Donald J. Gilberl
Essex County College 31 Clinton Street Newark, New Jersey 07102
An Ancient View on Teaching (Chemistry) Revived
In ancient times a student who wanted to learn went to a teacher, studied with him until he was satisfied, and then left to use his learning. In the freshman chemistry course at Essex County College, we are attempting to revive this ancient method of instruction using the concept of the contract grade in conjunction with a time extension which permits the student to achieve the contract grade. The time extension is an essential corollary to the contract grade system. It enables students with a wide spectrum of abilities to meet course objectives without compromising the standards of the course. A student who knows he can continue working until he has mastered a skill becomes less discouraged than one working in a conventional semester term who foresees the possibility of failure and repetition of an entire study sequence. At the first class meeting the course outline is presented as well as a prepared module which deals with an aspect of the course, e.g. stoichiometry, equilibrium, etc. Each module contains a set of multiple choice questions. The student is asked to attempt the first module and then contract for a grade of A, B, or C based on a self-evaluation of needs and ability. As the student progresses, he receives the appropriate module. Some students can complete a module in a week or two, depending on length and complexity. Other students need more time. Students are told that a contract grade can be revised a t any time, either upward or downward. I n the case of an upward revision, work previously passed a t the lower level, would have t o be upgraded. Downward revision reduces the workload. Achieving contract level work on the module test qualifies the student to take the "class" or supervised test. The student failing either the module or class test may either be directed to his errors and asked to correct them, or the test is reviewed in its entirety and the student retested. A student failing three tests must, himself, prepare a similar test with unique questions and an asterisk by the correct answer. A perfect score must be attained on this last test and encouragement is provided t o enable the student to achieve it. I n the laboratory the student is required to take a lab quiz. These are less bulky to collect than lab manuals and the questions asked are more directly under the control of the instructor. The student must achieve his contract on the lab quiz also. Should a student not achieve the desired score, he is requested to correct the incorrect responses. The answers are available either from fellow students or the 56
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Chemical Educafion
instructor during discussion sessions. In presenting the corrected lab quiz, the student is expected to explain, in his own words, the reason for the change or the rationale of the correct answer. If a student does not complete the course work in a semester's time, he is given a "non-grade" and told to enroll in the sequential course. The student completes his first semester's work during the second semester and proceeds, immediately, to start on the second semester's work. I n the event the student does not complete the second semester's work he is again given a %on-grade" and allowed to finish the sequence from the point a t which he left off. Grades are not averaged. Only the contract grade is awarded. This apparent rigidity acts, in most cases, as an incentive to better work. Experience has shown that students tend initially to evaluate themselves rather poorly or set their sights for the minimal goal. As they see their work improve, they come to understand that they are capable and seek to raise their contract grade. To raise grades passed a t the lower contract level the following scheme has been worked out in a group session: a test score of one point below new contract level can be made up by correcting one question on that test; a test score two points below contract level will be left t o the subjective appraisal of the teacher as to whether to allow the student to make up just the two questions or to retest; three points below contract level calls for a retest. We have identified four areas in which modification of presently existing procedures might improve learning. These include lecture procedure, testing, attendance, and course content. Sequential lectures have minimal value when students are in varying stages of development. Attempts at maintaining a lecture sequence cuts down on attendance. This problem might be eliminated by setting up a library of taped lectures, which the student could listen to when he was ready, leaving class time for discussion. Cheating on tests is extremely easy when students have their tests returned to them with incorrect responses circled. Surprisingly cheating is not widespread. Students have been overheard rejecting offered answers saying, "I'd rather do it myself." Still it would be possible to program a computer to print out tests from a random assortment of similar problems and grade them. This approach would also save valuable class time. Attendance becomes a problem only for those students who repeatedly fall below their contract level. Students who can perform on their own should have the opportunity to prove themselves. For the future it is
planned that attendance demands will be made only on those students who consistently fall below their contract level. No attempt is envisioned to punish students for non-attendance, though a mandatory withdrawal is being contemplated for excessive absence accompanied by non-performance. The re-entering student would then be tested to determine his appropriate starting point. I n order to validate course content we are conducting a mail survey of local representatives of the chemical industry asking them to specify their requirements for technical employment. Responses to this letter may promote revision in what is being taught.
Experience with this "ancient view" of modern teaching has produced almost every psychological advantage that was expected of it. Morale is generally high and more students have learned to like chemistry. The problem of how to deal with the failing student who approaches the teacher near semester's end ~ i t hthe question "What can I do to improve my grade?" is eliminated, as the question doesn't arise. This program does not dehumanize the student with a total audio-visual approach, nor does it bore him with lectures. It is, instead, a program which meets the student where he is and allows him to make genuine progress into an understanding of chemistry.
Volume
49, Number I , January 1972
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