Visit the EDM310 Alumni Blog

The EDM 310 Alumni Blog is up and running. Happy birthday!If you are interested in being a writer/comtributor, email the blog at

Thursday, March 4, 2010

Random but Important Questions for Fellow Future Teachers

Questionnaire : Random but Important Questions for Fellow Future Teachers

I need your help! This is one of our projects for EDM310, so I need you. Please go to this survey and complete it. It should not take 5 minutes. Your time is appreciated.

And please don't hesitate to ask me to complete yours, so I can help you as well.

I will post a summary of the results after break.

Thanks in advance for your time!

Have a great day,



  1. Surely students quit asking "Is this on the test?" in jr. high! It takes a very mature learner (not necessarily old) to be able to see the value of education. Unfortunately, the mature learner tends to want to learn things relevant to themselves (which usually leaves out the school curriculum.)

    I think the secret to a successful class is to create meaningful and relevant lessons that students want to learn but still cover the curriculum. This may be the hardest thing we have to do as educators.

  2. I am eager to see the results. Google has NOT perfected the way to publish the results so when you are ready I have a special handout. Actually, it is on the Fall 2009 blog (right side). I will have to move it to our current blog.

    I have just begun "reading" Audible books. I never thought that would happen. Advantage: listen on way to work, when traveling, etc. disadvantages. Can't flip through to see other parts. Not easy to skip. Not easy to "underline" or, in the case of listening, to take notes as to pages while driving. So I miss some good quotes or endanger my life! If I really like the book I end up buying a hard copy!

    We'll see if your respondents read books. And Mr. C will see whether they still ask "Is this on the test?" I bet they do still ask that! He dealt a sharp blow to the school curriculum with his comment. I agree with him!

  3. Mr. C... I can only respond with "you would be surprised." It goes along with improper focus for the goal of the course. BUT, I must say, it's not the students that should hold all the burden. Sometimes, exams can be designed to not test the students' ability to problem solve using the tools they've been given, but to regurgitate instead. An unfortunate situation, but it follows a philosophy that I learned in industry. People and systems will perform to the standard, the way they are graded. If you want a laboratory to process samples and they will be rewarded on the number of samples they complete in a day, then believe me.. They will turn out some samples. If the goal is to determine how to turn out meaningful data while running the least amount of samples necessary, then the staff will optimize instead of just running samples...

    I often think about test and lesson design. I think about it as a future teacher and as a current student. Defining the goal of the lesson or evaluation needs to be well thought and attainable. So the lesson should meet it, and not just check the box that "chapter 5 has been covered." I wonder how often state curriculums just cover material, or are designed to master skills.