favoritism in physics. For example, I once observed Mr. Fisher grading one of his favorite a team student's folder and the student didn't check any of their answers checked. However, this student still received a check plus 2 on the practice test. I think it would raise morale in the class if all of the students were treated equally! A supreme court justice once wrote that to treat everyone equally is the most unequal thing to do. (or words to that effect). Truthfully, if ANY student consistently answers 24/25 questions correctly on tests, I do not care if they check answers on homework/practice tests. A-Team members also are normally NOT REQUIRED to turn in problem sets or practice tests, unless I assign much harder problems such as the Physics Bowl questions. I hear what you wrote, but will continue to treat each student individually.....and unequally. Mr Fisher PS. I like to think of all my students as favorites. At times, certain student behaviors do bother me.....like talking when I'm trying to teach....but I try to separte student behavior and student performance on tests and classwork. PSS. I do not believe I assigned +2 to any student's practice test, A-Team or otherwise. Perhaps it was a another problem set or different assignment you saw me assess.
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