- Training opportunity was led by student interaction (course did not follow a directed/recorded lesson plan or hardened list of learning objectives)
- Students are engaging in deeper level problem-solving exercises
- Higher level thoughts are being wielded by students as to how they want to use the tools they have been taught and mold them to fit their own needs
- While much student - instructor interaction nearly simulates a peer relationship, large amounts of attention are required by teacher to fill the role of a team-facilitator:
- Drive students to engage one-another to work more collaboratively
- Students are verbally being tested and analyzed by the instructor as they discuss problem specifics and craft devices to succeed in learning objectives
- Collaboration seems to be facilitating deeper learning by encouraging active participation by students into complex hypothetical/theoretical aspects of the partially known problem(s) they were presented with to include:
- Seeking guidance/consult/instruction on how to conduct various experiments to understand components of (their) problem
- Results are then being used to discuss problem definition with others (yielding further collaboration! :D)
Possibly then: (i.e. future learning opportunities and application by students through further knowledge attainment)
- Disregard insignificant points? (instructor view: little)
- Categorize 'successes' as to overall usefulness (instructor view: not there yet)
- Record methods? (instructor view: little)
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