Introduction
When I started teaching at undergraduate level in 2004 my teaching strategies were based mainly on the way I had been taught, and consequently, my courses were completely teacher-oriented, meaning I talked a lot in the classroom, and it was difficult for my students to be interested and invested in my classes. Additionally, their projects were designed as homework, not class time work and the final deliverable was simply collected and presented at the end of the semester.
I have always been committed to facilitate students' learning, and accordingly, at that time, I took teaching classes, which introduced me to curriculum design, assessment, oral expression, and how how students’ personalities impacted their learning.
Teaching also motivated me to start using my classroom as a lab to investigate the effectiveness of my teaching strategies. I also began (and continue today) asking my students for feedback on the course, and the projects, seeking for data that tells me if they like THIS kind of activity while finding THAT kind of activity boring or difficult to keep interest.
I have always been committed to facilitate students' learning, and accordingly, at that time, I took teaching classes, which introduced me to curriculum design, assessment, oral expression, and how how students’ personalities impacted their learning.
Teaching also motivated me to start using my classroom as a lab to investigate the effectiveness of my teaching strategies. I also began (and continue today) asking my students for feedback on the course, and the projects, seeking for data that tells me if they like THIS kind of activity while finding THAT kind of activity boring or difficult to keep interest.
Students in one of my classes connecting their real-world experiences in service learning projects with theory they previously learned in the classroom.
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