Wednesday, August 11, 2010
Reconnecting with friends and former students
I've run into several friends and former students in the past few days. This afternoon I met with several of the students from the TU to UC program held in 2009. First, I saw Elli Kohl, who arranged a meeting day for us. I also contact the ones I had in Facebook. Today in the Mensa, I saw Daniel and Jana from the 2007 program. They are also interestsed in spending some time together. Finally, I went to see Ursula Nixdorf (who sends warmest greetings to Ruth), from the 2004 program, who filled me in on all the dirt in the language institute. First, Frau Heinitz is in an "early retirement buyout" plan. She is paid 60% of her income and does not have to work for 3 years, then she is officially retired. Everyone I spoke with (Ursula, as well as the new head, Frank, and Stephan et al) are all happy she accepted. I figure it was time. In fact, one person in the institute has a paper meter stick in her office, and every week has been cutting off the cm for thatweek, taping them to the celebratory bottle of champagne in her cabinet which will be opened the day after KH leaves. I get that...
Monday, August 9, 2010
Shoes
Not a high heel in sight! Today at the opening of the program, I noticed that there was not even one Russian woman wearing high heels. In the past, those who participated in the program remarked on the height of the heels as well as the impracticality of wearing heels for serious walking, let along negotiating cobblestones. I even have a photo of bloody heels as proof, which my daughter took (rather surreptitiously so as not to offend). Here are two photos of this year's shoe styles.
Placement tests--with results update in bold print below
Every time I have come to Ilmenau with students for a summer course, there has been a different iteration of the placement test (Einstufungstest). The question is how to determine the level of a student's ability in a second/foreign language using a tool that can be given and assessed fairly quickly to a large number of students. There are 120 students from 25 countries here this year, further necessitating the quick turn around time.
In the past, the tests have ranged from the "totally out of touch with modern pedagogy" to the one we experienced today. Today, the TU entered the digital age with a computerized adaptive exam, used across the nation, and which can be administered anywhere in the world. I'ts called a C-1 test (?). Of course, the technology didn't work (It is a technology university :) The issues were resolved, and we took the exam in small groups in the many computer labs at the university. I found out later that we were the guinea pigs--the university just started to use this version.
The test consisted of 8 Lückentexte (fill in the blank texts) where the blanks were articles, adjective endings, vocabulary words (usually with a 2 or 3 letter beginning), prepositions. The student had no more than 5 minutes for each of the 8 exercises. If still working at 5 minutes, the next text just appeared. It is designed so that even native speakers never get a perfect score, since it deducts for stylistic error, even if the answer is correct. It tests for REGISTER!!
The test was adaptive, meaning that depending on the percentage of correct answers in each text, the student either got a more difficult or easier text the next time. There seemed to be little overlap among the (American students), and since they are all fairly close in abilty, I'd say there were at least 7 or 8 different texts for each level. Topics included the environment, chocolate, youth activities for the beginner levels, and topics such as the genetic testing of bone fragments and recent findings based on that research, and the example below for the test I took. I was glad I was able to take it as well, and let me tell you, it did get progressively harder. I struggled with the last two, realizing answers at almost the last second. Here is an easier example in English, reproduced in the style of the test:
Title
Opening and complete statement
Fill ins of various types and difficulty
Closing statement, usually a summary statement
Loaner Grandpas and Loaner Grandmas
Many children have grandparents who are either not living or who live too far away to visit them regularly.
There is now a pl_____________ office where seniors can r_________ for placement with local families with c__________ whose grandparents are not available. Once matched, the seniors can interact with the younger gen____________ and have a rich experience. Research has found that seniors who interact with children are he___________ and live longer. The children benefit from contact with the older generation.
I am normally not a fan of fill-ins, but these really tested my ability to "hear" the language to anticipate exactly which vocabulary word fit. The grammar fill ins were fairly easy, but present in every selection, and the last couple had some obscure (and dare I say archaic) usage.
This test is standardized and tests/places students at the European levels (A1, A2, B1, B2, C1 or higher). Here are our group's results:
H: 22 points, under A2 (Group 1)
N: 29 points, under A2 (Group 2)
M: 32 points, A2 (Group 2)
DP: 137 points, C1 or higher
Note: The entire group is mostlz at the A2 level, with the highest level, Group 6, at the A2-B1 level (!). It seems there were only 2 who placed into the advanced level: the teacher accompanying the Russian contingent and yours truly. We both decided that we would not do the morning language classes, but would participate in all other activities/excursions (and I think Stephan was relieved). Ruth: you'll be interested to know that I had lunch with the instructors, and Frau Heinitz is in a real snit since she is teaching Group 5 (not 6) this year. A direct quote (translated): "I just don't know how to begin with such a low level of language proficiency. We can't have a real conversation." That said, it's a very well-behaved group (well on days 1and 2 anyway).
