| 00:01 | So what you're looking at here is distribution of the first exam. So |
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| 00:06 | is just exam scores. And what I do after each examines, |
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| 00:10 | will post a power point, to blackboard showing you not only the |
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| 00:16 | for that exam, but also a showing the distribution of grades and which |
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| 00:24 | not only exams, but also your hat and sapling grades. So what |
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| 00:29 | want to do is I wanna talk you about what this means. So |
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| 00:32 | is the only time I'll do a about test grades. The rest of |
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| 00:36 | will be those power point. What looking at is really just the class |
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| 00:42 | for everyone who took the exam So can see over here. Um, |
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| 00:47 | we have is we have the highs low grade. So Max grade was |
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| 00:50 | 98. Low grade was a 22 grade meaning. The very middle grade |
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| 00:55 | 60 60 averages about a 64.8. right, and this is very typical |
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| 01:00 | my class. This is what I'm for. I want a knave ridge |
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| 01:05 | a 60 70. So if you used to hire averages. I want |
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| 01:10 | welcome you to a class where I for lower average. And many of |
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| 01:15 | right now are probably panicking because you've never gotten grades this slow. And |
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| 01:20 | what I want to tell you first off, you don't panic. |
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| 01:25 | the exam is designed for you to a average between 60 and 70 and |
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| 01:30 | guys got an average of a 65 you've done exactly what I wanted you |
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| 01:34 | do. All right? Now what want to point out, though, |
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| 01:39 | that I want everyone to do really well. I just designed these |
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| 01:44 | so that we don't end up with whole bunch of 100 because hundreds are |
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| 01:48 | useless in telling me whether or not actually are learning information. I could |
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| 01:53 | a really eggs the easy examine to a really hard exam. You could |
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| 01:56 | the exact same thing. But what trying to do is we're trying to |
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| 02:00 | it so that I'm coming back to so that we can see where people |
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| 02:09 | . All right, so we're trying create it so that it's not bumped |
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| 02:13 | against that and just so that you get a cent a curve that looks |
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| 02:17 | this tells us nothing, right? so if you're used to being in |
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| 02:22 | where the majority of class gets you're not determining who's who's learning |
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| 02:27 | what you're learning learning is that the or the person writing the exams doesn't |
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| 02:33 | how to write exam. All so what I want you to do |
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| 02:37 | I want you to first understand before start panicking. And really Like I |
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| 02:42 | , I don't want you to but I want you to think about |
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| 02:44 | is an exam. Alright, Many you have put this weight in your |
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| 02:49 | this that an exam is somehow a of your character. What I want |
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| 02:52 | point out is that an exam is very, very simple thing. It |
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| 02:55 | measure who you are as a It doesn't matter how smart you |
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| 02:59 | Doesn't tell you how much time you into studying. It doesn't tell whether |
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| 03:03 | not you're gonna be good going into health professions. None of that is |
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| 03:07 | be seen in an exam, especially in a class like what we're |
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| 03:11 | All in exam is designed to do measured how well you learn the subject |
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| 03:17 | notice. It doesn't say time you . A lot of you have already |
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| 03:22 | me saying I spent a lot of studying and I thought I did. |
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| 03:25 | ? I thought I knew this The answer is that's not a measure |
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| 03:31 | understanding time. Studying is not a of how well you learn something. |
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| 03:36 | way you measure how well you learn is how well you're able to reproduce |
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| 03:41 | information under a an examination of some now granted in life, you're not |
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| 03:47 | be given multiple choice exams except in classroom. But if someone came up |
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| 03:52 | you and ask you something and I want you to tell me this |
