#$&*
course Mth 279
Task: `q001. Return to the homepage for your course, as you bookmarked it in the first document for Step 4 of the Orientation.
Your homepage includes a Table of Assignments, Topics and Specific
Objectives. The link to this table is listed along with other links
near the top of your homepage. Click this link and scroll down through
this Table.
The first thing you will see is the heading Module 1.
Below the heading for the Module you will see a note indicating when the
first test, for Module 1, is to be completed. (The first test might be
referred to as the 'Major Quiz', as 'Test 1', as 'Chapter 2 Test', as
'Chapter R test', or by some similar name, depending on your specific
course).
The course is divided into Modules. Scroll down the page and locate the
headings for subsequent Modules.
Briefly state how many modules you find, and also when the first test is
to be completed.
**** Your response (insert your response beginning in the next line;
the next line is blank and doesn't include the #$... prompt):
There are a total of 3 Modules and Test 1 is to be completed within
about a week of completing Assignment 13.
#$&* (your response should have gone on the line above this one)
Task: `q002. Now scroll down and locate your numbered Assignments.
The number of an Assignment is in the first column of the table.
You don't yet need to know how the Assignments work. You will learn
that by working through the first couple of Assignments. At this stage
we want to focus on where to find information.
Just below each Assignment is a list of Objectives relevant to that
assignment. You won't really know what the Objectives mean until you
have worked through the Assignment, and even then your understanding
will develop over a period of days or weeks as your brain gradually
rewires itself and you apply the necessary ideas to subsequent
assignments.
Right now we just want to focus on where the Objectives are and how they
are listed.
Note that a typical list of Objectives is followed by a set of Technical
Statements. The Objectives are intended for you to read. The Technical
Statements often use notations and terminologies with which you might
not be familiar, and when first working through an Assignment you can
focus on the first statement of the Objectives, safely ignoring the
Technical Statements.
Note also that the word Relate is included with many objectives, in the
form of a link. You don't need to click on that link every time it
appears. The link takes you to a discussion of what it means to
'Relate' a set or list of things.
Basically 'Relate' as used here just means that you need to know how
those things are all related to one another, and be able to apply those
relationships to solving problems.
This is all you really need to know right now.
The link gives a more extensive explanation in terms of a number of
examples, and you might find it useful later.
Describe in your response:
where the Objectives are and how they are listed
what you should do when you see the link Relate
**** Your response (insert your response beginning in the next line;
the next line is blank and doesn't include the #$... prompt):
The Objectives are step-by-step instructions on completing the
assignment and they are listed below the assignment. They are listed in
a simple numerical order for easy following. The link relate does not
need to be clicked every time but it gives a more extensive example
which can be useful.
#$&* (your response should have gone on the line above this one)
Task: `q003. You won't fully understand the sequencing of topics and
activities, or the reasons for the sequencing, until you have worked
through a number of assignments.
Assumptions:
It is unrealistic to suppose that the majority of students in a
course are capable, without prior preparation, of reading, extracting
meaning from and solving problems in a text written at a level
appropriate to the course.
having the topic talked to a class in a lecture is generally
ineffective for the majority of the class
students sharing ideas with and solving problems in conjunction with
other students can be very helpful, given a group of students who have
already engaged and experienced the topic (... toolkits ...)
it takes time for stuff to sink in, an idea the instructor believes
to have for centuries been obvious to individuals with rigorous content
knowledge, to now be increasingly supported by the rapidly advancing
field of neurobiology, but not to have filtered down to the 'field' of
education
if the goal of the course is integrated understanding and mastery,
it is not possible to break the learning of this subject into a linear
series of topics, with one topic mastered before moving on to the next
Typically you will be introduced to a topic through a sequenced set of
questions (the 'qa'), in which you will
Answer a series of questions, based on knowledge from prerequisite
courses or from earlier in this course, without having been first
'taught' how to answer the questions. The purpose is to 'engage your
brain' on the topic and provide you with a context for later activities.
Solve, take notes on and generally understand a sequenced series of
worked-out problems (the Introductory Problem Sets) illustrating the
application of the topic, along with others.
Apply the ideas to one or more actual, hands-on physical systems,
typically setting the system up, taking data, analyzing results and
answering questions.
Read Class Notes documents which may address any combination of
selected previous, current and future topics, and/or view video-linked
versions of the same.
Read the associated 'material' in the text and solve text problems.
The text is the 'last word' on a topic, not the first. By the time you
read about the topic in the text, you will already know quite a bit
about it through having engaged and experienced it. The text is
intended as the final document for the topic, presenting it in clear
relation to others.
These activities can span a number of assignments, so that by end of the
process the topic will have had time to percolate and sink in.
The main thing you need to understand about this is that there are
dozens of topics in your course, each of which can require days or weeks
to develop. The result is that at any time you will simultaneously be
developing and working on a number of topics.
Again you aren't expected to completely understand the assumptions and
the sequencing. However give a short synopsis of what you do
understand.
**** Your response (insert your response beginning in the next line;
the next line is blank and doesn't include the #$... prompt):
We are not expected to fully understand the material immediately,
especially from the given circumstances of the class. You must simply
follow the instructions, take notes, and complete every assignment and
in time the information will be understood and pertinent. You are
introduced to each section through a series of question and answers in
which you will already know from previous courses or earlier in the
course. You will then read the associated material and take notes until
you have a sufficient knowledge of the material and can answer the text
or the ""last word"" on a topic. These activities can span a number of
assignments and by the end of the entire process, the information is
able to settle in.
