Category Archives: Chapter 2

Chapter 2 Response

I agree, that using examples on class will help students to understand and practice the subject. However, I love to prove and explain where these formulas or equations came from. Then using these formulas will be easy because my students and myself agreed on all the terms of the formulas. Also, I agree that practice is very important

The learning-teaching process in my expirience

My basic training in the field I teach could be considered “old school”, I learned almost everything I know through mentorship, impossible assignments while I was a student with ridiculous timeframes and of course try and error, a lot of errors.

Confronted with the idea of being up to date, I had to learn fairly recently, everything I teach today and in the process, I learned how to learn from tools that basically were enhancing my basic knowledge, tools that allowed me to overreach in a matter of speaking, to explore areas that otherwise would have been not impossible to obtain, but hard enough not to be taken into consideration.

Soon enough I was overwhelmed with technology and its fast-track pacing, the faster you are the more you do, the less attention you pay to details. I felt that the spiral of the learning process had to be controlled, and set to a productive but meaningful pace.

Core values like, what I call professional honesty, common sense, and commitment were the pivot points that guide me to find a transition from the knowing how to do it to know how to show it.

I try to apply the sequence of my learning process and those core values to my students own learning process with the clear understanding that they will create their own set of priorities and the pacing that comes with it.

In my experience, knowing what I know just creates a clear boundary of those things I don’t know. Pushing that boundary constantly in class often creates an empathy with the students that I think don’t make them feel overwhelmed or threatened by the professor “extensive knowledge”, but on the contrary, we are pushing together the outcomes of the learning challenge. I try very hard to make the student not to feel alone but to be part of a group that is trying to figure out something.

Yes, there are many challenges because not everybody is the same therefore the learning process takes sometimes more time than expected and this creates a real problem.

I have to say that this approach is not always successful but it does seem to work on the majority of my students, but I am always open to discover new ways to send a message as a teacher that a student on the other side of the table can clearly get and do something with it.

 

Chapter 2 – Familiarity with Material

  1. What is one teaching strategy you use?

Prior to class, I post the notes on blackboard and encourage the students to peruse with the intent of understanding the specific objectives to be accomplished in each lecture. This helps students to be more engaged during the actual lecture as they are familiar with the information and as such feel more confident to ask questions.

  1. What is one learning strategy your students could use to be successful in your course?

Students should ask questions, the answers to which will aid them in understanding the material fully. Also, when given home-work assignments they should complete on their own so both student and instructor can gauge the student’s understanding and ability to apply the information.

 

Chapter 2 Response

What is one teaching strategy you use?

Using examples of when a calculation may be used to understand its role in design/analysis. I support discussions with visual examples (from your tube for example). Also, I discuss what role each variables plays in an equation, how they impact the over all solution to the problem.

What is one learning strategy your students could use to be successful in your course?

Completing the suggested practice problems to try at home so they can assess what concepts they are struggling with.

Chapter 2

Due to the fact that I teach upper level classes, I have developed my own tool to teach these classes. for example in my vibration class, I developed my own MATLAB software due to the long complex algebra equations and designing real world problems.I also created the Finite Element Educational Program to improve MECH student performances in Finite Element Class.

It is really important for me to thoroughly teach my students what is involved in the course due to the difficulty. I make myself available whenever needed by students. I keep my students busy with homework and projects so they know what to expect in reality, which is very important because a lot of other  professors tend to not challenge their students for the better. By challenging students, there is more of a successful preparation for when they need to apply what they learn in the real world. I give my students very useful handouts that include questions that will help them along the way.

Response to Chapter 2 Question

Teaching without learning is like talking to an inanimate brick with no possibility of a response.

The aim of college education to produce practitioners who can learn the material, understand it, demonstrate it,  and then go out into the industrial world and practice what they were taught and learnt.

Teaching to a class without the student learning and understanding what was being taught is a waste of time on both sides. The professor transmit no message and the students receive no message  for 2.5 hours.

I ensure the students are understanding what I am teaching by asking clarification questions frequently. I give quizzes, and encourage discussions monitoring what is being said for understanding in statements being made made and the arguments raised.

For the student, there is a need for them to study the material, practice problems, do individual home work and not copy their friend’s work – no learning there. The professor must encourage them to ask questions. They have hear, listen and have some understanding in order to ask a question on the subject, hence here is how we could hold their attention.

Chapter 2 Post – Time Management

In Chapter 2 McGuire shares her views on why we should focus on learning instead of teaching. 1. What is one teaching strategy you use?

I use the practice of “board notes”.  I set up the white board in portrait orientation by dividing up the board like pages of a notebook.  This is to show an example of note taking.  It also helps with my time management.  I can get through only 4-5 “boards” per hour.

2. What is one learning strategy your students could use to be successful in your course?

When the students are working on a homework assignment, I try to give an estimate of time that certain tasks should take and to plan their time accordingly.  I can point to the white board and remind them of how much time a similar task took us to complete.  This is the hope that they won’t cram and do the assignment the night before and run out of time.

 

meta-cognition

McGuire’s thought’s on learning focus on meta-cognition; thinking about thinking and helping students develop strategies for understanding concepts instead of memorizing. She argues that by taking this approach student will be able to tackle more complex problems.