I found the "under A2" interesting. Student H has had the least preparation (one year), but I sense he is a serious student. Student N has had 2 years, and as my former student, I know he is not always able to focus, Student M has taken the Comp & Con level, and has great confidence in her ability to speak and communicate, however, often makes mistakes that impede understanding. None of them are at the lowest level, indeed I think they are at the Novice High level, with M at Intermediate low. They'll get class assignments later this afternoon, and I'll add the class level in later.
Here is a copy of a simplepractice test from the website:
Nach dem Kindergarten gehen alle Kinder im Alter von sechs oder sieben Jahren in die Grundschule. Dort ble_____ sie vi_____ Jahre. Da gehen ca. 45 Pro_____ auf d_____ Hauptschule, ca. 25 Pro_____ auf d_____ Realschule u_____ ca. 30 Pro_____ auf d_____ Gymnasium. I_____ einigen Bundesl_____ gibt e_____ auch Gesamtsch_____ . Nach d_____ Hauptschule ka_____ man arbe_____ und Ge_____ verdienen od_____ eine Le_____ machen. Na_____ dem Abi_____ am Gymn_____ kann m_____ einen Be_____ lernen oder an der Universität studieren.
In the past, the tests have ranged from the "totally out of touch with modern pedagogy" to the one we experienced today. Today, the TU entered the digital age with a computerized adaptive exam, used across the nation, and which can be administered anywhere in the world. I'ts called a C-1 test (?). Of course, the technology didn't work (It is a technology university :) The issues were resolved, and we took the exam in small groups in the many computer labs at the university. I found out later that we were the guinea pigs--the university just started to use this version.
The test consisted of 8 Lückentexte (fill in the blank texts) where the blanks were articles, adjective endings, vocabulary words (usually with a 2 or 3 letter beginning), prepositions. The student had no more than 5 minutes for each of the 8 exercises. If still working at 5 minutes, the next text just appeared. It is designed so that even native speakers never get a perfect score, since it deducts for stylistic error, even if the answer is correct. It tests for REGISTER!!
The test was adaptive, meaning that depending on the percentage of correct answers in each text, the student either got a more difficult or easier text the next time. There seemed to be little overlap among the (American students), and since they are all fairly close in abilty, I'd say there were at least 7 or 8 different texts for each level. Topics included the environment, chocolate, youth activities for the beginner levels, and topics such as the genetic testing of bone fragments and recent findings based on that research, and the example below for the test I took. I was glad I was able to take it as well, and let me tell you, it did get progressively harder. I struggled with the last two, realizing answers at almost the last second. Here is an easier example in English, reproduced in the style of the test:
Title
Opening and complete statement
Fill ins of various types and difficulty
Closing statement, usually a summary statement
Loaner Grandpas and Loaner Grandmas
Many children have grandparents who are either not living or who live too far away to visit them regularly.
There is now a pl_____________ office where seniors can r_________ for placement with local families with c__________ whose grandparents are not available. Once matched, the seniors can interact with the younger gen____________ and have a rich experience. Research has found that seniors who interact with children are he___________ and live longer. The children benefit from contact with the older generation.
I am normally not a fan of fill-ins, but these really tested my ability to "hear" the language to anticipate exactly which vocabulary word fit. The grammar fill ins were fairly easy, but present in every selection, and the last couple had some obscure (and dare I say archaic) usage.
This test is standardized and tests/places students at the European levels (A1, A2, B1, B2, C1 or higher). Here are our group's results:
H: 22 points, under A2 (Group 1)
N: 29 points, under A2 (Group 2)
M: 32 points, A2 (Group 2)
DP: 137 points, C1 or higher
Note: The entire group is mostlz at the A2 level, with the highest level, Group 6, at the A2-B1 level (!). It seems there were only 2 who placed into the advanced level: the teacher accompanying the Russian contingent and yours truly. We both decided that we would not do the morning language classes, but would participate in all other activities/excursions (and I think Stephan was relieved). Ruth: you'll be interested to know that I had lunch with the instructors, and Frau Heinitz is in a real snit since she is teaching Group 5 (not 6) this year. A direct quote (translated): "I just don't know how to begin with such a low level of language proficiency. We can't have a real conversation." That said, it's a very well-behaved group (well on days 1and 2 anyway).