#$&* (your response should have gone on the line above this one)"
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#$&*
course Mth 279
Task: `q001. Return to the homepage for your course, as you bookmarked it in the first document for Step 4 of the Orientation.
Your homepage includes a Table of Assignments, Topics and Specific
Objectives. The link to this table is listed along with other links
near the top of your homepage. Click this link and scroll down through
this Table.
The first thing you will see is the heading Module 1.
Below the heading for the Module you will see a note indicating when the
first test, for Module 1, is to be completed. (The first test might be
referred to as the 'Major Quiz', as 'Test 1', as 'Chapter 2 Test', as
'Chapter R test', or by some similar name, depending on your specific
course).
The course is divided into Modules. Scroll down the page and locate the
headings for subsequent Modules.
Briefly state how many modules you find, and also when the first test is
to be completed.
**** Your response (insert your response beginning in the next line;
the next line is blank and doesn't include the #$... prompt):
There are a total of 3 Modules and Test 1 is to be completed within
about a week of completing Assignment 13.
#$&* (your response should have gone on the line above this one)
Task: `q002. Now scroll down and locate your numbered Assignments.
The number of an Assignment is in the first column of the table.
You don't yet need to know how the Assignments work. You will learn
that by working through the first couple of Assignments. At this stage
we want to focus on where to find information.
Just below each Assignment is a list of Objectives relevant to that
assignment. You won't really know what the Objectives mean until you
have worked through the Assignment, and even then your understanding
will develop over a period of days or weeks as your brain gradually
rewires itself and you apply the necessary ideas to subsequent
assignments.
Right now we just want to focus on where the Objectives are and how they
are listed.
Note that a typical list of Objectives is followed by a set of Technical
Statements. The Objectives are intended for you to read. The Technical
Statements often use notations and terminologies with which you might
not be familiar, and when first working through an Assignment you can
focus on the first statement of the Objectives, safely ignoring the
Technical Statements.
Note also that the word Relate is included with many objectives, in the
form of a link. You don't need to click on that link every time it
appears. The link takes you to a discussion of what it means to
'Relate' a set or list of things.
Basically 'Relate' as used here just means that you need to know how
those things are all related to one another, and be able to apply those
relationships to solving problems.
This is all you really need to know right now.
The link gives a more extensive explanation in terms of a number of
examples, and you might find it useful later.
Describe in your response:
where the Objectives are and how they are listed
what you should do when you see the link Relate
**** Your response (insert your response beginning in the next line;
the next line is blank and doesn't include the #$... prompt):
The Objectives are step-by-step instructions on completing the
assignment and they are listed below the assignment. They are listed in
a simple numerical order for easy following. The link relate does not
need to be clicked every time but it gives a more extensive example
which can be useful.
#$&* (your response should have gone on the line above this one)
Task: `q003. You won't fully understand the sequencing of topics and
activities, or the reasons for the sequencing, until you have worked
through a number of assignments.
Assumptions:
It is unrealistic to suppose that the majority of students in a
course are capable, without prior preparation, of reading, extracting
meaning from and solving problems in a text written at a level
appropriate to the course.
having the topic talked to a class in a lecture is generally
ineffective for the majority of the class
students sharing ideas with and solving problems in conjunction with
other students can be very helpful, given a group of students who have
already engaged and experienced the topic (... toolkits ...)
it takes time for stuff to sink in, an idea the instructor believes
to have for centuries been obvious to individuals with rigorous content
knowledge, to now be increasingly supported by the rapidly advancing
field of neurobiology, but not to have filtered down to the 'field' of
education
if the goal of the course is integrated understanding and mastery,
it is not possible to break the learning of this subject into a linear
series of topics, with one topic mastered before moving on to the next
Typically you will be introduced to a topic through a sequenced set of
questions (the 'qa'), in which you will
Answer a series of questions, based on knowledge from prerequisite
courses or from earlier in this course, without having been first
'taught' how to answer the questions. The purpose is to 'engage your
brain' on the topic and provide you with a context for later activities.
Solve, take notes on and generally understand a sequenced series of
worked-out problems (the Introductory Problem Sets) illustrating the
application of the topic, along with others.
Apply the ideas to one or more actual, hands-on physical systems,
typically setting the system up, taking data, analyzing results and
answering questions.
Read Class Notes documents which may address any combination of
selected previous, current and future topics, and/or view video-linked
versions of the same.
Read the associated 'material' in the text and solve text problems.
The text is the 'last word' on a topic, not the first. By the time you
read about the topic in the text, you will already know quite a bit
about it through having engaged and experienced it. The text is
intended as the final document for the topic, presenting it in clear
relation to others.
These activities can span a number of assignments, so that by end of the
process the topic will have had time to percolate and sink in.
The main thing you need to understand about this is that there are
dozens of topics in your course, each of which can require days or weeks
to develop. The result is that at any time you will simultaneously be
developing and working on a number of topics.
Again you aren't expected to completely understand the assumptions and
the sequencing. However give a short synopsis of what you do
understand.
**** Your response (insert your response beginning in the next line;
the next line is blank and doesn't include the #$... prompt):
We are not expected to fully understand the material immediately,
especially from the given circumstances of the class. You must simply
follow the instructions, take notes, and complete every assignment and
in time the information will be understood and pertinent. You are
introduced to each section through a series of question and answers in
which you will already know from previous courses or earlier in the
course. You will then read the associated material and take notes until
you have a sufficient knowledge of the material and can answer the text
or the ""last word"" on a topic. These activities can span a number of
assignments and by the end of the entire process, the information is
able to settle in.
#$&* (your response should have gone on the line above this one)"
&#This looks good. Let me know if you have any questions. &#