THE WRITE CHEMISTRY / Gunderson & Wang, Fall 2003

Directions for “I Just Don’t Understand…”  -- A two part collaborative visual and written exercises to check for understanding of key terms, concepts and problem solving skills. This is your opportunity to have your neighbor and your instructors help illuminate a difficult term, concept or a problem.

Part I:  TONIGHT

Step 1: Choose one topic we have covered in class that you feel you do not understand or maybe understand very little. Start by completing this sentence:

I just don’t understand… (Enter a term or a concept you don’t understand, or a problem you don’t know how to solve. This will pertain to a subject either in English Composition or in Chemistry.)

Step 2: Show us your level of understanding. Draw a simple table or graph, some other visual way to demonstrate this level. This visual may be as simple or complex as you like as long as the meaning is quickly apparent.

 Example:         A. Draw a vertical line and equal intervals. Starting from the bottom, write the numbers 1 to 5 with 5 being the greatest understanding and 1 the least.

B. On a horizontal line, do the same. The intervals between should correspond to the vertical intervals. This line will illustrate the amount of input.

You will have at least two input times --- maybe more depending on your understanding, so go ahead and place 5 digits on this line also. (It is important to know that there is NO GRADE for number of times it takes to achieve the highest level of understanding.)

Step 3: In about 150 words (1/2 to 1 page), try to summarize what it is that you do not understand and that you would like more help understanding.

NOTE THE FOLLOWING POINTS

1.      Be specific about key points

2.      Try to avoid blanket statements such as “I don’t understand anything.”

3.      Think about whether you can give an answer to your own question. Do not pose unanswerable problems.

Bring two typed copies to the next class.

Part II:  NEXT CLASS DAY

Turn one copy of Part I to the instructor. Exchange the second copy with a neighbor. You will then have a question about a problem troubling your neighbor. Your take-home assignment for the day is to try to explain the question posed by your neighbor.

This assignment should be brief, concise and typed. 100 to 200 words should be sufficient.

Part III:  THIRD CLASS DAY

Return to your neighbor the question you received with your answer stapled to it. You should also receive the answer to your question from your neighbor. After reading the answer and further discussion with your neighbor, re-enter your level of understanding on the graph you made earlier. Submit all to the instructors.

Grading criteria for “I just don’t understand…” (20 points possible)

PART I --- your question

Does the paper clearly state the term, concept or problem to be answered? (2 pt)

Is the paper specific about key points to be clarified? (2 pt)

Does the paper include a table, graph, or other visual way to show level of understanding? (1 pt)

Can the question be fairly answered within 100-200 words? (1 pt)

Does the paper meet the minimum length requirement? (1 pt)

Is the paper free of mechanical errors? (1 pt)

Is the paper typed and turned in on time? (1 pt)

PART II --- your answer

Does the paper focus on answering the term, concept or problem asked? (1 pt)

Is the answer developed with supporting statements to clarify the key points of the problem? (2 pts)

How accurate and thorough is the answer? (3 pts)

Does the paper meet the minimum length requirement? (1 pt)

Is the paper free of mechanical errors? (1 pt)

Is the paper typed and turned in on time? (1 pt)

PART III

Has your answer been reviewed by your neighbor before turning in for instructors’ response? (1 pt)

Does the graph you made in part I include a second input on the level of understanding? (1 pt)