14 May

Two steps to match the season with more games

first_imgThe top of the season I would be in 68 meetings, which would be equivalent to contesting the Europa League and Cup final, a situation as hypothetical as utopian considering the demands of the competitions and the distressing situation suffered by Espanyol in LaLiga, but reaching those 57 games is getting closer. Between the first meeting (July 25) and the last (May 24), 304 days will pass and the parakeet team has in its hand to go down in history getting the season with more official matches than ever. Approaching an average of playing an official match every five days. A record that will depend on the evolution of the team to really occur. The Espanyol will play 38 games from LaLiga, at least Europa League 14 (which would be more in case of eliminating the Wolves) and three of Copa del Rey (Again the figure would increase if Abelardo Fernández’s team passes the next round). That puts the season already on mathematical form in 55 meetings, very close to the record that was set in the 2006-07 campaign with 57, when the Blue and Whites reached the UEFA Cup final and reached up to 15 games in that competition. To this figure we must add the 38 League, two from the Spanish Super Cup against Barcelona and two from the Copa del Rey against Rayo Vallecano. An elimination, that of Copa, which could cost, curiously, the dismissal of Ernesto Valverde.Leave the parakeet team behind 53 games that had disputed in the 2005-06 campaign, when he was champion of Copa del Rey with Miguel Ángel Lotina and alternated that competition with European participation. In total, the Blue and Whites played eight UEFA and seven Cup matches, to add up to those 53. It also buries the 50 disputed in the historic UEFA of 1988. This course that number of games has already been overcome taking into account that Espanyol has added six Europa League pre-matches, which can help to achieve the record of matches in the same course.last_img read more

20 Jul

Lectures arent just boring theyre Ineffective too study finds

Email Are your lectures droning on? Change it up every 10 minutes with more active teaching techniques and more students will succeed, researchers say. A new study finds that undergraduate students in classes with traditional stand-and-deliver lectures are 1.5 times more likely to fail than students in classes that use more stimulating, so-called active learning methods.“Universities were founded in Western Europe in 1050 and lecturing has been the predominant form of teaching ever since,” says biologist Scott Freeman of the University of Washington, Seattle. But many scholars have challenged the “sage on a stage” approach to teaching science, technology, engineering, and math (STEM) courses, arguing that engaging students with questions or group activities is more effective.To weigh the evidence, Freeman and a group of colleagues analyzed 225 studies of undergraduate STEM teaching methods. The meta-analysis, published online today in the Proceedings of the National Academy of Sciences, concluded that teaching approaches that turned students into active participants rather than passive listeners reduced failure rates and boosted scores on exams by almost one-half a standard deviation. “The change in the failure rates is whopping,” Freeman says. And the exam improvement—about 6%—could, for example, “bump [a student’s] grades from a B– to a B.” Sign up for our daily newsletter Get more great content like this delivered right to you! Country “This is a really important article—the impression I get is that it’s almost unethical to be lecturing if you have this data,” says Eric Mazur, a physicist at Harvard University who has campaigned against stale lecturing techniques for 27 years and was not involved in the work. “It’s good to see such a cohesive picture emerge from their meta-analysis—an abundance of proof that lecturing is outmoded, outdated, and inefficient.” Although there is no single definition of active learning approaches, they include asking students to answer questions by using handheld clickers, calling on individuals or groups randomly, or having students clarify concepts to each other and reach a consensus on an issue.Freeman says he’s started using such techniques even in large classes. “My introductory biology course has gotten up to 700 students,” he says. “For the ultimate class session—I don’t say lecture—I’m showing PowerPoint slides, but everything is a question and I use clickers and random calling. Somebody droning on for 15 minutes at a time and then doing cookbook labs isn’t interesting.” Freeman estimates that scaling up such active learning approaches could enable success for tens of thousands of students who might otherwise drop or fail STEM courses.Despite its advantages, active learning isn’t likely to completely kill the lecture, says Noah Finkelstein, a physics professor who directs the Center for STEM Learning at the University of Colorado, Boulder, and was not involved in the study. The new study “is consistent with what the benefits of active learning are showing us,” he says. “But I don’t think there should be a monolithic stance about lecture or no lecture. There are still times when lectures will be needed, but the traditional mode of stand-and-deliver is being demonstrated as less effective at promoting student learning and preparing future teachers.”The current study didn’t directly address the effectiveness of one new twist in the traditional lecturing format: massive open online courses that can beam talks to thousands or even millions of students. But Freeman says the U.S. Department of Education has conducted its own meta-analysis of distance learning, and it found there was no difference in being lectured at in a classroom versus through a computer screen at home. 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