I found the "under A2" interesting. Student H has had the least preparation (one year), but I sense he is a serious student. Student N has had 2 years, and as my former student, I know he is not always able to focus, Student M has taken the Comp & Con level, and has great confidence in her ability to speak and communicate, however, often makes mistakes that impede understanding. None of them are at the lowest level, indeed I think they are at the Novice High level, with M at Intermediate low. They'll get class assignments later this afternoon, and I'll add the class level in later.
Here is a copy of a simplepractice test from the website:
Nach dem Kindergarten gehen alle Kinder im Alter von sechs oder sieben Jahren in die Grundschule. Dort ble_____ sie vi_____ Jahre. Da gehen ca. 45 Pro_____ auf d_____ Hauptschule, ca. 25 Pro_____ auf d_____ Realschule u_____ ca. 30 Pro_____ auf d_____ Gymnasium. I_____ einigen Bundesl_____ gibt e_____ auch Gesamtsch_____ . Nach d_____ Hauptschule ka_____ man arbe_____ und Ge_____ verdienen od_____ eine Le_____ machen. Na_____ dem Abi_____ am Gymn_____ kann m_____ einen Be_____ lernen oder an der Universität studieren.
Stress
The stress of travel and new situations is often intensified for several reasonsÖ
1) lack of restful sleep (people are not made to sleep in an immovable sitting position, and getting used to a new bed and bedding takes time)
2) adjusting eating habits (today, one student said "I feel better now that I've had a proper cooked meal.")
3) immersion in a different language (you don't even understand the background chatter)
4) immersion in a different culture (where you do not see the differences and don't realize you're perceived as the outsider)
5) different weather (no complaints here--it's in the high 60's - low 70's and partly cloudy-rainy-then sunny, and the general low humidity is a welcome change)
All of the above have put the young (and not so young) scholars under stress. The manifestation of this stress depends on the individual's emotional state and general level of excitability. Tendencies are intensified so that a somewhat nervous/overly cautious person becomes overly excited, causing difficulties with technology, eating, testing, etc. This person is often unable to focus on the appropriate portions of a task. This does not seem to be influenced by L2 ability. A young scholar with limited language, M. is able to calmly note his limitations, but looks to advance them "in the moment," with a deliberate methodology. For example, here is one exchange:
H: Frau Page, is it correct to ask "Wo ist die Toilette?"
DP: Yes, that's fine. What kind of answers might you get?
M: Rechts, links
Clearly he is fine.
Another student, who desperately wants to fit in and learn as much as possible, and whose level of speaking and understanding are at the low intermediate level, and whom I had to literally tell to breathe in, then out a couple times to calm her, i.e., one who lives in a more tense state of being:
S: I don't want the fish, how can I possibly get a tasty lunch?
DP: How could you ask for just the potatoes and vegetables?
S: You mean I could do that? What would I say?
DP: It depends, can you tell me auf Deutsch what you want and don't want?
Problem solved, she had a tasty lunch of potatoes and vegetables.
Part psychologist, part life counselor/minor problem solver, a person leading a study abroad tour must sense when it is time to let a student struggle, and when to offer encouragement.
1) lack of restful sleep (people are not made to sleep in an immovable sitting position, and getting used to a new bed and bedding takes time)
2) adjusting eating habits (today, one student said "I feel better now that I've had a proper cooked meal.")
3) immersion in a different language (you don't even understand the background chatter)
4) immersion in a different culture (where you do not see the differences and don't realize you're perceived as the outsider)
5) different weather (no complaints here--it's in the high 60's - low 70's and partly cloudy-rainy-then sunny, and the general low humidity is a welcome change)
All of the above have put the young (and not so young) scholars under stress. The manifestation of this stress depends on the individual's emotional state and general level of excitability. Tendencies are intensified so that a somewhat nervous/overly cautious person becomes overly excited, causing difficulties with technology, eating, testing, etc. This person is often unable to focus on the appropriate portions of a task. This does not seem to be influenced by L2 ability. A young scholar with limited language, M. is able to calmly note his limitations, but looks to advance them "in the moment," with a deliberate methodology. For example, here is one exchange:
H: Frau Page, is it correct to ask "Wo ist die Toilette?"
DP: Yes, that's fine. What kind of answers might you get?
M: Rechts, links
Clearly he is fine.
Another student, who desperately wants to fit in and learn as much as possible, and whose level of speaking and understanding are at the low intermediate level, and whom I had to literally tell to breathe in, then out a couple times to calm her, i.e., one who lives in a more tense state of being:
S: I don't want the fish, how can I possibly get a tasty lunch?
