I hate it when a textbook contains an error. After reading a section I'll go, "Whoa, that doesn't make sense." The first thing I do is: Blame myself. I must not have understood it correctly. So, frustrated, I'll go back and read it again, and then re-read it again. At some point, I'll realize that I'm not wrong--the textbook is.
In the best case, I'll know what research or theory the textbook is talking about and I'll be able to spot an error immediately. But not always. And I hate that moment of not knowing--or more precisely, the moment of believing that I don't know. I imagine students feel the same way.
I've always asked students to let me know whenever they encounter an error in a textbook. But not many students did. So then I started offering a $1 reward as a sort of bounty for being the first one to find an error, and still got a low response rate. Then I started offering $2--and crossed some sort of threshold. Now I get quite a few emails from students sending me textbook errors. The response rate was also "helped" by recently having a textbook that had 47 errors. Another textbook by the same author has 31...and counting. (Yes, I am quite motivated to find errors first.)
Some errors are not a big deal--like a misspelling of a researcher's name, or saying that Halle Berry played Catwoman in the movie Batman (it was, of course, the movie Catwoman). But other errors are more serious, like explaining things backwards, or labeling parts of diagrams opposite of what they should be.
You'll see a list of errors posted on the main page of the class website. Any new errors have an "updated" tag beside them. (Make sure you pencil in the corrections in your textbook.) I also collect these errors to send them to the publisher of the textbook so the errors can be corrected in any new printings of the textbook. I figure it's the least they can do, especially when you consider the high cost of textbooks.
Interestingly, there's another way that my $2 reward can help students. If a student reads something in the textbook and it doesn't make sense--if it seems to be backwards, like the author made an error--I'll get an email asking me for a $2 reward. Quite often in cases like this, the textbook will turn out to be correct; the problem is in the student's understanding of the material. This is a great opportunity for me to directly help a student understand the material. So you won't get a toonie for a cup of Tim's, but you will get some free help in understanding a concept--and in overcoming that feeling of not knowing.
Why aren't you studying?
The $2 Reward
Time to Reflect
Recently, it has been time to reflect. On the past, the present, and the future. Of course, it was Remembrance Day last week. I hope you at least spared a thought for those people who, every day, risk (and give) their lives in the service of our country. We owe them an unrepayable debt of gratitude for letting us live a life of such comfort, safety, and freedom.
But it was recently another occasion that's made me reflect on things: the 20th anniversary of the fall of the Berlin Wall and the collapse of East Germany. I have many vivid memories of those incredible days in 1989 when events long considered impossible began to unfold. I don't know how I was able to keep up with my studying, because I was glued to CNN for about a week straight.
Now you have to realize that this wasn't just some symbolic thing happening on the other side of the world. My heritage is German--in fact, I am the first generation of my family to be born in Canada. Considering what happened in Germany after World War II, it's a bit surprising that I even exist.
My mother's family lived in West Germany. My mom, being a sophisticated world traveler, eventually found her way to Canada. (I wish maybe she had gone a bit farther--Hawaii, perhaps? But then, at least she didn't stay in Iceland.)
My father's family, on the other hand, lived in East Germany. My grandfather, having experienced the Nazi regime, wasn't too keen on going through something similar when the communists occupied his country. So he decided to pack up his family--wife and four kids--and get out. This was before die Berliner Mauer went up, but it still wasn't easy to just leave the country. And when the wall went up, it did indeed form a symbolic barrier between their old life and their new one. (My dad could never go to East Germany to visit. If he did, they were sure to "invite" him to stay--forever.) Although my grandfather lived in West Germany for a while, eventually he decided to head for new territory and new opportunity in Canada. (Opa, couldn't you at least have considered Hawaii? Selling pineapples, learning to surf, that sort of thing? No?)
So, well, one things leads to another, my mom met my dad, and here I am. So upon reflection, what are the odds that I exist? If the communists hadn't kept their grip on the Soviet Zone... If my grandfather hadn't gotten his family out... If my mom had stayed in Iceland...
But I also reflected on my relatives, the ones who were still in East Germany in 1989. And the ones who were in West Germany. And now they were all in the same country together, for the first time. That was a good thing--for families to be together, comfortable, safe, and free.
I hope that walls continue to come down in the future. (Yeah, North Korea, I'm lookin' at you.)
Why aren't you studying?
