Learning Like Water: The End

I attempted to learn like water this semester of college, and I do not think it worked. Here’s why.

I missed things.

Like a quiz, a final exam, numerous hand outs, and about 60% of the total lecture time.

I am sure that missing a final exam caught your attention. Yes, it happened. One of my professors decided in class to unofficially change the final exam time (with unanimous approval), and I did not hear about it. Since it was unofficial, he let me take the exam at a different time. Phew. I also missed an in-class quiz.

In some classes missing the lectures was a bigger issue than in others. One of my classes had no textbook and the material was pretty obscure (read: tough to find online), so it was here that I had the most trouble. The professor posted about half of his notes online, but I relied heavily on other students for the other half. I prefer not to need to mooch off everyone else’s efforts. I am not sure how to handle this obscure-material problem.

I did not focus well enough.

My original plan was to use class time to study on my own. That ended quickly when I had assignments due right after a class. In those cases, learning the new material took a backseat (who would have guessed?). I have a feeling that the structure is a problem here, but I have not identified the exact reason.

I could not shrink it to two weeks.

At the beginning of the semester, I proposed my compressed-schedule idea to each of my professors. Each said some variation of “you are welcome to get ahead, but you cannot get behind.” In other words, I could only conduct my experiment if I was willing to do a whole class in two weeks AND do two weeks worth of all of my other classes. That would require a huge amount of extra work at the beginning of the semester, and by the time I got to the last class at the end of the semester I would have little left to learn in that class. Not quite what I hoped for, to say the least, so that idea died. Oh well.

Even if the pieces had all been in place…

I still do not think it would have worked too well. I was unable to stay disciplined enough to stick with the program I designed. I have either average or slightly above average willpower, so it probably would be a problem for many other people too. That, combined with the constraints of college classes, makes this seem pretty impractical. But at least it was interesting and it did not hurt my GPA.

Next semester’s experiment.

I still think that lectures are a poor learning tool. What other tools could enhance the value of a lecture? Here is my next plan: come up with a problem to solve during each class. Ideally, it would be a homework problem that I could work on during the lecture on that material, but I may just have to settle for a random book problem which may or may not save me time on homework.

Here are the benefits: class time is spent actively problem solving, I will not miss any announcements or quizzes, I’ll notice the thorny problems as they are taught, and I will be able to use the lecture to reference concepts as I practice.

I will flesh out the details in mid-January before the semester starts. Comments welcome!


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