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At the moment I felt most engaged with what was happening during the course was when our professor asked us to work in small groups and discuss a problem that we drew from a hat. It allowed for an open conversation where everyone’s idea could be heard, which made it very interactive while also staying on topic. By discussing different solutions to the problem assigned, I felt challenged and truly engaged with the content of what had been taught.

The most distanced feeling I experienced during this course was when we were sitting through long lectures without any type of breaks or interactions. While some students might benefit more from being lectured at than engaging in discussion, it can become draining after sitting through multiple hours of pure lecture without any interaction or change of pace.

One action that someone took related to this course that I found affirming and helpful was when our professor asked us to work together as a class on activities like simulations or case studies so that everyone could use their own problem solving skills alongside one another with guidance from our professor. This allowed for a hands-on approach to learning where each student felt comfortable asking questions or providing feedback about how other people solved problems which created an enjoyable learning atmosphere for all involved.

I found one action taken by someone related to this course confusing and puzzling when our professor assigned group projects but did not provide clear guidelines about how we should go about tackling them individually or as part of a team within the timeframe given. It would have been beneficial if there had been better communication beforehand so everyone knew exactly what they needed to do in order to be successful with completing these tasks efficiently and effectively instead of having certain members feel unprepared due to lack of instruction overall.

What surprised me most about this course is how quickly different topics were covered; even though many weeks were devoted solely to one specific topic, it sometimes seemed rushed because so much had already been discussed in previous classes before it could be properly understood by all parties involved (students included). It made me realize how important it is to take enough time while teaching material in order for everyone’s understanding level can reach its maximum potential before moving onto new information too soon afterwards .

As a result of taking this class, I enhanced my own learning by taking advantage of every opportunity presented whether it was working on practice problems independently, participating actively in group discussions/projects, or simply going outside class hours for extra help when necessary regardless if assignments are graded or not–allowing myself ample time get comfortable with difficult concepts since absorbing information quickly does not always equate quality performance anyway! Furthermore, having access instructor-created materials such as slideshows/PDF documents gave me an additional resource (other than textbooks) whenever needed further clarification regarding topics covered at length during lecture time which only helped increase my confidence level concerning subject matter being taught throughout entire semester duration span altogether!

In order make sure future classes run smoother than ever before based off best practices / continuous improvement strategies – especially those teachable moments where something unexpected comes up requiring immediate attention – need establish timeline expectations upfront via syllabus document accordingly including: 1.) setting aside regular times/dates dedicated solely towards larger scale project assignments involving groups 2.) implementing midterms/finals exam preparation instructions early on 3.) including optional resources available online allowing students self-guided support system independent study 4.) encouraging guest speaker participation opportunities featuring real life examples applicable relevant classroom material 5.) incorporating more variety activities like puzzles / simulations into daily lesson plans 6) offering additional office hour sessions supplementing existing normal schedule ones etc.. (Friend & Bishop 76-80). All aforementioned changes should done respective faculty member discretion since individual courses may call varied approaches depending upon overall goals desired accomplish ensure ultimate success both instructors alike!

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