Session 2793 proactive teaching and learning in the aerospace engineering curriculum 2000



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ProActive Teaching and Learning

The ProActive Philosophy emerged primarily from the author’s learning and teaching experiences, and from observing the interactions of instructors, teachers, and students. True teachers supplement instruction and enable students to learn. The teacher’s primary objective is to enable students to master the components of knowledge. Thus, a teacher must develop a set of enabling tools and must be able to assess their effectiveness. Enabling students to learn necessarily requires active participation and responsibility for their learning experiences. This is the essence of the ProActive Philosophy:


Instruction and learning begin with teacher and student preparation. The classroom is not a place for teachers to show how much they knowthe classroom is the place to learn what students do not know so those things become known.
The proactive approach is aggressive and will expose weaknesses in both students and teachers. Students are active participants in the learning process instead of passive recipients. Teachers must have topical mastery and must be spontaneous with an ability to conduct a classroom session without a script. As the rubric implies, proactive learning requires action before students and teachers enter the classroom. Once in the classroom, everyone is engaged. You will not find newspaper reading or other extracurricular activity in the classroom, unless of course, it is assigned.



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