Effect Teaching Method for Calculus

This is an article wrote by Mark Edmundson, a professor at the University of Virginia. In this article, Edmundson starts out with how he dislikes that people say something to the effect of teachers learn from their students. He goes on to say how he does learn more about how to teach based on the feedback he gets from his students.

It seems like there is a lot of latitude given to the teacher to decide how creative they want to be within those parameters. Not all lectures are created equal!! I think the more creative the teacher, the more learning that occurs. When a teacher values engagement, students tend to be more invested in a course no matter the topic. All classes facilitate learning if the students are passing the class. I think the depth of learning and the longevity of knowledge is dependent upon how well the information was taught. As it says in, Mission to Learn, “vary the context”. The more varied a subject is studied the more ways the knowledge can be applied. (Cobb,

Another key feature of high quality teaching is the teachers ability to adapt to the different style of learners which they have in their class. Koshy, Ernest & Casey (2000) carried out an interesting piece of research which investigated the retention of learning when different teaching strategies were used. The results findings were very interesting, 5% of a maths class retained information when presented in a formal lecture, 10% retained information when the same words were read, 20% retained information when the teacher used audio-visual aids, 30% of the class retained the information when a practical demonstration was carried out, 50% retained the information when they were challenged to

Teacher-centered learning styles are used most frequently in areas of science as a mean to adequately convey new materials. Instructors within areas of science, technology, engineering, and mathematics (STEM) introduce concepts to students, usually via lecture, and then issue an assessment tool to measure their level of understanding. Studies have shown that the primary reason students are unsuccessful within science courses (high school students) or decide to change their major course of study to an area outside of STEM (college students), is because they suffered from low quality teaching (Finn, 2015). Students noted that dull lecturing and intimidating classroom environments hindered their learning capabilities, and therefore felt disconnected to the subject area (Finn, 2015). This may be combatted by introducing peer teaching in science-based teaching environments.

Knowledgable teachers can understand why students are making mistakes, and can explain the concepts in a way that the students can better understand. Anthony Biondo notes: “It’s extremely helpful when the teachers know the content completely (so that) they can explain the lesson in a way the textbook can’t.” Also, many students learn to solve problems in different ways than the one presented in class. A teacher with mastery in a subject can evaluate for the student whether his method is valid which enables students who learn in unorthodox ways to thrive in the

A teachers' role in this approach is to pass on the knowledge and information needed to their students (Frunză). Pupils are expected to take notes or absorb information (Gill). From my own experiences, this style of teaching is appropriate for higher lever learning. It is especially suitable for subjects like history that rely on the memorization of key facts, names, and dates (Gill). However, in other subjects such as mathematics or English, this method of teaching did not resonate well with my learning style because there was little or no interaction with the teacher. Because the authority model is teacher-centered it frequently entails lengthy lecture sessions or one-way presentations which are helpful during certain college

changed and this particular journal also helped emphasis this change. I’ve learned through my own personal experiences that some students don’t learn the same way. Many of the teachers that I have had, have always presented the information through powerpoint or just lecturing, kind of like college, but not all students learn the best through this way. One of Freire 's quotes from the article is, “Education is suffering from narration sickness.” This is an important quote to me from this article because emphasizes that teachers tend to lecture, speak, or narrate what the lesson may be and this is a good way to lose interest of the student even if you don’t notice it right away. Many of my classes are like that in the college level; I go to class and I’m physically there, but my mind tends to wander off. This just shows some of the flaws that are in the education system that Freire is introducing. Now this statement itself is another reason why I am motivated as a teacher though. Through this and field placement, I am shown different ways that teachers can teach lessons and ways to relate the information so the students can understand. A goal is to have every student understand the material that we are going over no matter what. “With actually interacting with the students I learned that it is going to be difficult as a teacher. The only reason I say this is because there were so many students who needed one on one help from the teacher, but she would’ve never been able to

Can the preparedness of an instructor influence how well a student learns or a student’s belief of how much he or she learned? There have been several studies performed in this area, with all having similar focuses on students’ learning (Al-Dhafiri, 2015; Carpenter, Wilford, Kornell, & Mullaney, 2013; Diemand-Yauman, Oppenheimer, & Vaughan, 2011; Eitel, Kühl,