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| 03:56 | if you knew the information to be to tell them if you didn't know |
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| 03:59 | information, you say I don't That's an example of a real life |
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| 04:04 | . And what we're trying to do get you to the point that you |
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| 04:10 | what it is that we are learning the class now if you are and |
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| 04:15 | gonna use the word here. Great person who puts incredible amount of weight |
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| 04:20 | value on grades. First off, need you to stop it. But |
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| 04:24 | know that that me telling you to it isn't gonna be good enough. |
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| 04:27 | I need you to do is understand there is a relationship between how well |
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| 04:32 | learn the material and the grades that getting. If you learn the |
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| 04:37 | your grades will naturally follow. So you're the person that is desperate for |
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| 04:43 | big giant letter All right, then you need to do is you need |
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| 04:48 | figure out how do I learn the ? Well, all right, so |
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| 04:55 | back up a second, all I told you, it's not time |
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| 04:58 | panic. Many of you are sitting going Oh, no, I better |
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| 05:00 | drop the class. And that's not I'm telling you to do, all |
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| 05:04 | ? It is quite possible for everyone learn all the material that's in this |
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| 05:09 | , and it's quite possible for everyone earn and a it's just a matter |
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| 05:12 | putting in the effort. So what wanna do is I want to break |
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| 05:15 | very, very quickly why you shouldn't . All right, First off, |
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| 05:19 | is just one exam. You have examined in the class. You have |
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| 05:23 | more exams to go. So if got a great that you're dissatisfied |
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| 05:27 | What that should tell you is that didn't learn the material well enough for |
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| 05:32 | first exam. That doesn't mean you're for the count. You still have |
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| 05:36 | other exams that you could take. you need to make adjustments now so |
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| 05:40 | you can perform better on the next and on the next examine for |
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| 05:44 | the next examine for that. your exams aren't the only grade you |
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| 05:50 | in the class. The class consists 80% exam, right, But you |
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| 05:57 | have another 20% that you're doing on side. All right, so this |
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| 06:03 | or or reduces the blow that a exam could have. So if you're |
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| 06:09 | your effort into studying and working through problems and answering the questions and doing |
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| 06:16 | you've been assigned already patting yourself in , you can get a near perfect |
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| 06:21 | perfect score in this environment, which gonna, uh, back up or |
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| 06:28 | what you're doing on the exams, right, so if you're not doing |
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| 06:32 | on the exams, what you're doing on the homework that's telling you you're |
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| 06:35 | internalizing it, but at least it's gonna make Your Grace offer as poorly |
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| 06:39 | they could or would be. If this was just a exam based class |
|
| 06:44 | honestly 5, 10 years ago, all you would have had this |
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| 06:49 | there would have been no homework All right, so it's just by |
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| 06:53 | that you know the way that technology worked. It's allowed us to introduce |
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| 06:58 | and problems and stuff. The other I would tell you is that you're |
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| 07:03 | alone, and I know it feels you're alone or it might feel like |
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| 07:07 | overwhelming. You don't know what's going the stuff. But remember, I'm |
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| 07:12 | to help you, you know, you should be able to come and |
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| 07:16 | me during my office hours every Tuesday Thursday at 10 o'clock. I am |
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| 07:21 | teams and I'm waiting for people to up to come ask me questions. |
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| 07:24 | day at 11 o'clock are at 11 , I log out of my office |
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| 07:30 | having not answered a single question. if you're struggling with the material or |
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| 07:34 | don't know what's going on, come talk to me. I'm not gonna |
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| 07:37 | mad at you. I want to you. That's what my job |
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| 07:41 | You know, normally what I'd say , come visit me in my |
