Path: utzoo!attcan!uunet!lll-winken!lll-lcc!ames!mailrus!iuvax!rutgers!njin!princeton!phoenix!dykimber From: dykimber@phoenix.Princeton.EDU (Daniel Yaron Kimberg) Newsgroups: comp.edu Subject: Re: Student preparedness Message-ID: <5129@phoenix.Princeton.EDU> Date: 4 Jan 89 18:43:18 GMT References: <4893@phoenix.Princeton.EDU> <6435@killer.DALLAS.TX.US> <5237@pdn.UUCP> <2145@faline.bellcore.com> <210@uncmed.med.unc.edu> <541@mccc.UUCP> <1828@buengc.BU.EDU> Reply-To: dykimber@phoenix.Princeton.EDU (Daniel Yaron Kimberg) Organization: Princeton University, NJ Lines: 24 In article <1828@buengc.BU.EDU> bph@buengc.bu.edu (Blair P. Houghton) writes: >In article <541@mccc.UUCP> pjh@mccc.UUCP (Pete Holsberg) writes: >>"partial notes". The instructor prepares lecture notes as usual but >>then deletes about 50% of what's there, leaving empty space. This >>permits the student to take some notes but not all, and encourages >>preparation so that the student will know what's in the notes. Pretty >[humorous reply about "partial lectures"] For anyone who's interested, I think rather than speculate on this or that personal theory of notes, it would be good to check out the literature. The latest issue of the Journal of Educational Psychology has a paper on the subject, comparing several different types of handed-out notes, and I'm sure there are good pointers to more work. The gist of the paper seemed to be (I haven't read it) that full notes are bad, partial notes are better, and matrix notes are the best. Partial notes aren't notes with half the material deleted, they're notes with shortened descriptions, i.e. about 6-10 words per topic, I think. Matrix notes, apparently, consist of a table in which all of the cells represent the topics, and they're somewhat more brief than the partial notes. In any case, they were apparently the best in terms of facilitating transfer learning, or something like that. Anyone who's interested should take a look, because this is just blathering based on a short perusal. -Dan