TeachingTopics

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   {{attachment:teach.png}}   * Learning Styles - Not everyone learns the same way. Auditory, visual, kinesthetic/tactile, reading-writing prefernces, the more varied your materials the better chance you have of reaching different learning styles.
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This page describes the topics that are important for learning how to teach Ubuntu (any topic).

== Background Topics ==

Background information, things you should be aware of, if not read up on:

 * Moodle?
 * Ubuntu Learning Team
  * Meetings
  * Mailing List
  * Other Teachers and Material Creators

== Classroom Topics ==

List of topics to cover in a class. Each topic should be direct and if need be, split up into simple modular components of the tasks required to be functional in that area.

 * How to Teach?
  * The role of the instructor is as a facilitator of learning. The instructor is there to guide the learners through the material and answer any questions. There are several instructional techniques available to you. Try to follow a general pattern of; big picture, then a detailed explanation, then a review including questions to make sure they are understanding the materials. In addition to the traditional lecture methodology, instructors might also try:
   * open-ended questions to foster discussions and gather feedback
   * reverse teaching - where students lead you through an activity
   * games, puzzles, etc. - these type of activities can be used to reinforce learning and improve lateral thinking
   * graphics, diagrams, animations - visuals are KEY! the more you can incorporate the better
   * interim and summative reviews - each topic needs a review and most importantly. . .
   * Transitions! always wrap up a topic and lead the learner into the next one with a transition statement or question. Transitions help tie one topic into the next.

 * How to create learning materials
  * Creating learning materials starts with creating sound learning objectives. Always remember that you are there for the learners. It is not about what the instructor needs to tell the student but "what does the student need to know." Learning objectives should be written from a student driven perspective. Learning objectives drive your material creation and serve as your roadmap for developing your course.
  * KCASE - The most guide to help you develop objectives is Bloom's taxonomy. This method helps match what you want the student to be able to do with the right words to describe the desired objective. More on this topic can be found at http://web.mit.edu/tll/teaching-materials/learning-objectives/taxonomies.html
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 * When a student just doesn't get it or the class goes off track, you need to gently try to regain control of the topic. If necessary, explain the time constraints and that you will be available to follow up on a given topic/question after the scheduled class time.
 * Be prepared to learn. Instructors report back all the time that they learn something new each time they teach a class. When students ask you questions you are often forced to rephrase things or come up with new metaphors to try to help them. Don't get frustrated when someone doesn't get what you are saying but try to rephrase the material or find an analogy they can relate to. Remember a picture is worth a thousand words so if you can draw a diagram or other visual that may help those learning styles understand the material in a way text and audio will not.
  * When a student just doesn't get it or the class goes off track, you need to gently try to regain control of the topic. If necessary, explain the time constraints and that you will be available to follow up on a given topic/question after the scheduled class time.
  * Be prepared to learn. Instructors report back all the time that they learn something new each time they teach a class. When students ask you questions you are often forced to rephrase things or come up with new metaphors to try to help them. Don't get frustrated when someone doesn't get what you are saying but try to rephrase the material or find an analogy they can relate to. Remember a picture is worth a thousand words so if you can draw a diagram or other visual that may help those learning styles understand the material in a way text and audio will not.
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http://en.wikipedia.org/wiki/Learning_styles

teach.png

This page describes the topics that are important for learning how to teach Ubuntu (any topic).

Background Topics

Background information, things you should be aware of, if not read up on:

  • Moodle?
  • Ubuntu Learning Team
    • Meetings
    • Mailing List
    • Other Teachers and Material Creators

Classroom Topics

List of topics to cover in a class. Each topic should be direct and if need be, split up into simple modular components of the tasks required to be functional in that area.

  • How to Teach?
    • The role of the instructor is as a facilitator of learning. The instructor is there to guide the learners through the material and answer any questions. There are several instructional techniques available to you. Try to follow a general pattern of; big picture, then a detailed explanation, then a review including questions to make sure they are understanding the materials. In addition to the traditional lecture methodology, instructors might also try:
      • open-ended questions to foster discussions and gather feedback
      • reverse teaching - where students lead you through an activity
      • games, puzzles, etc. - these type of activities can be used to reinforce learning and improve lateral thinking
      • graphics, diagrams, animations - visuals are KEY! the more you can incorporate the better
      • interim and summative reviews - each topic needs a review and most importantly. . .
      • Transitions! always wrap up a topic and lead the learner into the next one with a transition statement or question. Transitions help tie one topic into the next.
  • How to create learning materials
    • Creating learning materials starts with creating sound learning objectives. Always remember that you are there for the learners. It is not about what the instructor needs to tell the student but "what does the student need to know." Learning objectives should be written from a student driven perspective. Learning objectives drive your material creation and serve as your roadmap for developing your course.
    • KCASE - The most guide to help you develop objectives is Bloom's taxonomy. This method helps match what you want the student to be able to do with the right words to describe the desired objective. More on this topic can be found at http://web.mit.edu/tll/teaching-materials/learning-objectives/taxonomies.html

    • Learning Styles - Not everyone learns the same way. Auditory, visual, kinesthetic/tactile, reading-writing prefernces, the more varied your materials the better chance you have of reaching different learning styles.
  • General classroom management
    • When leading a live class whether in IRC or in person, it's important to keep the class moving forward. If all students are at the same level, this can be easy but if one student falls behind or ask off-topic questions you can easily be sidetracked from your material. Finding the balance between helping that one student keep up and keeping the whole class moving forward is key. The first technique to try is to repeat the question back to the student. Make sure you are answering the question they asked by rephrasing the question to your understanding of the issue. This can save a great deal of time - trust me. And if you don't know the answer to a question, do not guess or try to fake it! It's okay to not know everything, explain that you don't know but will find them an answer. General form is to try to respond to them within 24 hours.
    • When a student just doesn't get it or the class goes off track, you need to gently try to regain control of the topic. If necessary, explain the time constraints and that you will be available to follow up on a given topic/question after the scheduled class time.
    • Be prepared to learn. Instructors report back all the time that they learn something new each time they teach a class. When students ask you questions you are often forced to rephrase things or come up with new metaphors to try to help them. Don't get frustrated when someone doesn't get what you are saying but try to rephrase the material or find an analogy they can relate to. Remember a picture is worth a thousand words so if you can draw a diagram or other visual that may help those learning styles understand the material in a way text and audio will not.

http://web.mit.edu/tll/teaching-materials/learning-objectives/index.html http://en.wikipedia.org/wiki/Learning_styles

Learning/TeachingTopics (last edited 2009-11-06 06:03:32 by ABTS-KK-dynamic-101)