DP: How could you ask for just the potatoes and vegetables?
S: You mean I could do that? What would I say?
DP: It depends, can you tell me auf Deutsch what you want and don't want?
Problem solved, she had a tasty lunch of potatoes and vegetables.
Part psychologist, part life counselor/minor problem solver, a person leading a study abroad tour must sense when it is time to let a student struggle, and when to offer encouragement.
Sunday, August 8, 2010
The Journey
Gentle Reader, you may want to read the full account of the interesting journey we had on the way here. Let me fill you in on the gritty details. When we missed the train in Frankfurt, I went to the closest Deutsche Bahn office to explain that we had missed the train because the train was MISLABELLED save for the last car, and how could we get assigned to a different train. Here is the conversation:
Two DB guys: You should have known that that was the train to Erfurt.
DPage: How was I to know that when the train number and destination were different?
DB guys: They probably just forgot to reset the (digital) sign on most of the train.
(repeat of the three previous sentences in different words)
DP: (realizing this exchange is fruitless): So how can we get to Erfurt?
DB guys: Oh, the next train comes along in one hour, and you can just get on.
DP (over tired and a bit miffed): OK, reserve that one for us.
Result: done, boarded, flew at 120km/hr and got to Ilmenau 12 minutes late.
This tendency of Germans to publically chastise people for things they "should" know began to irk me the last couple times I've been here. On reflection, this is probably a good thing, since I think it is most often used with natives, which would indicate that I'm passing. Should have brought those white sneakers to stand out as a foreigner and get some patience. But what does this say about Germans? It seems to me that they are not so tolerant with themselves making even common mistakes. The post war period of re-education and de-nazification set into motion a plan to change the way Germans think to prevent them from starting a third world war (they had direct implication in two already by 1939). In many ways this plan worked. Germany today has compulsory conscription, where many young men choose civil service instead of military service, giving the country a lot of young subsidized workers, and plenty of soldiers to assist police. Afghanistan is the first time since WWII that German soldiers have been in a war setting (and their participation is very unpopular). Germans are trained to be tolerant of women (they did rescue the country after WWII) and Jews. They were forced to hire guest workers from Turkey, Greece and Italy after the war since there were so few men. This remains an uneasy partnership, and if you get a German tipsy and talkative, you'll hear how the "should all go home," but you will never hear this in public discourse. Children born after WWII were forced to learn the guilt of their parents--a preventative measure of the re-education. They were taught to appreciate other cultures, and to adhere to the rules of tolerant public discourse toward other cultures.
BUT.....what happened here among themselves. I think, given experiences I have had, that there is an anger that doesn't get expressed to others, and it manifests inself with German-on-German curtness. Follow the rules or else. Sort your recyclables, be quiet after 10, don't chew gum in public, etc, etc...
I think it's important to provide a bit of contextualization to what happened immediately preceding this encounter with the DB guys: my airplace companions. On the first leg I sat next to a Swiss woman who works for corporate Johnson & Johnson in Germany (Hamburg) and who had just spent two days in Blue Ash. We had lots to talk about. In a lull, she turned to me and asked, What differences do you see between Germans and Americans? This is really a loaded question, and I attempted to answer her truthfully and openly, without denigrating either side. Her response to my return of the question was a bit more direct. As a Swiss national (they are not German!) working in northern Germany, she had noticed plenty, and her analysis was spot on: They are very rule-oriented, but efficient and amazing engineers because of it, but..they are unable to be flexible in problem solving. Every problem has to follow a carefully scripted protocol, with no thinking outside of the box. This Swiss lady from Zürich and living in Hamburg clearly preferred the American (and Swiss) way of problem solving. We had a great conversation, and she posed so many questions that my head was spinning by the time we got to New York. It was a mini interrogation. She asked the following about American culture, and generously offered her opinions about Swiss practices and attitudes:
normal age for marriage
partners vs. spouses
preferred travel destinations and types of vacations
role of women and attitudes toward them (she was decidedly anti-Swiss here)
corporate big wigs in US, Germany and Switzerland
reading habits
education practices
I had a different companion on the longer flight to Frankfurt, this time a woman who is currently living in Seattle, but who is originally from Eritrea, and was on her way home. I asked how she happened to be living in Seattle (because I am just nosy), and I got a wonderful story of how she was sponsored by a church, that she had four daughters and one son, that her sister was happy she was coming home to visit, etc..... What I didn't get was any contextualization about why she left Eritrea, and it's often those types of stories that get at the real truth, which I suppose is really none of my business. She had already travelled 6 hours from Washington, was on a 7 hour flight to Frankfurt, then needed to fly all day to southern Europe, then to northern Africa, then to Eritrea. Her English was difficult to understand, and she knew no German. She had not eaten since leaving Washington, and dinner was a couple hours away, so I pulled out every snack I had for her. She had a gentle spirit that was comfortable to be next to. I hope she made it home safely.
