Timeline for Constructing a curriculum from multiple resources for complex subjects
Current License: CC BY-SA 4.0
9 events
| when toggle format | what | by | license | comment | |
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| Jun 12, 2019 at 11:11 | vote | accept | ItamarG3 | ||
| May 7, 2018 at 14:54 | comment | added | Peter Taylor | (And as a completely off-topic aside on "I'm pretty sure that the professor who teaches 60 in lecture is likely not the one that also runs 15 tutorials twice a week": the lectures are centralised and the tutorials are not, but the fellow who delivers the lectures may well take the corresponding tutorials for students from his/her college). | |
| May 7, 2018 at 14:52 | comment | added | Peter Taylor | "Are you suggesting that since Oxford has had to scale up education to teach, say, 60 students in a class in STEM subjects and so uses lectures for efficiency that someone with only 4-5 students should not use tutorial only?" No. I'm saying that if the answer argues for using tutorial only, the example it uses as an illustration should be a situation in which the tutorial is at least predominant, and ideally the illustration would be a tutorial only example. Otherwise it's like using C# as an example of a functional language: you can write functional code in C#, but that's not the same thing | |
| May 7, 2018 at 14:06 | comment | added | Buffy | @PeterTaylor, you are missing an important point, or I am. Are you suggesting that since Oxford has had to scale up education to teach, say, 60 students in a class in STEM subjects and so uses lectures for efficiency that someone with only 4-5 students should not use tutorial only? I'm pretty sure that the professor who teaches 60 in lecture is likely not the one that also runs 15 tutorials twice a week. Use lecture as appropriate, but STEM shouldn't be the deciding factor. Scale is. Use what is best for the students. | |
| May 7, 2018 at 10:05 | comment | added | Peter Taylor | I'm not saying that OP should deliver a lecture to one person. What I am saying is that Oxford tutorials are not a good example because (in STEM subjects) they exist in a context where the majority of the teaching is by lecture, which is precisely what you're saying that OP should avoid. | |
| May 7, 2018 at 9:56 | comment | added | Buffy | @PeterTaylor. Yes, but that is still for an economic reason, not an educational one. Even Oxford has to scale up these days. I don't know what they would do with four students. With 20-100 students lectures are OK, if not very personalized. Combine them with tutorials and you add value. But if you don't have to scale up, why use those sorts of solutions? Just do what's best for your students. | |
| May 7, 2018 at 7:39 | comment | added | Peter Taylor | Note that in STEM subjects, Oxbridge tutorials/supervisions build on lectures rather than standing alone. (I hear that in arts subjects it's far more common to skip lectures and just go to supervisions). | |
| May 6, 2018 at 13:19 | history | edited | Buffy | CC BY-SA 4.0 |
added 593 characters in body
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| May 6, 2018 at 13:10 | history | answered | Buffy | CC BY-SA 4.0 |