Page 121 - Making Instruction Work

chap 10 3/11/97 4:57 PM Page 107

course prerequisites 107

For example, when you say to yourself, “I’m not going to
teach the math they should have learned last semester,” it
means you are going to assume that those math skills are
already in place. If students who do not have those skills will be
less likely to profit from your instruction, a rule should be
established that says, “No one may enter this course without
the following skills: . . . e.g., solve an equation; lift at least 50
pounds; climb a pole with climbing irons; name the bones of
the body.”

Be Realistic

You can see why it is important not to be arbitrary about the
prerequisite skills you demand. On the one hand, if you make
too few demands and allow everyone in, you will have to begin
your instruction at square one. That may be impractical. On
the other hand, if you require that too many prerequisite skills
be brought to your course, you may not find anyone at all who
qualifies. The goal is to be realistic.
Prerequisite skills should be demanded only when neces-
sary. If you have no control over your incoming students and
are expected to accept everyone who enters, it is silly to make
demands about prior knowledge and skill. The realistic
approach is to accept the students who appear on your
doorstep and then begin your instruction where they are when
they arrive. Sure, you’d rather teach the advanced stuff. But if
the students don’t have the basics, and if there is no one else to
provide them, and if they need them before they can learn the
advanced material, you have three choices:
1. Turn up your nose and say,“I’m not going to teach them
what they should have learned elsewhere,” and plow into
the advanced material, wasting both your time and
theirs.

2. Teach them the basics.