First off, online classes can be scary when it is new, but remember that they are just like taking a regular class, only with internet.

Most of the time, you will be given a link through email that once clicked upon, takes you directly to the online class. Other times, you will be given a phone number so that you are able to see the class happening online but you hear the audio over the phone. Whatever their set up, you should receive several emails once you register for the class that walks you through how to take the class, where to click, and who to call if you get stuck or have questions.

Once you are in the class, you will participate just like if you were in a classroom. You will be able to ask questions, and you will be able to hear and see what the teacher is talking about. Sometimes you are able to see the actual teacher, but that is not always the case.

Whenever in doubt, though, get a contact. Talk with someone else who is signed up or contact the people hosting the online class. There is nothing wrong with questions, and reputable people will love helping get you the answers you need so that you can be just as comfortable in an online class as you would in a traditional classroom.

Technology can be new and sometimes challenging, but it is also a great way to bring great minds from all over the world right into your living room.

Enjoy your classes!

We loved the fact that MIT was second to us in his list of options. Ha!

Anyway, he was emailing us because MIT’s Openware courses (which you can view here) were saying that they used the same textbook as we were using, so they contacted us about whether or not that is the book we would use.

If you’re interested as well, YES we would. The book we chose for Calculus 1 actually contains enough material to teach Calculus 1-3. Different schools break it up a little differently, so it depends on what school you’re dealing with as to what they consider the “division points” for each course, but we think it is pretty neat that MIT chose the same thing we did.

Their openware courses are actually a great option for parents if you’re interested in teaching Calculus 2 or 3 in high school. (and yes, some people do!)They don’t do video, but still it is MIT at home. We thought it was a cool option.

MIT seems to follow a course plan of

18.01

18.02

18.03

You can look at it here. Just extra material to support your effort!

A Dr. Callahan special–just for this summer (2010) he is putting the book with the 7 cds on sale for $98 – a $50 savings!

Check out the Discovering the Entrepreneur in You Summer Course!

You can buy the textbook (probably cheaper than from us) on amazon or somewhere similar and borrow the dvds.

You can even buy only the textbook and download our syllabus for free on our product pages.

If you let us know which courses you are wanting to take, we can give you the ISBN numbers for the textbooks and solutions manuals you will need and you can search for them easier on amazon or wherever. Also, you can email us and we can sell you just the textbook and solutions manual. Most of those prices are outlined on our product pages.

Homework Help will support any of these customer options for free. What we do not support for free is if you are using an alternate curriculum. We will support other courses, but we charge for that service. Read more here.

How do you study for a test? Well, I’m just so glad you asked. Here’s what I think:

As far as video reviewing, re-watch any section of the dvds you feel  needs review. Also, The working of practice problems similar to what is on the test is an excellent way to prepare. Some students go back and re-work homework problems–also great.  When I teach my students this course we work the Chapter Review section to prepare for the test. There are many varied methods of preparing for a test and each one works differently for different students. That said, I think that working and grading the Chapter Review section, grading it and identifying weak spots, then going back to those sections in the book to rework problems and re-watching dvd sections as needed, as well as reviewing particularly difficult homework problems are all great ways to get ready for a test. The idea is to focus on the weak spots. I don’t feel it is necessary to review concepts students understand fully.

Also, even though we take our test problems directly from the Chapter Review, working the Chapter Review should not be considered “cheating” and here’s why I say that: The point is that the students learn and that they do well. If they don’t understand the math, they won’t get the problems correct on the test. Once students reach upper level math, it doesn’t matter if they’ve seen the problems previously–or even how many times they’ve seen the problems previously, memorization at this point just isn’t the student’s best friend anymore.  Trust me, I’ve taught this course to several different groups of students in several different schooling situations and the outcome is consistent. We review the Chapter Review section AND I TELL THEM that the problems in the chapter review section are exactly like what’s on the test. I still have students fail. I really didn’t see that as possible, but apparently it is. This shocking (and repetitive occurrence) has cemented my belief that if students understand, they will do well, if they do not understand, they won’t. It really is that simple. Dont be afraid to practice what will be on the test. If nothing else, this method of studying helps eliminate the “bad test taker” moments.

Just because of the sheer volume of problems in the chapter review section, most students are not (and we don’t really recommend) working every single problem there. So the odds of them landing on “the” problem that’s on the test is small, but the probability of them working problems similar in concept is very high–also one of the goals of studying. Especially since the textbooks we’ve chosen often repeat concepts throughout. In addition, this isn’t the “2 + 2 =4″ kind of math. You aren’t going to be able to rely on your calculator or even on your ability to memorize specific problems in order to do well. I would have students who failed my exams even if I gave them the exact test ahead of time. I know you think I’m crazy, but you can trust me, I tried it on a class one time just to confirm my theory.

Please don’t think I’m ok with students failing, that’s not the point. I worked with those failing students to bring up their grades later, and all of that. My point with saying this stuff about studying is to show definitively that studying to understand is the key, not memorization. That’s why working problems is a good way to practice, but at some point you need to give your brain a break and just rest. Don’t focus on working every problem available. If it takes you that many, then more power to you, but if you can work 3 and nail them cold, go for it. Study and practice for comprehension, review where needed, practice what you need, then take the test.

These are just some of our suggestions. If you have other study suggestions you think I should mention, or if you’d like help setting up a “study process” for your specific student, please contact us and let us know.

Oh, and when I was a student, I pretended to be the teacher and taught my schoolwork to my stuffed teddy bears as a way to prepare. I mean, you never learn as much as when you teach, right? Well, it worked then too! More on that later….

hwhelp@askdrcallahan .com

God Bless,

Cassidy Cash