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From: bagpiper@oxy.edu (Michael Paul Hunter)
Newsgroups: comp.edu,sci.math,sci.physics
Subject: Re: Student preparedness
Message-ID: <12052@tiger.oxy.edu>
Date: 15 Jan 89 18:39:42 GMT
References: <4893@phoenix.Princeton.EDU> <6435@killer.DALLAS.TX.US> <8125@aw.sei.cmu.edu> <2334@hou2d.UUCP>
Organization: Occidental College, Los Angeles, CA  90041
Lines: 23

In article <2334@hou2d.UUCP> del@hou2d.UUCP (D.LEASURE) writes:
>In article <8125@aw.sei.cmu.edu>, firth@sei.cmu.edu (Robert Firth) writes:
>> Having prepared lecture notes, why not hand them out?  If 50%
>> notes will help the student, surely 100% will help more, and why ever
>> would a teacher NOT want to help the pupils?
>
>Dr. J. McNaughton of Expert Knowledge Systems does an exercise in
[edited]....
>The notes give the opportunity to interact at the lecture.  Always
>go to class, the notes are never as good.  Give feedback to the
>lecturer if the lectures don't surpass the value of the notes.
>--
>David E. Leasure - AT&T Bell Laboratories - (201) 615-4169
>hou2d!del del@hou2d.att.com leasure@paul.rutgers.edu

Bravo!!! Even when notes are NOT handed out I find it more beneficial to
try to interact with the lecture.  I find it more educational to try and
do the next line of the proof myself rather then passively accepting the data
that is written on the board.  Of course in classes where either a lot of the
class material is not in a textbook or in classes where the textbook is poor,
notetaking is crucial.

				     Michael Hunter