{"id":118,"date":"2016-10-11T15:27:17","date_gmt":"2016-10-11T14:27:17","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/exchange\/?p=118"},"modified":"2016-10-11T15:27:32","modified_gmt":"2016-10-11T14:27:32","slug":"engaged-learning-through-impediment-free-and-active-teaching","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/exchange\/2016\/engaged-learning-through-impediment-free-and-active-teaching\/","title":{"rendered":"Engaged learning through impediment free and active teaching"},"content":{"rendered":"

Peter A. Sloan FHEA PhD MChemPhys, Department of Physics<\/strong><\/p>\n

Peter wrote small piece on his approach and philosophy to teaching with a copy first published on his blog<\/a>\u00a0-\u00a0here it is:<\/p>\n

<\/p>\n

I have taught at Bath for just over 5 years across all years of Physics programmes: lecture courses, laboratories, tutorials and research projects. And have been an active member of the Department SSLC for the past two years. My objective is to get my students actively engaged with their learning. My role is to be a catalyst for student learning, primarily by acting as a facilitator who provides a well-defined, encouraging and challenging environment for them to work in. I achieve this through impediment free teaching and active teaching strategies.<\/p>\n

Impediment free teaching<\/h2>\n

\"Peter<\/a><\/p>\n

Too often I have heard my tutees complain about the complexity of a lecture course in relation to the presentation rather than the content - too many pdf files, too many handouts, overall not a consistent presentation. Although low-level, this annoyance prevents engagement with the course material. To prevent such impediments, I use in all my lectured units a single complete handout (paper and pdf) containing: all the important text, equation and diagrams \u201cblanked out\u201d; detailed table of contents for each section so students can see where we are going [and can read ahead if they wish]; and problems at the end of each section.<\/p>\n