In India, we were taught fundamental math principles thru traditional lectures. The professor explained equations while writing them on the board, his back to the class, as we took notes in silence. After the lecture, we did the assigned homework, memorized formulas, and returned to class for the next day’s lesson. My fellow students and I either “got it” or didn’t “get it;” if we had misconceptions, they were ours to discover and work out before an examination.
Later, when I began to teach, I noticed that I subconsciously followed the same traditional teaching method, but deep inside I knew and cared that some of my students were not getting it. By the time I came to LaGuardia, I had already begun a practice of questioning and revising my teaching methods to emphasize a more interactive, student-centered development of conceptual knowledge.
As an educator I drew upon Bloom’s theory of learning to the classroom. I aligned the first four levels of Bloom’s taxonomy – knowledge, comprehension, application, and analysis – with concept questions. I believe that concept questions replace memorization of definitions and formulas and prompt self-assessment and critical understanding. Although concept-based questioning techniques consume a significant amount of instructor time in both their initial preparation and periodic improvement, I found that these lessons consumed less class time than lectures.
I would like to use tools (such as Google Groups) that will connect my regular MAT120 section with my Hybrid section. My goal is to facilitate discussion of certain topics and learn how students perform on quiz/test following the discussion.