I saw many situations where use of problem solving or case studies would have been valuable. Even rather simple things make a difference. Perhaps I have a short attention span, but if so, I think I share this characteristic with my students. A fourth principle was the importance of using frequent assessments to validate what is and what is not being learned. The observer experience reinforced to me that sometimes I think I know what is being presented, but unless I have an opportunity to confirm that my understanding is correct, I may not fully comprehend everything I should.
Frequent assessments prevent misconception's growth.
And they are easily accomplished through asking questions, explaining answers to peers, or solving a problem that requires an understanding of the content. Educators have promoted all of these ideas for many years and it was interesting for me to reaffirm these ideas through this program. I felt that just sitting in a class and not having to analyze what the teacher is doing or not doing allows one to really get the feel of what it is like to be a student. When the professor had requested course comments I noticed that some students were reluctant to write much, but when that request was followed by the comment, 'I will make changes based on your assessment and comments' more students responded. I found out why some of my students are confused about assignments when breaking up into groups.