The Sick Note
Last week, the UofA's Registrar took the unprecedented step of rescinding the requirement that students provide documentation for any absence caused by influenza-like illness. (Although the memo at the UofA's H1N1 website mentions a "doctor's note," I, like most instructors, typically require a Medical Statement form to be completed.)
I have heard that students received email about this, which also specifies that you must contact your instructors as well as your Faculty's student advisor. Thanks to those of who who have already contacted me. Be aware that I will automatically transfer the weight of any missed midterms to the final exam, as stated in the syllabus. Sorry, but there's no way to offer makeup or delayed exams.
I just wanted to discuss a couple of other things.
First, do not abuse this situation. It may be tempting to get some relief from exams and assignments for a while if you're not sick. After all, you're not required to provide any evidence at all. But consider this: What if you falsely claim to have H1N1, and then you actually do get it later? I suppose you could lie again and claim you've now got the seasonal flu. But then what if, after that, you actually do get the seasonal flu? Or maybe you got your flu shots and you're confident you won't actually get the flu. At some point you're going to have to make up for lost work somehow. So, are you going to live your life based on telling lies?
Second, If you are actually sick with the flu, I sincerely hope that you recover quickly and fully. (Don't come back to class until then!) If you're experiencing severe symptoms like chest pain, shortness of breath, dizziness, severe vomiting, high fever and confusion, please seek medical attention immediately. It's one thing to tough it out through a cold, but these symptoms are serious. Just because you're asked not to get a sick note doesn't mean that you should avoid all contact with the health care system. Take care of yourself.
Why aren't you studying?
The Flu Shot
So, have you heard about this swine flu thing? Sounds a little scary. Just look at that graph over there, showing the number of flu cases in Canada (see Google Flu Trends for updates). But what are you gonna do, eh?
Well, you could go and get a free flu shot. The provincial government is picking up the tab not only for the H1N1 flu shot, but also for the seasonal flu vaccine. Woot!
Maybe you think you don't need to get the flu shot. After all, you're healthy right now, right? No pounding headache, no aching muscles, no runny nose, no fever. But just because you're not sick now doesn't mean you're not going to get sick--it doesn't work that way. What are you going to do when you get sick? Go and get the flu shot then? Um, no: first, it will be too late to help you. And second, they won't even give you the flu shot when you're actually sick.
Perhaps you're counting on Tamiflu. Yup, that could help you. So, is your strategy to wait and get really sick first, then go running around to see a doctor and get a prescription? What if (say, due to a pandemic or something) they're out of Tamiflu? Are you going to order some over the Internet? Ya, good luck with that.
Even if you don't get the H1N1 swine flu, you're still at risk for the good old regular flu. "Bah!" you say, totally unafraid of it. And you're right, people aren't freaking out over the regular seasonal flu. But you should still get a flu shot for it. Why? Take a look at the graph above again. The light blue lines show cases of seasonal flu over the past few years. Notice when the cases peak? There's one peak in mid/late December. Hmm, is there anything important going on in your life around that time? Let me think...oh, yeah: final exams. Do you want to be sick during finals? Do you want to defer all your final exams until maybe January or February? Really, that's not a great idea, considering you're going to have your hands full with a fresh batch of courses. The next peak is in the middle of February. Gee, that's around midterm time. See where I'm going with this?
Here, I'll even help. Alberta Health Services has a list immunization clinics near you.
(By the way, don't come to class if you're sick with the flu.)
Why aren't you studying?
The SQ4R Study Method: Review
The "SQ4R" study method is an evidence-based strategy to maximize the gains you get from studying. The name is an abbreviation, with each letter describing one step of the process. (And yes, SQ4R is an upgrade to SQ3R.) This is the sixth of a series of posts (collect 'em all!) that describe all six steps. So far, you've surveyed a chapter in your textbook, asked yourself some questions, done some reading, recited what you've read, and related it to other things you know. This installment: R (the fourth).
The fourth R is for "review." This does not mean that you frantically try to cram all of your notes into your short-term memory 10 minutes before an exam. This is called "cramming," and it's a poor learning strategy--it may even reduce your retention.
A proper review is done well in advance of an exam. For example, you can go over the questions I pose in lectures, as part of the objectives for every topic. You can answer practice questions that are commonly provided by publishers on a textbook's companion website. Or you can go back and think about the questions you asked yourself before you read the chapter. Can you answer these questions? Or (even better) how well can you answer these questions?
