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Maybe what the OP was getting at is that before a topic is presented, it needs to be contextualized. For a single presentation, you do this by presenting some
by uluyol 8y ago
Maybe what the OP was getting at is that before a topic is presented, it needs to be contextualized.
For a single presentation, you do this by presenting some motivation and the surrounding space before diving in.
For courses, the best I've seen is to present the structure at the beginning, and continuously revisit that as the semester progresses. What's the purpose of the course? To build to a solution to X or understand problem space Y.
Most of the courses I have had have followed this structure, and whether I enjoyed the topic or not, it was engaging enough. Unfortunately, I've had a few courses by people who clearly didn't care and started the class by telling me why they are smart and I should follow them, then reading off slides prepared by the book author or whomever, without understanding the purpose or direction of the course themselves.
- sitkack 8y ago> it needs to be contextualized Contextualization can and should occur not just by need, as in where are we going with this, but also * Where did this come from * How hard was it to get there * When was it discovered * How was it discovered * When was it accepted Often times areas of Mathematics or Physics are presented in way that is completely disjoint from their history, that these n-pages of results actually took 50+ years are more to discover and argue over. That careers diverged and were ended over who was on what side. Too many concepts are communicated as a series of steps, do A, do B, do C ... but you have no idea that you are actually baking a cake. If it isn't a surprise, tell the other party the destination.