Thursday, 28 August 2014
A big question for me as a teacher of high school freshmen (ages 13-15) came up today: is it my job to model organization of notes when I lecture, demo, or otherwise speak to the class? The new freshmen seem to think so.
So we’re talking about wave reflection and interference when one kid asks me for what is essentially an outline. I had been building up these ideas sequentially but she wanted to know how many items there would be up front. As in, “there are two types of wave reflections and those are…” I hadn’t done that in the past because it felt like revealing spoilers.
How much responsibility does a lecturing teacher have to outline notes for students at ages 13-15?
I feel obliged to mention here that I don’t lecture that much, lest y’all think I’m one of those teachers.