Teaching Philosophy

Ausubel is a behavioral scientist who has researched adult learning. He has stated "the most important single factor influencing adult learning is what the learner already knows". "Inventory and assess what the learner already knows and start teaching from that point." From my teaching experience I have to agree!

I believe that adults learn best when the following techniques are utilized:

It is important to always let the learner know why and what they are learning is important so they know you are not wasting their time.
It is best to relate the topics to the learner’s experiences.
The learning environment must be comfortable. The classroom lab should resemble more like an IT department than a classroom.
Adults learn best from discussions with their peers in a classroom or in an online setting.
Adults are usually goal oriented, they usually know what they want to attain when they enroll in a program or course.
Course material has to be relevant to them and therefore the instructor must be cognizant of this. (Learning is individualized for each student's needs.)
Adults focus on what is most useful to them in their work. Labs are based on real-world problems. Labs follow the course objectives, but are goal orientated with real-world process. Students are encouraged to bring in real-life IT problems. (See below under CLASSROOM AND LEARNING ENVIRONMENT for specific requirements.)
Adult assessment is focused on problem-based learning and more emphasis is placed on performance-based assessments. Conventional assessments are used to a lesser degree. (See ASSESSMENTS below.)
Demonstration of content can be used to divide the class into groups and have each group present a specific topic. Learning groups are a very important process of adult learning.

LEARNING STYLE PREFERENCES

Why are Learning Styles Important?

Learning is a life long process; however, the way each one us inputs information to learn is slightly different. Not knowing your learning style can be detrimental to your grasp of information and knowledge. Your instructor may deliver course content in one or more particular learning styles. If your mode doesn't fit that learning style, you may be headed for danger. Take a few minutes and assess your own learning style. Take the learning style questionnaire.

Alternative Learning

Is Online Learning Right for You?

Teachers use the terms pedagogy and andragogy quite often when discussing instruction design. In pedagogy learning is teacher focused, in other words the teacher decides what will be taught and what will be learned. Andragogy on the other hand can be defined as, “the art and science of helping adults learn” There are four principals of adult learning... read the rest of my article and find out if online learning is right for you.

LESSON PLAN EXAMPLE

This is an example of a typical lesson plan for my (BPC273) Server+ class. This lesson plan demonstrates my teaching style.

View my sample lesson plan.

Adult student labs are "goal and performance" oriented. Textbook labs are generally not used, instead, the lab is centered around a specific need to support an ongoing process. For an example: Our CIS 126DA Linux class is preparing to support the Estrella Mountain Student web server. In order to support this server, each student must understand the mission, goals, and business plan for this project. Not only does this support the adult learning model but it requires critical thinking and communication. These are value-added learning skills. Students break into learning groups and complete a problem-based lab. Lecture supports what each function does, but to simply following a lab that states, "type this and enter" does nothing to support learning and retention. Students are expected to struggle and make mistakes, this solidifies learning. Students practice on workstations before they move to the "live server" environment. Once they feel comfortable with the lab in their learning group, they individually do the lab assignment on the live server. I have access to this server from home, and can easily grade their performance. In my opinion, and my students have quantified this, "struggling to solve a problem leads to further investigation and learning". Perhaps my greatest reward is to listen to student discussion involving solving a lab problem. In unison I will eventually hear a loud "YES" from a group, and sometimes beating on the tables. I know they have collectively solved the problem, and have learned. (Special Note: Beating on tables is allowed as long as students are not injured, and it does not disturb another class.) Below is the assessments from my CIS26DA class.

PBA	PERFORMANCE BASED ASSESSMENT (PBA)	POINTS
PBA-1	Install RedHat (Basic install) Logging on GUI and CL	100
PBA-2	Aliases (Edit the .bashrc), adduser, chmod, and chown	100
PBA-3	Basic Commands, includes changinging issue, more and less	200
PBA-4	Create directories and files, delete directories and files	100
PBA-5	Using pico and vi editors; Pipe commands	100
PBA-6	Directory structure; File attributes including colors	100
PBA-7	Alias, cat, clear, and completion commands	100
PBA-8	Gzip/Zip/Tar and Grep; shortcuts, and switches	100
PBA-10	Creating symbolic links, hard links and soft links	100
PBA-11	Install RedHat (Customize)	100
PBA-12	Install Webmin and administering Webmin	100
PBA-13	Package updates, installing DHCP server	100
PBA-14	Configuring DHCP servers and clients (Group)	100
PBA-15	Trouble-shooting DNCP clients and servers (Group)	100
PBA-16	Installing BIND	100
PBA-17	Configuring BIND	100
PBA-18	Testing BIND, resolving FQDN	100
PBA-19	Download tar.gz DHCP updates, Make, and Make install	100
PBA-20	Update GCC (complier), Host file configuration	100
PBA-21	Scripting eth config, dhcpd.config, start and stop services	100

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CLASSROOM AND LEARNING ENVIRONMENT

Students are encouraged to work on projects that support their personal learning needs. Student projects can be individual or group projects. These projects should conform to the following criteria:

Be specific to support the student's learning and growth
The student must share their findings with other classmates and classes
The project must have a stated mission and goals
Students may bring in their own computers, but must follow current college safety rules and notify security when bringing in items from home
Students must understand the college is not responsible for lost, stolen, or damaged personal equipment
Any installed software must conform to the MSDN agreement and/or the MCCD rules and regulations
Students should not receive remuneration on projects they complete or work on at EMCC

Visit and example of one student's project.

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"This site is authored and maintained by Randy Larson. It is not an official website of the Maricopa County Community College District, and Maricopa is not responsible for the contents of this site."

11/02/2002