4 ms·
This is something I'm starting to pick up and use from a mentoring and onboarding perspective. By now, I fairly openly wonder if someone needs conceptual or arc
by tetha 2y ago
This is something I'm starting to pick up and use from a mentoring and onboarding perspective. By now, I fairly openly wonder if someone needs conceptual or architectural clarification, technique on handling a thing, or a solution right there. And when we should have a follow-up call in the first two cases.
And having both thoughts and material available for a specific -> general, as well as a general -> specific path around is very good, because in more complex topics, it helps to be able to do both. Let them get a grip on some concrete things, then bring in the abstract ideas. Or let them learn the abstract concepts and show them how they can do concrete things with it.
- photonthug 2y agoHopefully some teachers are actively looking for which approach students need, like you are. I always found the focus on say audio vs visual learning styles to be strange because for me, abstract vs concrete is much more important. Showing a collection of examples to illustrate an abstraction is fundamentally kind of bizarre to me, especially when the abstraction is short and easy to state. Because really, the concrete examples might have many things in common and I won’t be sure which ones the teacher wishes to indicate. This problem is more obvious with math/code maybe, but I see the same issues with teaching / learning things like philosophy and history. Examples very often just obscure the lesson for me, especially when they come first. Just hit me with the abstraction and generalities first so I can orient, then I can understand which part of the concrete examples I’m supposed to consider.