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teaching
Return of the Worksheet (Kind of)
October 15, 2010 Shawn Cornally
It’s probably not much of a shock that I don’t often use worksheets. I intentionally don’t provide much of this kind of guided practice or this kind of homework. Not because I’m a rigor-hungry difficulty monster that just wants his classes to seem “hard.”
I believe that all students will rise to the challenges that are presented to them as long as no easier option is allowed. I want them to engage the material, but, at a deeper level, I want them to engage in the meta-cognitive activity of putting that knowledge together. I guess that sounds negligent, but I assure it’s not. It’s that small, but healthy, amount of oh-crap-cornally-isn’t-going-to-pave-the-way-to-mastery-with-rainbows thought process that I’m after.
That said, a student asked me for a trigonometry worksheet today. I kindly obliged. Do you see the difference? He asked because he recognized his need for practice.
That is all.
Soooooo… what do you usually ask for students to do for homework?
Sam
@Sam: Valid question, and I’m making a distinction between worksheets as guided (hamstrung) practice and homework (practice). My practice usually comes from the book but I leave it up to them to decide which problems to do, I black out the ones that i know that we won’t cover, and then let them pick.
=shawn