Sharing instances of how students demonstrate learning in class

1. Experiments with
Innovative Teaching Learning
Nazia Nishat
Lecturer, Software Engineering
March 12, 2016
Problem/Situation/Question
Compare existing theory
Apply to problem
Engage thinking - guess
Sharing
instances of how
students
demonstrate
learning in class.

2. How can students learn programming?
• 40 years of research in teaching
• Novice students still find it difficult to learn
programming.
• Explaining and modeling programming has not
worked.
• Using the engaging technique shown, can we
get students to engage in deciding how to
program?

3. Using pair & group work getting
students to solve a simple problem
To understand how a program works,
they guess how to instruct a machine
Presenting a familiar situation where a memory is
required then challenging them with a problem

4. Group Posters – they learn by correcting
their mistakes during presentation
They added that
A,B,C can be any
number e.g., not only
6 & 4
They made
corrections in
their answer

5. Corrections during presenation
They have
narrated the
procedure
They have
improved their
thinking &
understanding

6. Concept of repetition – discovering the
need for repetition
To understand the need for repetition,
multiple data sets are given

7. Learning need for repetition – sample
poster presentations
They first discover the
need for repetition and
later learn the
command for repetition

8. Programming instructions & learning
condition instructions
INPUT  OUTPUT
Programming tabular problem
including conditional output

9. Discovering concept of
conditional (IF-ELSE) logic
After guessing the conditional logic
required they learn the IF-ELSE command

10. Concept of another type of variable
To read name
or text they
need another
type of variable
They made a
repetition mistake
which was
corrected after
presentation

11. Concluding Remarks
• I have prepared similar
slides for the teaching
of C Programming
Language and Discrete
Mathematics.
• If interested, I can share
my work with the
group.
• Students appear to
learn better if the actual
theory is given after
they have brainstormed
and attempted to solve
the problem by
themselves.
• They then learn to be
creative problem
solvers which is what
we want our students
to be.