The Different ways one may teach
With mathematics and engineering, it’s imperative to think about the different ways one may teach. For math it was suggested that attention, modeling mathematical thinking, engagement and contingency could be lost within, and may need to be emphasized in the lecture (Fry et al., 2009, p. 233). With teaching math, students must develop the understanding of concepts.
Many times, teaching mathematics can be seen as low engagement due to not as many questions asked and/or responded to (Fry et al., 2009). Notes and examinations can enable the students to put concepts together. However, it was specifically being innovative with assessments that can assess knowledge through construction of questions as something I learned. Assessments can be seen as a form of learning (Fry et al., 2009).
While institutions have variances in how they aim to teach different mathematical topics, there is a need to be aware that students learn differently and have a variety of experiences with subject areas that need to be kept in mind when teaching such a diverse topic.
With teaching engineering it’s imperative to keep in mind what the industry expects from graduates versus what students want. I learned from this chapter that there are three combined identities that effective lecturers have in this subject matter: teacher, academic, engineer (Fry et al., 2009).
The lecturer themselves should have an active interest in all three at once. Lecturers should have knowledge about engineering education overall, rather than what they only know from practice in the field, only research, or the one engineering class they took in college.
Additionally, compared to the mathematics section, I took away different ways that I had not considered approaching teaching regarding engineering. For example, utilizing enquiry led learning or problem-based learning (Fry et al., 2009).
Many students lose basic understanding of concepts, or they are simply not taught. Projects, papers, and other forms of problem-based learning can be used to complement lectures.
A change that may need to happen in the future are individual assessments and opportunities for feedback in both subject matters.
I work at a stem-based campus, and the only assessments I have seen done are ones on the professor’s themselves and not necessarily the subject matter. By allowing students to input their thoughts and ideas on the subject matter, it may enable opportunities for a variety of changes to happen. Keeping in mind that as technology is advancing, utilizing it to focus on student learning can make a difference as well.
The approaches to which one lectures in these courses can have an impact on current students and future generations to come.
Fry, H., Ketteridge, S., & Marshall, S. (2009). In A handbook for teaching and learning in higher education: Enhancing academic practice (4th ed) essay, Routledge.
Provide a response to this student discussion post: Response needs to be at 300 words.
Post 2: Dance and drama are “communities of practice” as they are interconnected with one another (Fry et al., 2009). The environments for these two elements are more cohesive as there is a mutual respect, and the teacher is a mentor, guide, and regarded.
Dance and drama are immersed in student centered learning where the focus is on “skills and employability ((Fry et al., 2009, pg. 265). There are productions and opportunities to work with directors, musicians, writers, etc.
With teaching these disciplines, part time teachers can have a low level of communication channels and activities that relate to assessment, review boards, and staff development opportunities (Fry et al., 2009). A specific thing that I learned is the focus on iterative learning curriculum, with acquisition and application of skill sets.
The teachers utilize creative approaches for forms of practices. Assessment is also a little different for dance and drama versus other academic subjects as there are workshops, performances, feedback forms, peer assessment activities and feedback databases (Fry et al., 2009)..
With that, it’s imperative to note that there are different groups of students within dance and drama majors. Some examples include: performance, playwright, musicality, theater etc.
Higher education is expanding with variances of subject areas. In my own personal experiences, I do not believe that the areas of the arts are regarded as “real subject areas”. Maybe this has to do with the knowledge and educational background of the arts. A change in the future that is needed, is the idea of how the areas of the arts such as dance and drama are an investment to society (Fry et al., 2009).
Collaborations and partnerships that are focused around learning and teaching the arts are an imperative change that has to happen for future developments and the mutual benefits of all (Fry et al., 2009).
Fry, H., Ketteridge, S., & Marshall, S. (2009). In A handbook for teaching and learning in higher education: Enhancing academic practice (4th ed) essay, Routledge.
