#3
A DFF Report on L. 1
Thursday January 24
This kind of class is a new experience for me. I have tried the " unit mastery" technique as well as the standard " student-lecturer" technique for learning. However, the idea of using the classroom itself as a laboratory is in itself a stimulation to the mind because it automatically sets a different environment; different from the standard classroom setting. As far as the subject matter, it was interesting to think of unoccupied seats as "hot seats", too hot to sit on, and "the eyes" as social psychological forces which we encounter all the time in our daily lives. Judging from the first day of class, I can almost speculate on a most gratifying learning experience in this class.
DFF Report L. 2 on January 29
# 3
I think that learning the forces song is a terrific way for students to learn the terms and concepts. However, I feel that the song could have been better. The tight group seating such different than the random seating arrangement. I guess it's the strong territoriality that induces the experience. Our group seems to be very cooperative and willing to try new and different things. The group manager is a nice guy, too. Wonder what our next period will be like.
#3
DFF Report on L. 31
January 31
I found that last weeks gathering was interesting in that students, for the first time, disagreed on certain aspects of the quiz. The debated aspects were the "Explanation of Photo Album" , "the Photo Album", and " the Registry Letter", as to what method of data collecting was used. I felt that the " Recollective" and "Witnessing " methods are somewhat overlapped. The instructor should spend a little time this coming period to clarify the issue.
Our group, however, was really responsive. As the selected writer for our groups I am beginning to get a good "feel" of our members. Certain ones readily take the stand, on questions during the quiz, and some are less enthusiastic. However, during the quiz, I make sure that everyone agrees to one answer. This ensures group participation.
#3
DFF Report on L. 4
February 5
I thought that the discussion on the etymology of words was very interesting. I guess it's important to thoroughly understand the terms we will be using in class. The dictionary is full of information on where the different words come from. Take for example the syllable, "mal-" which means " bad". It comes from the Latin word " malus" meaning "bad". I notice that a 11 the words using "mal-" has a negative connotation.
The "milling " was fun and interesting at the same time. People cooperated together to produce a picture of what our class represents or what kind of people we have in our class.
The first meeting of our real group went well. Mostly everyone helped at arriving at our quiz answers. I sure hope that some of the others would build the courage to "come out" and talk freely.
FEB. 12, 1980
#3
DFF Report on L. 5
The first topic of discussion was social competence. This is similar to self competence. I guess the main difference is that in social competence you evaluate yourself on aspects of yourself that would affect other people. I think these competence skills helps you to be more disciplined.
The discussion on money thoughts was very interesting, especially since I have already reviewed the documented money thoughts projects in the past. Senator Gordon's viewpoint on money thoughts and how it affects our society was interesting. I'm starting my money thoughts observations now. As far as the quiz, I must admit I was a bit startled at first. When the professor said to stop writing, I couldn't help but to keep writing c to finish my sentence. I guess I wasn't practicing my social competence skills.
FEB. 14, 1980
#3
DFF Form on L. 6
This lecture was a very interesting one because a very awkward situation occurred. Somehow I feel that I've learned a lot from just witnessing what had happened. The situation was that the professor was talking about intelligence. When he asked the class where intelligence came from, no one said a word. Then all of a sudden a rather young mans spoke loudly and asked the professor to repeat the question. He did. The young man proceeded to answer the question using his personal feelings and experiences to answer the question. He stated that intelligence is learning to talk to people and communicating, because if a person doesn't talk to him then that is not intelligence. The answer bring a bit "left field", beheld the professor for a moment. Then the professor started lecturing again. He was suddenly interrupted by the same young man who insisted that " we be honest with ourselves" and to face a problem which he continued to ramble on about All this confused the professor as well as the class. Interesting to note, was the response of lab members. Some students spoke their confusion about what was said, others kept quiet to let time pass. For a minute, the professor stared at the young man and into space as if waiting for some confusion to settle in order to continue lecturing. I felt very funny inside because of the tension that the young man produced in the class. I felt that other people also felt themselves in an awkward situation. I guess I could feel intimidation in all of us, especially those who voiced their opposition to the speaker. The professor continued to lecture putting aside what "nonsense" was said. Later, the young man left the class without a word.