Two DB guys: You should have known that that was the train to Erfurt.
DPage: How was I to know that when the train number and destination were different?
DB guys: They probably just forgot to reset the (digital) sign on most of the train.
(repeat of the three previous sentences in different words)
DP: (realizing this exchange is fruitless): So how can we get to Erfurt?
DB guys: Oh, the next train comes along in one hour, and you can just get on.
DP (over tired and a bit miffed): OK, reserve that one for us.
Result: done, boarded, flew at 120km/hr and got to Ilmenau 12 minutes late.
This tendency of Germans to publically chastise people for things they "should" know began to irk me the last couple times I've been here. On reflection, this is probably a good thing, since I think it is most often used with natives, which would indicate that I'm passing. Should have brought those white sneakers to stand out as a foreigner and get some patience. But what does this say about Germans? It seems to me that they are not so tolerant with themselves making even common mistakes. The post war period of re-education and de-nazification set into motion a plan to change the way Germans think to prevent them from starting a third world war (they had direct implication in two already by 1939). In many ways this plan worked. Germany today has compulsory conscription, where many young men choose civil service instead of military service, giving the country a lot of young subsidized workers, and plenty of soldiers to assist police. Afghanistan is the first time since WWII that German soldiers have been in a war setting (and their participation is very unpopular). Germans are trained to be tolerant of women (they did rescue the country after WWII) and Jews. They were forced to hire guest workers from Turkey, Greece and Italy after the war since there were so few men. This remains an uneasy partnership, and if you get a German tipsy and talkative, you'll hear how the "should all go home," but you will never hear this in public discourse. Children born after WWII were forced to learn the guilt of their parents--a preventative measure of the re-education. They were taught to appreciate other cultures, and to adhere to the rules of tolerant public discourse toward other cultures.
BUT.....what happened here among themselves. I think, given experiences I have had, that there is an anger that doesn't get expressed to others, and it manifests inself with German-on-German curtness. Follow the rules or else. Sort your recyclables, be quiet after 10, don't chew gum in public, etc, etc...
I think it's important to provide a bit of contextualization to what happened immediately preceding this encounter with the DB guys: my airplace companions. On the first leg I sat next to a Swiss woman who works for corporate Johnson & Johnson in Germany (Hamburg) and who had just spent two days in Blue Ash. We had lots to talk about. In a lull, she turned to me and asked, What differences do you see between Germans and Americans? This is really a loaded question, and I attempted to answer her truthfully and openly, without denigrating either side. Her response to my return of the question was a bit more direct. As a Swiss national (they are not German!) working in northern Germany, she had noticed plenty, and her analysis was spot on: They are very rule-oriented, but efficient and amazing engineers because of it, but..they are unable to be flexible in problem solving. Every problem has to follow a carefully scripted protocol, with no thinking outside of the box. This Swiss lady from Zürich and living in Hamburg clearly preferred the American (and Swiss) way of problem solving. We had a great conversation, and she posed so many questions that my head was spinning by the time we got to New York. It was a mini interrogation. She asked the following about American culture, and generously offered her opinions about Swiss practices and attitudes:
normal age for marriage
partners vs. spouses
preferred travel destinations and types of vacations
role of women and attitudes toward them (she was decidedly anti-Swiss here)
corporate big wigs in US, Germany and Switzerland
reading habits
education practices
I had a different companion on the longer flight to Frankfurt, this time a woman who is currently living in Seattle, but who is originally from Eritrea, and was on her way home. I asked how she happened to be living in Seattle (because I am just nosy), and I got a wonderful story of how she was sponsored by a church, that she had four daughters and one son, that her sister was happy she was coming home to visit, etc..... What I didn't get was any contextualization about why she left Eritrea, and it's often those types of stories that get at the real truth, which I suppose is really none of my business. She had already travelled 6 hours from Washington, was on a 7 hour flight to Frankfurt, then needed to fly all day to southern Europe, then to northern Africa, then to Eritrea. Her English was difficult to understand, and she knew no German. She had not eaten since leaving Washington, and dinner was a couple hours away, so I pulled out every snack I had for her. She had a gentle spirit that was comfortable to be next to. I hope she made it home safely.
