REFLECTION
During the past few years, I have realised that my teaching approach needs to adjust, not just for the diverse groups of students but also for the changing technologies available to both instructor and student. Like Walvoord & Anderson(1998) and Fink(2003), I desire for my students to :
· Master the subject content
· Learn how to use the content in their lives (jobs)
For many business/accounting courses, the most effective way of accomplishing these goals have been through hands on exercises and group work using the various software packages common in the workplace. The exercises are based on actual procedures and tasks that students would be expected to perform on the job. This helps students to implement the theory learnt previously and understand the mechanics of the various disciplines.
This also allows the instructor to see A) what techniques are most effective in delivering information, B) what volume of instruction and exercises students can handle in a given period, C) Which students require more personal attention to complete the given tasks, and D) how the group dynamics affect student performance.
Walvoord, B. E., & Anderson, V. J. (1998). Effective Grading: A Tool for Learning and Assessment. Jossey-Bass Publishers.
During the past few years, I have realised that my teaching approach needs to adjust, not just for the diverse groups of students but also for the changing technologies available to both instructor and student. Like Walvoord & Anderson(1998) and Fink(2003), I desire for my students to :
· Master the subject content
· Learn how to use the content in their lives (jobs)
For many business/accounting courses, the most effective way of accomplishing these goals have been through hands on exercises and group work using the various software packages common in the workplace. The exercises are based on actual procedures and tasks that students would be expected to perform on the job. This helps students to implement the theory learnt previously and understand the mechanics of the various disciplines.
This also allows the instructor to see A) what techniques are most effective in delivering information, B) what volume of instruction and exercises students can handle in a given period, C) Which students require more personal attention to complete the given tasks, and D) how the group dynamics affect student performance.
Walvoord, B. E., & Anderson, V. J. (1998). Effective Grading: A Tool for Learning and Assessment. Jossey-Bass Publishers.