In regard with factors affecting the evaluations of instructor performance, the literature indicated that there are indeed a series of factors that affect those evaluations. It is therefore vital to monitor those factors so that the true performance can be evaluated. Such factors are average grade of the taught course (Germain and Scandura (2005), Ellis, Burke, Lomire and McCormack (2003), Feldman (1976), Norvilitis and Zhang (2009)), instructor enthusiasm and charisma (Ware & Williams (1975), Ware & Williams (1977), Naftulin, Ware and Donnelly (1973)), workload (H.W. Marhs (1980), H.W. Marsh (1982)), expected grade for the taught course (H.W. Marsh (1980), H.W. Marsh (1982)) and class size (Frey (1978), Bausell and Bausell (1979), Ellis, Burke, Lomire and McCormack (2003)). Although some of those factors are difficult to monitor, an evaluation should take them into account whilst assessing a certain instructor for a certain course. Without controlling for those factors, evaluations offer little information about an instructor’s true performance (Stapleton, R. J., & Murkison, G. (2001)).

The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. (Davis, 1993). In this teaching method, a large amount of topics can be taught in a single class period without using any extra equipment or lab. Besides, students’ listening skills can be developed and help in learning languages. In article “Common Teaching Methods”, it is stated that strengths of lecture method that it presents factual material in direct, logical manner, contains experience which inspires, stimulates thinking to open discussion, and useful for a large group. (McCarthy, 1992). To make lecture method to be more effective and interesting for students, lecturer should deliver information dramatically by using example to make it more memorable by students. Then, the teachers need to ask questions throughout the lecture so students can involve in the learning process and to check whether they really understand about that specific topic and teacher also should get the feedback of students to improve their lecture

inadequecy of textbooks (content) result from every individual class’ own learning needs. Therefore, it is possible to argue that the aims of participants ( those who scored disagree or not sure) did not effectively correspond to the textbook aims in terms of skills. They may rely heavily on one or more skills while neglecting the others. Thus, their expectations would not naturally be reflected in textbooks. The literature also indicates the evidence that different teaching approaches and styles of every individual teacher reveal how teachers implement teaching materials

In classrooms today, I think educational decisions are made without consideration, preparation, and planning. However, there are many expert teachers who are able to deliver effective education with perhaps minimal preparation, their lessons and teaching style often turn into stale and unproductive; established on outdated models and settings. New teachers regularly become overawed with the myriad of responsibilities demanded of them which is simply trying to get the whole thing done.

Calculus (from Latin calculus, literally "small pebble used for counting")[1] is the mathematical study of change, in the same way that geometry is the study of shape and algebra is the study of operations and their application to solving equations. It has two major branches, differential calculus (concerning rates of change and slopes of curves),[2] and integral calculus (concerning accumulation of quantities and the areas under and between curves);[3] these two branches are related to each other by the fundamental theorem of calculus. Both branches make use of the fundamental notions of convergence of infinite sequences and infinite series to a well-defined limit. Generally, modern calculus is considered to have been developed in the 17th century by Isaac Newton and Gottfried Leibniz. Today, calculus has widespread uses in science, engineering and economics[4] and can solve many problems that elementary algebra alone cannot.

To form a teaching practice, instructors ought to be well-informed in specific fields of teaching as well as their expert field so that they can comprehend how to transfer knowledge. Becoming skilled in one area does not essentially imply that one understands exactly how to transfer the knowledge to learners. Instructors create their own teaching practices through comprehending their personal teaching philosophy. The principles of practice are in one of these fields. Instructors have changing and comparable opinions of these principles dependent on their personal teaching philosophy. Because teaching practices include traits, attitudes, and qualities of whatever an instructor displays, teachers ought to reflect on what values might have formed an experience that is successful for them as well as for their students.

The method of instruction that physics teachers employ to educate their students varies from teacher to teacher with many different approaches that they deem more efficient, engaging, and enriching opposed to other methods. The over-reaching aspect the methods of instruction primarily are based from two aspects of delivering information: A univocal approach to delivering and educating students utilizes the instructor’s prowess with physics directing and leading their students and the dialogical approach of guiding students towards the learning goal. The learning theory encompasses the reasoning behind why teaching and learning is approached in such a broad manner and the influences that go into the relationship in order to best benefit learning. Over time, students vary with how they best learn with the technology and ever- changing world around them. Therefore, instruction should be suited to change with it. These two articles point towards a general concession: that learning and teaching should not depend on one approach, but many directions and angles in order to effectively reach as many students as possible.