IMasgt3 .html
98.12.04 ( d11
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The Terrible Third Assignment!
An Explanation.
What is this assignment about? What is it for? What are
we supposed to dooooo???
Okay. It's about changing a set menu into a bento.
What is says on the "Course Requirements" page--
Assignment 3 (due December 8).
MAP A SUBJECT THAT INTERESTS YOU, especially
with the idea of parallel access by a student choosing whatever part he
or she likes.
What could possibly be the purpose of such a strange assignment?
The objective is to help you--
think about subjects
analyze the way subjects interconnnect
analyze how subjects are are explained and taught
analyze sequences of explaining things
find out how much sequence is really necessary
AND ALSO
interest you in my radical model of teaching.
WHAT SHOULD YOU HAND IN?
A recommended structure, although you may use some other way of conveying
the same information.
1. A brief explanation of your chosen subject,
according to some usual or published sequence (about a page, with topics
clearly stated).
2. Your idea for a different breakdown of the subject, into
topics and ideas among which some student may choose more freely.
Please present this in interesting detail.
SUGGESTED LENGTH:
2 to 4 pages. One B4 sheet could be sufficient.
HOW WILL YOU BE GRADED?
As with the other assignments, you will be rewarded for imagination
and clear thinking, effort and care.
And as with Assignments 1 and 2, THERE ARE NO RIGHT OR WRONG ANSWERS.
STEPS TO TAKE
if the previous instructions seem too uncertain.
0. CHOOSE A SUBJECT with a CONVENTIONAL SEQUENCE
-- a subject which has some conventional, familiar sequence of teaching
and explanation (if possible)-- some kind of a standard teaching sequence
which you are aware of.
1a. OR, if you like,
FIND AN INTRODUCTORY BOOK ON SOME SUBJECT
(in English at the Media Center, so I can check if need be)
WHAT KIND OF SUBJECT?
It can be a small subject or a big one.
-
Orientation to Keio University
-
History of the 20th Century
-
Japan in the 20th Century
-
"Mule" as an editor and file browser
-
Unix
-
The Java Language
-
The elisp Language
-
Introduction to Tokyo subways
-
The Fishing Industry
-
How to Make Sushi
-
Ecological Problems of the Coming Century
1. PRESENT CLEARLY THE STANDARD TEACHING SEQUENCE,
or the published sequence you've found.
2. NOW BREAK DOWN THE SUBJECT A DIFFERENT
WAY
SEE IF YOU CAN FIGURE OUT SOME OTHER WAY TO PRESENT THE SAME SUBJECT,
BREAKING IT DOWN IN A DIFFERENT WAY--
MINIMIZING SEQUENCE,
MAXIMIZING THE LEARNER'S CHOICE--
of aspects to study
-- what part to learn next
of sequence
Does this particular idea have to be based on some previous one?
Or could the reader go to it directly?
For instance...
Maybe some 'advanced topics' can be introduced at an earlier stage
Maybe there is some part of an "advanced" topic which can be completely
understood (and even tested) without the rest-- in other words, a MINI-SUBJECT.
Maybe there is a way to create a "BENTO" of the subject, WITH ALL THE
DIFFERENT PARTS OPEN TO THE BEGINNER.
Pressent this with explanatory text or diagrams sufficient to make it clear.