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| 07:44 | But since we're not coming onto we can't do that. So we |
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| 07:48 | to do this awkward. You uh, you know, digital, |
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| 07:53 | know, interface. That just isn't fun. But if you have |
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| 07:58 | don't be afraid to do it. , if you're the way that you |
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| 08:02 | resulted in a grade that you were with, you need to go watch |
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| 08:07 | video I talked about on how to . All right, I told you |
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| 08:11 | works and what doesn't work. The that you did in high school doesn't |
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| 08:17 | . I'm just gonna tell you up , it does not work. It |
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| 08:19 | not get you the grades that you . You will end up with a |
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| 08:22 | in the class or even worse, because I don't like you. Not |
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| 08:27 | , um, I have some evil that I'm doing, but because what |
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| 08:31 | didn't high school is incredibly inefficient. given the amount of work that you |
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| 08:35 | to do and how you need to the information, it's not going to |
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| 08:38 | you the grades that you want. you need to learn how to organize |
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| 08:44 | and how to internalize it so that are learning. Remember, that's the |
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| 08:48 | word. Here I am learning information that my grades reflect what I |
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| 08:56 | All right, so you need to it and see how it's done. |
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| 09:01 | then you actually need to change how done. Alright, If you can't |
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| 09:05 | how it's done, then you're gonna to be satisfied with the grades that |
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| 09:08 | gonna end up with. You'd be how many people go. Yeah, |
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| 09:12 | know these are the things I need do, but I'm just too |
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| 09:14 | They don't usually say I'm too but they just I don't want to |
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| 09:17 | the other way is just more But if you're not going to |
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| 09:22 | don't be surprised if your grades do same. The last thing I finally |
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| 09:27 | , and this is something that a of people keep missing of the concept |
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| 09:31 | the keep asking, Is there a on the test? There's no curves |
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| 09:34 | the test. The place where you're to see the curve is in the |
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| 09:37 | grade. All right, that's what interested in is what is the final |
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| 09:41 | gonna look like in the class? right. And so what we're gonna |
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| 09:44 | is we're gonna do all the and we're just gonna add things |
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| 09:47 | And then what we're gonna see is gonna see what that distribution is, |
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| 09:50 | then we apply the curve. And just as an example, all |
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| 09:54 | If I had to turn into grade now, this is what the distribution |
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| 09:59 | like. And you can see that a little bit different than that first |
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| 10:03 | that we saw. All right? so you can see here for my |
|
| 10:06 | . Ah, hard fail. There's f is a 50. That number |
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| 10:10 | ever changes. What I'm basically saying , if you can't cross the street |
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| 10:15 | out of rarely two times about getting by a car, then you're not |
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| 10:18 | enough. All right, so basically is my is my heart fail in |
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| 10:23 | class? But after that up here where we have our distribution are |
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| 10:28 | And so what we've done here is done a statistical analysis. It's what |
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| 10:33 | calling f distribution, and I've determined that curve should look like. |
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| 10:38 | technically speaking, you're a would be way up here just mathematically. But |
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| 10:43 | not fair to anybody because no one ever get it. And so what |
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| 10:46 | use is I use the standard boundaries 80 70 60 on down to kind |
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| 10:52 | determine what the what the boundary If the math doesn't favor you and |
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| 10:57 | you can see it here, the doesn't favor. So the eighth right |
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| 11:03 | if I had to turn in grades a 90. But for a |
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| 11:10 | the bee isn't an 80. the B starts around a 75.6 after |
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| 11:15 | first exam and then a C after first exam begins somewhere around 56.7. |
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| 11:22 | as I mentioned, the F is hard fail. So there is that |
