Proposal Title
Session Type
Presentation
Start Date
6-7-2011 1:15 PM
Keywords
Just-in-Time Teaching, Numerical Analysis, Engineering Education
Primary Threads
Teaching and Learning Science
Abstract
Just-in-Time Teaching of Numerical Methods
Dhavide Aruliah (UOIT)
For the 2011 Winter offering of "Numerical Methods for Engineers", I applied Just-in-Time Teaching (JiTT, see Novak, Gavrin, Christian, and Patterson, 1999). This teaching framework relies on students completing warm-up exercises shortly before each class (usually using some on-line medium). The instructor consequently tailors the lesson precisely to the areas where students need help. The most obvious strength of the method lies in encouraging students to read their textbooks prior to coming to class. The most apparent weakness is in preparation time for the instructor; admittedly, this may be comparable to preparation time required with other suitably applied teaching strategies.
I will explain precisely how I structured the course with rationales. By sharing some examples of pre-class Reading Assignments and In-Class Assignments, I hope to show the flavour of exercises that worked well and not-so-well. Statistical analysis of the grades recorded through the term indicates high levels of student participation and engagement (much higher than in previous years). Moreover, cursory examination of student responses to exercises suggests that the quantity and quality of deep learning was noticeably higher than in previous years. I will infer strategies for adapting the lessons learned to future courses. Finally, I will offer recommendations of how busy instructors might feasibly apply JiTT within their other time commitments.
Just-in-Time Teaching of Numerical Methods
Just-in-Time Teaching of Numerical Methods
Dhavide Aruliah (UOIT)
For the 2011 Winter offering of "Numerical Methods for Engineers", I applied Just-in-Time Teaching (JiTT, see Novak, Gavrin, Christian, and Patterson, 1999). This teaching framework relies on students completing warm-up exercises shortly before each class (usually using some on-line medium). The instructor consequently tailors the lesson precisely to the areas where students need help. The most obvious strength of the method lies in encouraging students to read their textbooks prior to coming to class. The most apparent weakness is in preparation time for the instructor; admittedly, this may be comparable to preparation time required with other suitably applied teaching strategies.
I will explain precisely how I structured the course with rationales. By sharing some examples of pre-class Reading Assignments and In-Class Assignments, I hope to show the flavour of exercises that worked well and not-so-well. Statistical analysis of the grades recorded through the term indicates high levels of student participation and engagement (much higher than in previous years). Moreover, cursory examination of student responses to exercises suggests that the quantity and quality of deep learning was noticeably higher than in previous years. I will infer strategies for adapting the lessons learned to future courses. Finally, I will offer recommendations of how busy instructors might feasibly apply JiTT within their other time commitments.