Friday, August 6, 2010
Ready to leave
As I sit at the airport in Kentucky and contemplate the upcoming trip, the students' excitement and enthusiasm is rubbing off on me. Everyone showed up with one small suitcase and one carry on!! I am very proud not only of them, but also of me packing as lightly as I ever have.
(photo to come)
Two pair of pants, one dress, two pair of shoes, 4 underpants, 6 (yes 6 not 4) shirts, one sleep shirt and a raincoat. Hardly anything. However, my suitcase is filled with gifts from RWC, Blue Ash, and a couple small items for friends. I don't completely trust myself, and packed an empty duffel bag for the return trip.
(photo to come)
Two pair of pants, one dress, two pair of shoes, 4 underpants, 6 (yes 6 not 4) shirts, one sleep shirt and a raincoat. Hardly anything. However, my suitcase is filled with gifts from RWC, Blue Ash, and a couple small items for friends. I don't completely trust myself, and packed an empty duffel bag for the return trip.
Monday, August 2, 2010
Final Exam Thoughts
There were several students who did not complete all sections of the final assignment, and I find this puzzling and frustrating. For the most part, this was an excellent group of students who actually read, prepared and participated well throughout the course. So what explanation is there for the students who chose not to complete the final exam. When I received the papers, I emailed each personally if one or more sections were not included. No responses, no answers, no additional work submitted. Assigning a zero for the missing sections caused some to receive failing grades on the exam, but not for the course as a result of the outstanding work done earlier. What to do?
To confound me even more, this seems to be a common practice among students in online courses, as Ruth reported. Should the failure to complete the work result in an Incomplete for the course? Should there be an in-class final? Should the final be worth a larger percentage of the course grade? Right now I'm not sure what I will do the next time I teach this course, but I feel I will have to address it in some way.
My distress for the lack of work was matched with my delight for the work that was submitted. Students saw connections, and explained them well, contextualized with references to characters, story lines, type of comedy. Several commented explicitly in a reflection on the course as a whole that they now realize the the role of cultural history as a reference for literature (I wonder if they see that in English language literature and comedy). One student even found a link to the Family Man that directly referenced one of the texts we read and sent it:
http://www.youtube.com/watch?v=VpBJsVw000w
Gentle Reader, please note that this is NOT the original story, but one that has been filtered through American comedic animation and a sadistic interpretation of Germany comedy.
The best parts were without a doubt the creative sections of the exams. The students were obviously engaged with the style, rhyme schemes, content, indeed all aspects of the texts we read. The texts, images and poems they created showed how well they understood what the original texts were trying to accomplish and showcased their individual personalities and sense of humor.
Surprises for me:
1. the positive reaction to this video: http://www.youtube.com/watch?v=lKpOWj8LkaQ
2. students applying definitions of different types of comedy, including Kant's definition of comedy throughout the quarter to texts we read
3. the eagerness with which students learned (long) German words, and their willingness to pronounce German names
4. the performance of selected scenes from The Talisman--the play came alive!
5. the debate (see below)
Rating: (still) B+
To confound me even more, this seems to be a common practice among students in online courses, as Ruth reported. Should the failure to complete the work result in an Incomplete for the course? Should there be an in-class final? Should the final be worth a larger percentage of the course grade? Right now I'm not sure what I will do the next time I teach this course, but I feel I will have to address it in some way.
My distress for the lack of work was matched with my delight for the work that was submitted. Students saw connections, and explained them well, contextualized with references to characters, story lines, type of comedy. Several commented explicitly in a reflection on the course as a whole that they now realize the the role of cultural history as a reference for literature (I wonder if they see that in English language literature and comedy). One student even found a link to the Family Man that directly referenced one of the texts we read and sent it:
http://www.youtube.com/watch?v=VpBJsVw000w
Gentle Reader, please note that this is NOT the original story, but one that has been filtered through American comedic animation and a sadistic interpretation of Germany comedy.
The best parts were without a doubt the creative sections of the exams. The students were obviously engaged with the style, rhyme schemes, content, indeed all aspects of the texts we read. The texts, images and poems they created showed how well they understood what the original texts were trying to accomplish and showcased their individual personalities and sense of humor.
Surprises for me:
1. the positive reaction to this video: http://www.youtube.com/watch?v=lKpOWj8LkaQ
2. students applying definitions of different types of comedy, including Kant's definition of comedy throughout the quarter to texts we read
3. the eagerness with which students learned (long) German words, and their willingness to pronounce German names
4. the performance of selected scenes from The Talisman--the play came alive!