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| 11:26 | time now. This includes your test that should be in 80 not us |
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| 11:33 | . Sorry, right. Your test , plus your top hat average. |
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| 11:38 | all those little problems and assignments you top hat way add up the total |
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| 11:43 | of points, total number of points can get earned, uh, over |
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| 11:48 | total. I mean, it's really total points that you earned, divided |
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| 11:51 | the total number of points that you have earned. And that's how you |
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| 11:54 | that average. All right, that's I put into blackboard and then the |
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| 11:59 | . It's the same sort of I just averaging each of the individual |
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| 12:03 | . And so that's how you get other 10% so you can see now |
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| 12:07 | curve relative to where we started with little bit shifted to the right. |
|
| 12:12 | , after the second exam, you're have more top hat grade. You'll |
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| 12:17 | more sapling grades and you'll have more average. I mean, you'll have |
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| 12:21 | tests, and so this curve will , and it will continue to change |
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| 12:25 | each unit. Typically, what we , because you can see right down |
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| 12:29 | , I'm just gonna circle votes those grades right there, Those nine people |
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| 12:34 | dropped the class, given that their air probably zeros. All right, |
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| 12:38 | just haven't officially dropped the class. so they're pulling the average down, |
|
| 12:44 | ? Similar with some of these right here, those air probably scores the |
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| 12:48 | who basically started the class but never the exam. And so they're greater |
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| 12:53 | things down. Once these students leave class than these numbers are gonna naturally |
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| 12:59 | up to an area where they normally , which is closer to 80 this |
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| 13:04 | be closer to about 65. That's guess. I'm not saying those were |
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| 13:08 | numbers. That's just a guess based history. For those of you who |
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| 13:11 | yourself down in this range, are dead in the water? Are you |
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| 13:15 | to fail? The answer is If you do the changes that I |
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| 13:20 | you're going to see your grades rise . If you do your top hat |
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| 13:24 | , if you do your sapling you will naturally move yourself in this |
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| 13:29 | . All right, The better you , the higher you will go. |
|
| 13:33 | , if you find yourself in the range, you're gonna move yourself upward |
|
| 13:38 | in fact, this is true for . All right, Everybody can move |
|
| 13:44 | shift themselves to the right. And it will affect where the curve |
|
| 13:49 | . But ultimately you will see that curve primarily effects people who find themselves |
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| 13:55 | the DNC rain. All right, you're not doomed. So if you |
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| 14:00 | that you've got a 50 on the exam and you think that it's the |
|
| 14:04 | of the world, It's not the of the world, Alright, It's |
|
| 14:08 | to buckle down and figure out whether not this is an area you wanna |
|
| 14:11 | . And if it's not, that's . No one's gonna be mad at |
|
| 14:14 | . You can go and find a feel that you're interested in. But |
|
| 14:18 | this is where you want to spend rest of your life, you're gonna |
|
| 14:22 | to make some changes. All No one is gonna hand a career |
|
| 14:27 | you. You have tow work for . All right. So the question |
|
| 14:31 | I normally get around this time is it time for me to drop the |
|
| 14:36 | ? I didn't get the grades I Should I drop? And the answer |
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| 14:39 | always always always this early. Not . No. All right, |
|
| 14:45 | that's an easy thing to say. what I want you to think about |
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| 14:49 | where the drop date is. All ? It's gonna be about a month |
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| 14:53 | now, Literally. About the time we're finishing our third exam. All |
|
| 14:58 | . I can't remember. I think third exam falls on the drop |
|
| 15:01 | Or it might be like the day . I mean, the day |
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| 15:05 | Remember? Exactly. So really, answer is you Onley drop a class |
|
| 15:11 | you're at the deadline. Because you be using this time now where you |
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| 15:17 | unsatisfied and saying, Oh, I'm satisfied. I need to work |
|
| 15:22 | You need thio demonstrate what we call . All right? It's basically experiencing |
|
| 15:30 | and learning from the mistakes. All , That is how you become better |
|
| 15:36 | something, Alright. When you overcome , you're never gonna get better if |
|
| 15:42 | never challenged. All right, That's all of this stuff is right |
|
| 15:46 | All right. This is actually a good meme, right? It says |
|
| 15:49 | ? Its success. We think of is what We can see somebody that |
|
| 15:53 | wealthy or or whatnot that there No, no, underneath all that |
|
| 15:58 | is all this hard work that they to get there. Alright, It's |
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| 16:04 | things like failure and pain and right? It's being ableto work hard |
