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Activation of Students w ith V arious Teaching Methods

Activation of Students w ith V arious Teaching Methods. Teaching practice It is here, it goes wrong or great!. Shuang Ma Andersen University of Southern Denmark , Campusvej 55 • Odense M 5230, E-mail: mashu@kbm.sdu.dk. Purpose

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Activation of Students w ith V arious Teaching Methods

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  1. Activation of Students with Various Teaching Methods Teaching practice It is here, it goes wrong or great! Shuang Ma Andersen University of Southern Denmark , Campusvej 55 • Odense M 5230, E-mail: mashu@kbm.sdu.dk Purpose The fundamental purpose of this pedagogical project is to activate engineering students by experimenting different teaching methods. • Introduction • Materials Chemistry, 6 ECTS points • 29 engineering students. • 6 weeks, 4 hours teaching each week Problem formulation The subject was often misunderstood a matter of memorizing information. In the last year, too much attention was put on calculation assignment rather than fundamental understanding Informing participants Return feedbacks, inform participants new plans Observation & registration Post it feedback, e-mail, electronic evaluation etc. Pedagogical Cyclic Workflow Method 1. Standup lecture 2. E-mail 3. E-learn 4. Instant questions 5. Video clips 6. Group discussion • 7. Hands on model • 8. Multi-choice quiz • 9. Homework • 10. Evaluation • 11. Research introduction • 12. Database • 13.On class test Plan / Theory • The modification was based on UVP. Documents Documents New plans Change and experiment with teaching plan, backup plan Reflected thoughts Based on observation Why it goes well or badly, How can I do better • Evaluation • Mentometer or Doodle • Yellow post-it • Digital course evaluation Documents Documents Fig. 1 Pedagogical Cyclic Workflow Results • Reflection • Group discussion and video clips are very popular and productive among engineering students. • Evaluation provides valuable information; however it is not natural for students. • Any teaching tool is to assist education rather than slowing down the process. Fig. 2. Evaluation comparison • Literature Model for undervisningsportfolio (UVP) iingeniøruddannelserne, IngeniørUddannelsernesSamråd. Prince M.J. et al. Inductive Teaching and learning methods definitions, comparisons and research bases, J. Engr. Education, 95 (2), 123-138 (2006)

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