Problem classes

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  1. What are 'problem classes'?   
  2. How long do 'problem classes' last?
  3. Assessment.
  4. Function.
  5. Hints, tips and suggestions.
  6. Further information.

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1. What are 'problem classes'? 

Problem classes are a common way of teaching quantitative topics in the sciences and social sciences: for example, statistics is frequently taught using such an approach.  In most problem classes the students are provided with a set of problems to work through and are seated in informal groupings so that peer learning is encouraged.  Tutors or demonstrators (often postgraduate students) are on hand to help students who get stuck and they circulate amongst the students offering advice and guidance.  Tutors in such classes play a facilitatory role and must resist doing the thinking and work for the student, but instead need to find ways of prompting and assisting students to find their own solutions.

 

2. How long do 'problem classes' last?

Classes usually last between one and two hours and in some courses students can leave when they have satisfactorily completed the problems set that week.  This allows the tutors to concentrate their help on those students who need more assistance.

 

3. Assessment 

A variable feature of problem classes is how they are assessed.  In some courses the classes are for formative purposes only and the students will be given feedback on their work but not summative grades.  In other courses, work is submitted each week as assessed course work and contributes 10 - 20 % of the course grade.

 

4. Function

The primary functions of problem classes are to encourage students to practise their problem-solving skills and to apply the techniques that they have been taught to real problems. Doing this regularly and consistently is very important when learning mathematical-based subjects as new concepts build upon previous knowledge and skills and it is very important that students don't fall behind.  Problem classes therefore provide excellent opportunities to give individual feedback and to identify students who are struggling.

 

5. Hints, tips and suggestions

Thinking about how and when you will provide model answers or worked solutions for the problem sheets you set for your students can be tricky.  Students can pass on answer sheets to students the following year and so problems will need to be changed annually.

If you are working with a team of postgraduate demonstrators in the problem classes you will need to brief them fully including providing them with ‘correct answers' and highlighting common mistakes and misunderstandings.

You should also ensure that you have a robust and well-understood policy and approach in response to plagiarism as some students can blur the distinction between peer learning and copying (we encourage collaboration but punish collusion).

 

6. Further information

Kahn, P. and Kyle, J. 2002 Effective Learning and Teaching in Mathematics and its Applications, London, Kogan Page.

Suggestions on ‘dos' and ‘don'ts' for running problem solving classes - LSE Handbook for Graduate Teaching Assistants,  Section3.

Forster, F., Hounsell, D. and Thompson, S. (eds.), 1995.  Tutoring and Demonstrating. Centre for Teaching, Learning and Assessment, University of Edinburgh/UCoSDA.