5. the debate (see below)
Rating: (still) B+
Friday, July 23, 2010
Last class
The last class meeting is often bittersweet. Everyone is glad the work has reached an end, but there is the opportunity to reflect on new viewpoints having been gained over the course. This evening was the final meeting for the comedy course. The topic was GDR humor, and included short stories by two women (Irmtraud Morgner and Charlotte Worgitzky), as well as a film, Goodbye Lenin. Student Referate on the authors were a good introduction to the theme of "Our DDR" and the role played by women in social realism. The film provided a good example of such a woman and her loving son.
I am constantly surprised by the lack of information students bring to the class about (what I consider) recent history. Having several historians in the class helped tremendously, as there was no need to discuss the quadripartite division of Germany following WWII. What other students did not realize is that it provided the structure for the Cold War, and what that meant. We had an information-laden discussion, which was more like a question and answer session at the start, where one student asked "Why were [the characters in Goodbye Lenin] so against capitalism?" The next time I teach this course, I will have to have more background reading to supplement the topic.
The discussion also showed that the students were starting to make connections. Characters were compared and motifs were identified. The best part for me? It was the juxtaposition within the bittersweet nature of the final class of the son's love for his mother and the reality he creates for her, along with her realization of what he has done.
My grade for this class: B+. There are a couple pedagogical changes I will make in the future to improve the course. I was happy with the order of the readings, the readings themselves, and the level of the students' preparation and participation, and even more pleased withe the quality of the students' work. The reports were good, and the midterm assignments showed that students were engaged with the material on a meta level. Most of the creative sections were excellent. I'm looking forward to reading the final papers.
I am constantly surprised by the lack of information students bring to the class about (what I consider) recent history. Having several historians in the class helped tremendously, as there was no need to discuss the quadripartite division of Germany following WWII. What other students did not realize is that it provided the structure for the Cold War, and what that meant. We had an information-laden discussion, which was more like a question and answer session at the start, where one student asked "Why were [the characters in Goodbye Lenin] so against capitalism?" The next time I teach this course, I will have to have more background reading to supplement the topic.
The discussion also showed that the students were starting to make connections. Characters were compared and motifs were identified. The best part for me? It was the juxtaposition within the bittersweet nature of the final class of the son's love for his mother and the reality he creates for her, along with her realization of what he has done.
My grade for this class: B+. There are a couple pedagogical changes I will make in the future to improve the course. I was happy with the order of the readings, the readings themselves, and the level of the students' preparation and participation, and even more pleased withe the quality of the students' work. The reports were good, and the midterm assignments showed that students were engaged with the material on a meta level. Most of the creative sections were excellent. I'm looking forward to reading the final papers.
Friday, July 2, 2010
Comix
The Ninteenth Century brought the beginning of what would evolve into comic books. The function was entertainment, as well as education. On the left is an illustration from The Thumbsucker tale in Struwwelpeter, written by Heinrich Hoffmann. Dear Conrad has been told not to suck his thumb while his mother is away, but he succumbs as soon as she leaves. The cutter rushes in (see how quickly he moves?) and cuts off the offending thumb (see the blood dripping from little Conrad's left hand?). Quite a horrific image, but one that you want to examine carefully, not one that frightens you or causes you to look away. This story was always one of my children's favorite (neither a thumbsucker), and caused quite a titter in the class.
The image on the right is taken from Wilhelm Busch's Max and Moritz. These two were the inspiration for the Katzenjammer Kids, one of the very first American newspaper comic strips. They also could be considered the model for Beavis and Butthead, Southpark, and the characters in the film Dumb and Dumber. While the Struwwelpeter tales want to show children what behaviors are incorrect, and how there is immediate punishment for common childhood behaviors, Max and Moritz are two dullards who engage in a series of mean and nasty behavior, then suffer the consequences at the end of the tales (ground up into meal accidently, and eaten by ducks).
Harsh reality checks, for sure, told in rhyme with accompanying images to entertain. The students were quick to point out that they were very similar to the medieval and early modern tales we had read in form, purpose, and of course, in style.
Thursday, July 1, 2010
The Debate: Church v. Empire
Today was a bit of a midterm break from reading and analysis. On Tuesday, sides were drawn for the Thursday debate:The Church v. The Empire in the Middle Ages. In the previous class sufficient time was devoted to group work to define the 3 arguments the group would be making and to assign the roles. We used a classical rhetorical style in that each side made an opening statement. Then side by side, the arguments were made (with supporting examples from the texts read to date) and the opposing team had the opportunity to make a rebuttal. Closing arguments rounded out the debate.
