I try to do some lecturing and then involve my students with the discussion and participation throughout the lecture
Hi Terry,
Google/YouTube active learning for economics. It will amaze you the amount of active learning lessons for economics. Active learning really brings life into the classroom.
Patricia Scales
I need to make my classes more effective with active learning. However, I teach economics and I am not sure how to add at least an element of active learning?
An idea is to ask for feedback from each major section of the lecture as to what it meant to them.
Hi David,
Analytical skills are really put to use through the use of scenario learning. Scenario learning really prepares students for the real world.
Patricia Scales
I will guide students through a signal flow scenario using signal processing and routing. I will then disrupt the signal flow of the scenario and have students use analytical thinking and trouble shooting methods to rectify the situation.
Hi Jason,
I have found that students really learn from being in a group. Invariably there is someone in the group who can get others to see things from their perspective.
Patricia Scales
Going along with the intentional fault problem of a vehicle. I also like to sometimes have the lab groups break up into smaller groups and attack the problem from different angles and such. This way once the group puts there information together it helps them associate the divide and conquer method with analytical thinking.
Hi Anthony,
These various tests will allow students to think out of the box and utilize their analytical thinking skills as well as their critical thinking skills.
Patricia Scales
Hi Kevin,
I like to utilize methods such as scenarios, case studies, role playing, mock learning, peer learning, simulations, etc. to generate critical thinking/analytical thinking.
Patricia Scales
We will perform various tests in the lab; often times these tests isolate areas of the system from the materials flowing through. After students perform the tasks we have them look at a schematic and try to highlight the areas of the unit that have the system materials isolated from the rest of the unit. This requires a strong working knowledge of how the system flows, internal sealing points and where the system functional test isolates components from the rest of the system.
during my fifteen plus years of teaching I find that the art of analytical thinking has severely decreased among the student population by the time they reach secondary education level. Therefore, I try to employ various learning methods in an attempt to enhance the dearth of thinking capability. "Tis a tough road indeed!"
Hi Edward,
It sticks more when students are able to do/apply what they have lectured about. Students really learn more by doing.
Patricia Scales
Hi Peter,
Awesome guidance! What a great teaching method to utilize. I can tell you are very helpful, and you want your students to succeed.
Patricia Scales
I instruct how to build series and parallel circuits. And the students work to build them. I do feel that it sinks a lot more than just lecture
Teaching at a culinary school is full of analytical activities. We lecture about the days topic and then i demo the recipes that the students will duplicate the next day of class. Of course they get confused during their lab and then I step in and walk them through the steps that were layed out in the demo and have them repeat what they know to get them back on track and to give them confidence they need to finish their task.
Hi Joel,
When students understand the "why" as to why they are doing something. They become more interested and engaged.
Patricia Scales
I use this tactic to help the student learn as well. Making them tell you why they need the information for proper operation.
Hi Clarence,
Wow, nice approach. Most instructors do lecture first and then lab. I like your approach, and I can see how it generates more questions.
Patricia Scales
I do one class where I walk them through the lab first, then do the lecture. While doing the lecture refer back to the lab. We then do the same lab after that where they can do the lab on their own. It brings up more questions during the lecture.
Hi Janet,
We have to give our students the direction to success. Our students really need us to help them succeed.
Patricia Scales