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| 16:11 | achieve those goals. All right, I would point out that, you |
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| 16:18 | , with regard to dropping the class dough I drop you don't drop with |
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| 16:23 | C A C means I pass with . You Onley drop if you have |
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| 16:28 | d or an F. So think how far that is in the |
|
| 16:30 | If you have a d or enough now, you're not stopping. You're |
|
| 16:33 | work hard unless you're really not committed you're ready to quit. But I |
|
| 16:39 | that you guys really want to go your professions that you are already thinking |
|
| 16:43 | . You are having interest in so work for it. All |
|
| 16:47 | And then you Onley drop if your can't be rescued, so there's a |
|
| 16:52 | component to it. So if you a d and all it takes is |
|
| 16:55 | little bit of extra effort to bring to C minus or C, then |
|
| 16:59 | do that you don't drop the class oh, I might get a |
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| 17:03 | Now you work beyond that. The thing is is going to remember that |
|
| 17:10 | costing you a lot of money to the class. Alright? And I've |
|
| 17:14 | seen since since the examined today and I am gonna open the |
|
| 17:18 | You guys look at dominance in the . Since that we've already had four |
|
| 17:23 | dropped the class. That's $1000 that just gone. Gone forever. |
|
| 17:30 | And if you took a loan if you're not only paying the 1000 |
|
| 17:35 | dollars, it is. But you're playing the interest on top of |
|
| 17:38 | And if you're from out of it's even more so. So don't |
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| 17:42 | the money. Figure out how to better at what it is that you're |
|
| 17:45 | doing right, Right? And there are more exams. Mawr exams |
|
| 17:52 | other opportunities for you to bring your up so we don't quit. Now |
|
| 17:57 | wait to see whether or not um it's time to do so. |
|
| 18:03 | then, Lastly, if you really thinking about dropping even at this |
|
| 18:07 | do not drop right now. I'm you, don't do that. Come |
|
| 18:10 | talk to the professor. That means come and talk to me during office |
|
| 18:14 | and asked the question because nine times of 10 you don't really understand what |
|
| 18:19 | grade represents. Even if you have formula as simple as this sitting in |
|
| 18:24 | of you, you've got to be to calculate your grade. You need |
|
| 18:26 | understand it relative to what the curve . I've seen students drop my |
|
| 18:33 | both freshmen, all the way up senior with B pluses because they couldn't |
|
| 18:37 | simple calculations. They focused too heavily the numbers, and they didn't understand |
|
| 18:42 | those numbers meant. So if you're about it, I'm not gonna talk |
|
| 18:45 | out of dropping out of the If I think it's good for |
|
| 18:47 | I'll stay you. You should probably out while you can and then come |
|
| 18:51 | and rescued right at another time. if I think that you're able to |
|
| 18:55 | it, I'll tell you. But not going to tell you to do |
|
| 18:58 | thing or the other. Ultimately, up to you to make those kinds |
|
| 19:01 | decisions so big picture here is Look what? Because I'm gonna be opening |
|
| 19:07 | the exams tomorrow around right after right around when office hours begin, |
|
| 19:13 | want you to go. And I you to look at those exams, |
|
| 19:16 | I want you to ask two questions yourself. I want you Look at |
|
| 19:19 | question that you missed and say, did I miss it? All |
|
| 19:22 | And if you missed it because you know the answer, then that means |
|
| 19:26 | didn't study right. And you need figure out how to study. That's |
|
| 19:29 | you need to figure out. If missed it and you knew the |
|
| 19:33 | you somehow picked it wrong. Then need to figure out a way to |
|
| 19:37 | answer. I mean, to not back and change answers or pick the |
|
| 19:41 | answers again. I talk about And how you studying How you take |
|
| 19:45 | in that video that I posted. one of you is capable of getting |
|
| 19:51 | A in this course. And I that for each of you. But |
|
| 19:54 | not just gonna hand it to you to work for it. So go |
|
| 19:58 | take a look at those exams after looked at the exams. If there's |
|
| 20:03 | I've got to be real clear if there's anything that you didn't |
|
| 20:07 | why you got wrong first you need go look up and figure it out |
|
| 20:10 | . But if you can't figure it after that point, then come and |
|
| 20:13 | me and I'll be happy to talk you about it. But the truth |
|
| 20:16 | , is with 400 students, I answer every question that you got |
|
| 20:21 | Alright? If I did that for one of you, we would never |
|
| 20:24 | able to meet at all until I , we'd still be dealing students up |
|
| 20:28 | the 2nd and 3rd exam. just for the first one. So |
|
| 20:32 | job is to figure out why you the question and look up the correct |
|
| 20:38 | . All right, But then if see something wrong, examples I will |
|
| 20:41 | ah, 100% upfront. Sometimes I the wrong answer. You know that |
|
| 20:46 | on me and I'll go back and correct it for everybody. Right? |
|
| 20:50 | I want you to approach me with but on Lee, uh, those |
|
| 20:55 | that you do know that you didn't you can't figure out what the answers |
|
| 20:59 | why or why you got it but you should be able to look |
|
| 21:02 | everything. So with that in that's 20 minutes of me rambling on |
|
| 21:07 | this. In the future, you'll just those two. Those two |
|
| 21:11 | right? Or those two graphs you'll . What does the distribution look like |
|
| 21:15 | the exam? Don't spend a lot time focusing on that. Use that |
|
| 21:19 | Lee as a tool to see where are relative to everybody else. All |
|
| 21:24 | . And then the second one is is my great look like? Figure |
|
| 21:27 | calculation room and figure out where you on that curve. Do not trust |
|
| 21:32 | for figuring out your grade. It never give you the right grade. |
|
| 21:35 | is incapable. It is the first of software for determining grades. So |
|
| 21:42 | do your own math. Figure out that is. All right with |
|
| 21:47 | I'm gonna leave you. And hopefully start seeing a couple of you guys |
|
| 21:51 | up during office |
|
