My approach to teaching for several years was to explain the relevant material to my students, and then follow up with questions to confirm understanding. This is the approach that I was exposed to as a student and so I never questioned it. If my performance in a class was not up to par, then there must have been some deficiencies in preparation on my part. I never stopped to consider that perhaps the employment of a different teaching strategy by the instruction might have helped me obtain a better grade. Of course, this is mere speculation – it may be that my performance in this hypothetical course might not have improved significantly even with a teaching approach designed to better facilitate learning in students. Or perhaps it might have.
Over the years, there has been the need to re-evaluate the methods and strategies employed in facilitating learning in students with the goals of enhancing classroom engagement, increasing material-retention rates, improving class attendance, and ultimately achieving higher graduation rates in students. While my initial approach to teaching – the lecturer approach - is not entirely without merit, the STEM Instructional Program showed me a better way.
WMU ScholarWorks Citation
Olagbemi, Omofolakunmi Elizabeth, "From Instructor-Driven Teaching to Student-Focused Learning – a Personal Narrative" (2020). STEM Instructional Graduate Teaching Assistant Posters. 16.