bphgravity
Senior Member
- Location
- Florida
At the beginning of this school year, I came up with a class exercise that has worked out very well so I thought I would pass on the idea. Its roughly based on the multi-level marketing and "pyramid" scams that were popular during the 1990's. This is how it worked.
I asked each student to write down a question they would like answered about an electrical topic be it theory, code, whatever. I then personally answered each question to the best of my ability providing every possible detail, history, and example I could come up with. Obviously, some questions were more involved than others. Before I gave the answer to the individual that asked the question, I gave him/her a task.
Each student was required to receive three questions from three different electricians, of which only one could be another student in the class. I had the individual show me the three questions and the three names of the persons asking the question. Each student was then required to answer their three questions in the same manner that I had done for them. I then reviewed their answers before they gave them to their three participants.
I then challenged them to continue the process out as far as possible by having the their three electricians do the same procedure with three other electricians they know.
When all was said and done, I performed this exercise once every marking period (six total). This provided at a minimum of at least 18 (3 questions over 6 periods) topics for the student to research on their own while at the same time provide education and understanding to others in their company and/or friends at school. In many cases, the students were not even sure of the answer to some of the questions they received and therefore 2 persons learned something new.
The students were having a hard time convincing their three electricians to continue the process, however I was more interested in my students alone. It was a great learning experience for everyone and my students seemed to really enjoy the exercise.
I asked each student to write down a question they would like answered about an electrical topic be it theory, code, whatever. I then personally answered each question to the best of my ability providing every possible detail, history, and example I could come up with. Obviously, some questions were more involved than others. Before I gave the answer to the individual that asked the question, I gave him/her a task.
Each student was required to receive three questions from three different electricians, of which only one could be another student in the class. I had the individual show me the three questions and the three names of the persons asking the question. Each student was then required to answer their three questions in the same manner that I had done for them. I then reviewed their answers before they gave them to their three participants.
I then challenged them to continue the process out as far as possible by having the their three electricians do the same procedure with three other electricians they know.
When all was said and done, I performed this exercise once every marking period (six total). This provided at a minimum of at least 18 (3 questions over 6 periods) topics for the student to research on their own while at the same time provide education and understanding to others in their company and/or friends at school. In many cases, the students were not even sure of the answer to some of the questions they received and therefore 2 persons learned something new.
The students were having a hard time convincing their three electricians to continue the process, however I was more interested in my students alone. It was a great learning experience for everyone and my students seemed to really enjoy the exercise.
