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Be a Course Instructor: Difference between revisions
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Teaching is absolutely a skill to possess on top of whatever skill you're teaching. Teaching as a skill is a topic larger than this section in its own right. Some quick pointers: | Teaching is absolutely a skill to possess on top of whatever skill you're teaching. Teaching as a skill is a topic larger than this section in its own right. Some quick pointers: | ||
* Focus on the basics of your subject - Nail down 1 to 5 key concepts that clarify the rest of the subject. Repeat those key concepts often. If there are more key concepts then that, this class may be overscoped | *Focus on the basics of your subject - Nail down 1 to 5 key concepts that clarify the rest of the subject. Repeat those key concepts often. If there are more key concepts then that, this class may be overscoped | ||
* Define your terms - Every subject creates its own set of jargon unfamiliar to students new to the subject. Be patient in defining them, have a glossary for students to reference | *Define your terms - Every subject creates its own set of jargon unfamiliar to students new to the subject. Be patient in defining them, have a glossary for students to reference | ||
* Leverage prerequisites - Determine what, if any, prerequisite knowledge your students possess and what you can lean on when extending those understandings to new subjects or concepts. | *Leverage prerequisites - Determine what, if any, prerequisite knowledge your students possess and what you can lean on when extending those understandings to new subjects or concepts. | ||
* Balance theory and practice - Theory is great for sharing good [https://en.wikipedia.org/wiki/Mental_model mental models] and bad for hands-on experimentation. Practice is great for hands-on experimentation but not great for developing good mental models. Try to address both during a class and go back and forth between them. Theory should inform practice. Practice should demonstrate theoretical concepts. | *Balance theory and practice - Theory is great for sharing good [https://en.wikipedia.org/wiki/Mental_model mental models] and bad for hands-on experimentation. Practice is great for hands-on experimentation but not great for developing good mental models. Try to address both during a class and go back and forth between them. Theory should inform practice. Practice should demonstrate theoretical concepts. | ||
Don't be shy to ask questions about effective teaching on the forum or by [https://wiki.protospace.ca/Be_a_Course_Instructor#Shadowing_and_Co-instructing shadowing] more experienced instructors to see how they do it. | Don't be shy to ask questions about effective teaching on the forum or by [https://wiki.protospace.ca/Be_a_Course_Instructor#Shadowing_and_Co-instructing shadowing] more experienced instructors to see how they do it. | ||
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===What if a student is more knowledgeable than me?=== | ===What if a student is more knowledgeable than me?=== | ||
That's great! This is great for a few reasons: | |||
* You have a surprise co-instructor in your midst. Direct questions to this person and let them explain to your students the subject matter. Feel free to chime in with your reframes and additions. If this person turns out to not be as knowledgeable as first advertised, dial back your inclusion of them in your class | |||
* This knowledgeable student might have a thing to add to your understanding | |||
* This person might be interested in becoming a trainer. Try to make it a good experience for them and [https://wiki.protospace.ca/Be_a_Course_Instructor#Your_Makerspace_community_uses_tools_better Protospace could be gaining a valuable asset] | |||
* Knowledgeable people are [https://wiki.protospace.ca/Be_a_Course_Instructor#Your_network_gets_bigger_and_serendipitous great to have in your network] | |||
===I don't feel qualified to run a class=== | ===I don't feel qualified to run a class=== | ||