After assessing your learning, you should have a pretty good idea of the things you understand well, and, er...everything else. After identifying the material that's giving you problems, you can do the actual review. This may involve going back and re-reading certain parts of a chapter, or asking your instructor (or the teaching assistant) for further help. By the way, there's nothing wrong with asking for help. Think of it this way: Would you rather struggle with something you don't understand and get a below-average mark? Or would you rather summon up your courage and talk to the instructor, allowing him or her to help you understand something better, and get an above-average mark? Hmm?
(Inside secret: Instructors love it when they can help a student learn something better--whether it's in class, or one-on-one, it doesn't matter. It makes us think we're doing a good job, and not just wearing out our shoes walking to and from class every day. We are resources for you to exploit! Wait, that didn't come out right...)
Why aren't you studying? reviewing?
The SQ4R Study Method: Relate
The "SQ4R" study method is an evidence-based strategy to maximize the gains you get from studying. The name is an abbreviation, with each letter describing one step of the process. (And yes, SQ4R is an upgrade to SQ3R.) This is the fifth of a series of posts (collect 'em all!) that describe all six steps. So far, you've surveyed a chapter in your textbook, asked yourself some questions, done some reading, and recited what you've read. This installment: R (the third).
This third R stands for "relate," and it's based on a fundamental aspect of human memory. When we learn and remember something, it's not like the memory gets plunked into a little mailbox. We learn by associating new things with things that we already know. The implication is that if you want to remember something, it's best to tie it into your knowledge structures.
Now, if you've just read something that didn't make any sense (don't worry, this happens to the best of us--er, I mean other people), it's going to be pretty hard to relate it to other things you know. Take learning the alphabet: alphabetical order doesn't relate to anything else you know, so you've got to learn a little song to help you remember its arbitrary order. This explains why it's so difficult to remember things that are complete gobbledygook--nonsense is impossible to tie into our existing memories. So, things have to make sense. Fortunately, the previous step of reciting has helped ensure that you know what you've read (see how things are getting integrated together so nicely?).
When you're reading and you really want to remember what you've learned, think of how the material relates to you personally. Fortunately, this applies easily to psychology, especially topics like memory, sleep, and learning. (OK, not so much when it comes to sociopathic behaviour or brain damage, I hope.) But even if the things you're learning do not apply to you, research shows that the enhancement of learning and remembering comes when you do the comparison. So if you're reading about sociopathic behaviour and conclude that that's so not you, you've just improved your learning. Bonus!
Why aren't you studying? relating?
The SQ4R Study Method: Recite
The "SQ4R" study method is an evidence-based strategy to maximize the gains you get from studying. The name is an abbreviation, with each letter describing one step of the process. (And yes, SQ4R is an upgrade to SQ3R.) This is the fourth of a series of posts (collect 'em all!) that describe all six steps. So far, you've surveyed a chapter in your textbook, asked yourself some questions, and done some reading. This installment: R (the second).
That's right, there's another R. "SQ4R" doesn't mean you read something 4 times. I guess that can't hurt, but we're looking for more efficient ways of studying and learning here, right? This second R stands for recite. Although you can do this step out loud, you might feel a bit self-conscious about it if you're studying in the library. (SHHHH!) So, a better thing to do is write it down. Write what down?
In doing the recite step, you should recite (or write) in your own words what you've just read. So for example, after reading a section, stop and pull out a piece of paper (or pull out your computer) and try to come up with a summary of what you've just read in your own words. It's important that you put things into your own words. In fact, if you don't put things in your own words, you're mostly wasting your time: you're just copying words from the textbook. If you are able to do this, you're actively organization and interpreting the information you've read.
Research shows that this approach is far superior to a passive approach, like copying sentences from the textbook or (shudder) highlighting. Also, if you are unable to put things into your own words, it reveals a problem with your understanding. This step isn't perfect, because you might put things into your own words that are wrong. Oops. So it can't help you detect a misunderstanding, just a lack of understanding.
At the end of this step, you'll have several pages of notes summarizing the chapter you've read. This is handy for studying and refreshing your memory before an exam. If you don't have time to go through everything you've written, that's OK. The learning takes place not when you re-read your notes, but when you write them down in the first place. Neat, eh?
Why aren't you studying? reciting?
Find It
