Speak now
Please Wait Image Converting Into Text...
Embark on a journey of knowledge! Take the quiz and earn valuable credits.
Challenge yourself and boost your learning! Start the quiz now to earn credits.
Unlock your potential! Begin the quiz, answer questions, and accumulate credits along the way.
Course Queries Syllabus Queries 2 years ago
Posted on 16 Aug 2022, this text provides information on Syllabus Queries related to Course Queries. Please note that while accuracy is prioritized, the data presented might not be entirely correct or up-to-date. This information is offered for general knowledge and informational purposes only, and should not be considered as a substitute for professional advice.
Turn Your Knowledge into Earnings.
Last semester, I was assigned two classes of C# and assuming them to be well-versed in Programming Fundamentals (PF) and Object Oriented Programming (OOP), I started the course at normal pace. After a few weeks, I took an introductory lab test (it was pretty easy one actually, summation of n Fibonacci terms) and some of the astonishing "discoveries" after my round of the class (about 30 mins after assigning the task) were:
Then, during lecture, I discovered some more facts, like:
It not only left me heart-broken, but also prompted me to teach them OOP's concepts from scratch, which meant that I had to compromise over some advanced topics of .Net
Question
Now my question is that, what should be the correct approach to teach an advanced language like C#, Java to a class given:
Update
As per @Jay and @Buffy's points, here is further explanation:
Looking forward to your interesting inputs. Thanks.
One thing to keep in mind is that topics that seem obvious to you (who presumably has years of experience) are not at all obvious to novices.
Stuff like:
This stuff is obvious to you because you've had years of experience. But these students have taken a couple classes so far. That's not enough experience for this stuff to be obvious or come naturally yet.
So you're going to have to hold their hands a little bit more, especially at the beginning of the course. Spend a class reviewing the stuff you assume they already know, or walking through what you expect them to do.
static
I'm not saying you should spend half your course on this catch-up, but spending part of your first class on this, and assigning a few token homework assignments to make sure everybody is on the same page, will go a long way.
Taking a step back, you say that it took you a few weeks to realize that students weren't at the level you thought they were. Why did it take you so long? You should be finding this stuff out as early as possible, and correcting it before you start throwing tests at them. That makes it sound like you were lecturing without really engaging the students or making sure they understood what you were talking about, which is not great.
Instead, you need to make sure you're engaging students by meeting them at their level. Understand that they don't have years of experience, and that they might need to be reminded of things that you think are obvious. A little bit of understanding your students will go a long way here.
No matter what stage you're at in your education or career, TuteeHub will help you reach the next level that you're aiming for. Simply,Choose a subject/topic and get started in self-paced practice sessions to improve your knowledge and scores.
Course Queries 4 Answers
Course Queries 5 Answers
Course Queries 1 Answers
Course Queries 3 Answers
Ready to take your education and career to the next level? Register today and join our growing community of learners and professionals.