After watching the video it is
apparent that I have to deal with more Roberts than Susans. I think it can be
partly blamed to the fact that I teach higher end engineering courses which
give cold feet to even the above average students.
As it is mentioned, the trick is
to accommodate for both types of students without compromising the quality.
This becomes even trickier if we focus on assessments.
The assessments for engineering
courses tend to have a practical component but unfortunately its contribution
is not more than one fifths of the total course work. This can create minor hurdles
for students as a vast majority of the students tend to learn more by doing. This
type of learning has a much longer shelf life compared to a theoretical exam where
the students try and memorise rather than understanding.
When it comes to teaching students on how to perform
a practical assignment, a thorough demonstration is usually the way that I follow.
A question and answer session follows where the students understanding is checked
by asking them about the key topics covered. I observe the students as they try
to perform the given tasks and provide them feedback at the end of the session to
help them improve their skills and concepts.
Again a very practically oriented response as would be expected in an engineering course although unfortunately as you say, only 20% of the course work is practical in nature. This goes completely against the common sense stated in the old Chinese proverb says, “I hear, and I forget; I see, and I remember;. I do, and I understand.”
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