Re: Topics suggestions for advanced system tech and tuning class
Jay, thanks for the kind words. I am encouraged to see a professional educator be supportive of the general methodology.
We want the attendees to have to think on their feet, and then have their thinking critiqued in a public setting of their peers. I feel both of these experiences are challenging and helpful.
I've never studied education formally, but there are a few circumstances in my life that inform my teaching approach:
1. As a 12th year in high school, my AP English literature teacher had all students in the class read every book, but then assign a more detailed report for each book to a small group of students. Those students then made a crib sheet and presentation for each book. At the end of the course, our entire class had read all the books, and had a notebook full of preparatory reminder material on each of the books for the AP exam.
2. In my undergraduate engineering writing class we had to make a video taped PowerPoint presentation in front of our classmates. We then analyzed the tapes of each presentation as a class collective. I aced my graduate school presentations class as a consequence of this undergraduate experience.
3. I've been a teaching assistant at both the undergraduate and graduate levels in engineering, and lectured some at the undergraduate level.
4. I've taught on a variety of topics related to professional audio, typically from memory using a whiteboard and responding to the specific requirements of the trainees. I've learned a fair amount about what works, and what doesn't, as a result.
Jay, thanks for the kind words. I am encouraged to see a professional educator be supportive of the general methodology.
The big problem I have seen with step by step training is that if the students aren't forced to think about applying the knowledge to new situations during the class, they do not access that knowledge when faced with new situations.
We want the attendees to have to think on their feet, and then have their thinking critiqued in a public setting of their peers. I feel both of these experiences are challenging and helpful.
By the way, I am not sure if you ever studied education in any formal way, or if you put together your framework from experience of what works when teaching; but if I were to translate your framework into modern education theory, it is very solid.
I've never studied education formally, but there are a few circumstances in my life that inform my teaching approach:
1. As a 12th year in high school, my AP English literature teacher had all students in the class read every book, but then assign a more detailed report for each book to a small group of students. Those students then made a crib sheet and presentation for each book. At the end of the course, our entire class had read all the books, and had a notebook full of preparatory reminder material on each of the books for the AP exam.
2. In my undergraduate engineering writing class we had to make a video taped PowerPoint presentation in front of our classmates. We then analyzed the tapes of each presentation as a class collective. I aced my graduate school presentations class as a consequence of this undergraduate experience.
3. I've been a teaching assistant at both the undergraduate and graduate levels in engineering, and lectured some at the undergraduate level.
4. I've taught on a variety of topics related to professional audio, typically from memory using a whiteboard and responding to the specific requirements of the trainees. I've learned a fair amount about what works, and what doesn't, as a result.
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