I expected for the whole debate to take no more than 20-30 minutes, but indeed it lasted around 45 minutes. After one team presented a basic argument, the other team would huddle together to come up with a sound rebuttal. WOW! What a surprise for me. It turns out about half the class had been on debate teams in high school and took the event quite seriously. Of course, the positions allowed each group to make passionate statements for their side. I'll need to go over my notes very carefully to see how to score the statements and rebuttals. The Church had more tightly developed arguments, but the Empire definitely had the best line of the debate. My gut instinct is that it was a tie, but here are a couple of the quotes from each side:
Church:
-The Church offers every person the one true path to eternal salvation.
-Although every man has the possibility of becoming corrupt, the Church is led by God, who is removed from the flaws of humanity and who offers sanctuary to everyone who believes.
Empire:
-The Church relies on the gullibility of the masses and is guilty of exploitation.
-We are both corrupt. But the Church is corrupt in the name of God and eternity. The Empire is only corrupt for a lifetime.
Each side had appropriate and numerous examples to back up their arguments, as well as their rebuttals, from works such as Sebastian Brant's The Ship of Fools, Der Stricker's Priest Amis, the anonymously penned subversive work Till Eulenspiegel and tales and shrovetide plays by Hans Sachs. My initial evaluation is that it was a success as a classroom activity, as well as a way to get the students involved in the readings on a very meaningful level.
The debate was followed by a lively discussion of Lessing's Minna von Barnhelm. I was pleasantly surprised by the level of engagement, so I guess those reading questions might be working well also, and the students appear to be better readers with questions to guide their attention. Whereas the readings all appeal to this geeky Germanist, the fact that students get excited about certain passages, events, and characters is very rewarding. I suspect that the number of students who skim the text rather than giving it a careful reading is declining. And just in time for the wit of 19th-Century social critics Kleist and Heine, and comic books. The class seems to have reached a critical point in gelling as a group, and appear to feel more comfortable interacting with each other and with the text. My training tells me that a lower affective filter positively affects second language acquisition, but it appears that it positively affects learning more generally. With the midterm distributed yesterday and due in a week, I'm eager to see how engaged students are with the material individually.
I expected for the whole debate to take no more than 20-30 minutes, but indeed it lasted around 45 minutes. After one team presented a basic argument, the other team would huddle together to come up with a sound rebuttal. WOW! What a surprise for me. It turns out about half the class had been on debate teams in high school and took the event quite seriously. Of course, the positions allowed each group to make passionate statements for their side. I'll need to go over my notes very carefully to see how to score the statements and rebuttals. The Church had more tightly developed arguments, but the Empire definitely had the best line of the debate. My gut instinct is that it was a tie, but here are a couple of the quotes from each side:
Church:
-The Church offers every person the one true path to eternal salvation.
-Although every man has the possibility of becoming corrupt, the Church is led by God, who is removed from the flaws of humanity and who offers sanctuary to everyone who believes.
Empire:
-The Church relies on the gullibility of the masses and is guilty of exploitation.
-We are both corrupt. But the Church is corrupt in the name of God and eternity. The Empire is only corrupt for a lifetime.
Each side had appropriate and numerous examples to back up their arguments, as well as their rebuttals, from works such as Sebastian Brant's The Ship of Fools, Der Stricker's Priest Amis, the anonymously penned subversive work Till Eulenspiegel and tales and shrovetide plays by Hans Sachs. My initial evaluation is that it was a success as a classroom activity, as well as a way to get the students involved in the readings on a very meaningful level.
The debate was followed by a lively discussion of Lessing's Minna von Barnhelm. I was pleasantly surprised by the level of engagement, so I guess those reading questions might be working well also, and the students appear to be better readers with questions to guide their attention. Whereas the readings all appeal to this geeky Germanist, the fact that students get excited about certain passages, events, and characters is very rewarding. I suspect that the number of students who skim the text rather than giving it a careful reading is declining. And just in time for the wit of 19th-Century social critics Kleist and Heine, and comic books. The class seems to have reached a critical point in gelling as a group, and appear to feel more comfortable interacting with each other and with the text. My training tells me that a lower affective filter positively affects second language acquisition, but it appears that it positively affects learning more generally. With the midterm distributed yesterday and due in a week, I'm eager to see how engaged students are with the material individually.
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