Post#4 My Future/dream Classroom: Why My Visualization Changed

My Future/dream Classroom: Why My Visualization Changed

I been a lecture based teacher in the past and until now was thinking the same before taking Advanced Instructional Methods Course that changed my total imagination of the class room. So whenever I get a chance to teach in the future near or later whatever I will transform my way of teaching using the student-centered approaches to learning (e.g. flipped classroom, journaling, Web Quests, story-telling, and more) introduced in class gave me the new ideas to implement in my class room. As I read the quote “Tell me, I Forget. Show me, I Remember. Involve me, I Understand.” is totally true and leave the life lasting impact and well trained students can be produced.

No doubt, as a technology person I don’t hesitate to use the technology and make use of it wherever appropriate and possible. I try to keep the class atmosphere friendly and conducive to learning. Sometime I tell jokes which have relevance to the topics being discussed and have lessons to be learned. I discourage, however, distracting behavior. For most of my classes, I start assigning a group project (if possible) which gives them brain storming and to share the ideas and then go to individual projects. Even though for the group projects I assign to write summaries to all and then share those with each other which gives them some sort of more logic. Then I direct them to make a presentation and present that in front of all the students and students are free to ask questions at the end of the presentation and I direct questions randomly to all the members to ensure everyone has good understanding of the project’s topic

And now I am thinking that I will no longer be just lecturing in front of the classroom, but I will make a concerted effort to utilize the student-centered learning approaches in my curriculum delivery. As discussed in class, different people have different potentials for learning and students do the same. The effective teaching is the communication with students at the level at which the majority of them get it, I think. In addition to that I and students is a team and students are the main players (show of one to many and the one has the command to make the main line good) so give them the chance to perform and I am the coach to direct them how to play and the common goal of us is to get succeed in this paly in a fair manner. It is a two way process and teaching at the level which may be stimulating to a slight section of pupil in the session may upshot in the prevention to the mainstream of students. But water-downed material may disturb the sunnier students as well.

Moreover, Students are the recipient s of our expanded knowledge on student-centered delivery methods. The learning and the development this course will really help me prepare students for their future engagement. I am fully confident to fully implement the student-centered approach in my future lessons.



Post#3 WebQuest

MS office is widely used in many businesses and MS Excel is very important for daily life and business calculations and analysis.

MS Excel is an electronic worksheet. Related fields (Data) are automatically updated when you update any cell data so I think to use the webquest (All information drawn from Internet) on MS Excel today.

MS Office suite of applications is very famous these days and whenever you see a job posting, you see MS Office suite there. Microsoft Excel is a spreadsheet (A spreadsheet is a sheet of paper that shows accounting or other data in rows and columns) program included in the Microsoft Office suite of applications. Spreadsheets present tables of values arranged in rows and columns that can be manipulated mathematically using both basic and complex arithmetic operations and functions.

In addition to its standard spreadsheet features, Excel also offers programming support via Microsoft’s Visual Basic for Applications (VBA), the ability to access data from external sources via Microsoft’s Dynamic Data Exchange (DDE), and extensive graphing and charting capabilities.

My topic for Webquest is Excel for EveryOne    and What is Excel? OR Here

Top 5 Benefits of Excel   (Can be used this pdf notes Website for more)

Use of Excel in Business:

  • Scheduling
  • Basic Accounting
  • Product Sale
  • Customer Data

And so on. Here it is Excel in business or financial reports

Tutorial for Excel Formulas and Functions

Post#2 (Flipping the Classroon)

No doubt, the flipped classroom idea is not new but our classrooms are going to be more diverse and the theory of adult learning and student learning styles and perception of the subject topic varies from students to students. As in my Adult Learning post (Malcolm Knowles  ) I indicated that the four key point.

What is Flipping

As a technology person I don’t hesitate to use the technology and make use of it wherever appropriate and possible. I try to keep the class atmosphere friendly and conducive to learning. I use simulations, some videos in my lectures.  As we want to engage and use student centered approach, the flipped classroom is the great idea for active learning. What we should know to flip the classroom? Here are 7 things you should know           to flip the classroom.

What should be the Center for Teaching ?  Here it describes all the key elements we should know and can use to engage the students for active learning.

Here is some great idea’s How to Flip the Classroom and I use the blended learning style i.e.

  • Introduce the topic
  • Show them the pre-tape set on instruction (Computer Coding)
  • Show them the live Computer program (Coding) i.e. how they will use the different piece of computer coding instructions
  • Assign them the Small piece of program to code.
  • Check them working individually

Adult Learning

The first book of Malcolm Knowles was published in 1950 but the adult education was there even before that but Knowles was interested in finding the coherent and comprehensive theory for adult learning. The most important he found the “friendly and informal climate” is very effective in most of the cases. The most important factors in adult learning he mentioned are as under.

  • Flexibility of the process
  • Use of experience
  • Enthusiasm
  • Commitment of participants

In his book he also differentiated the formal and informal program as formal programs are those sponsored for the most part by established educational institutions (Universities, colleges etc.) and informal programs are more likely to use group and forum approaches.

For the better understanding and learning, the factors about the adults he mentioned are as under:

  • Adults should acquire a mature understanding of themselves.
  • Adults should develop an attitude of acceptance, love, and respect toward others.
  • Adults should learn to react to the causes, not the symptoms, of behavior.
  • Adults should acquire the skills necessary to achieve the potentials of their personalities.
  • Adults should understand the essential values in the capital of human experience
  • Adults should understand their society and should be skillful in directing social change.

After reading the full article I concluded that the teacher is a facilitator, coordinator; not the dispenser of knowledge and Knowledge (mental structures and content) is varied by maturation, social interaction, and experience. I believe that the purpose of trainers/teachers is to train the student to build a positive community.  To do this a constructive rapport with the students is necessary in the classroom so they don’t feel any hesitation to contact you any time because we are there to impart knowledge and also encourage them to determine new streams themselves. I believe this to be especially true in Technical/vocational programs. Students in these types of programs experience a great deal of hands-on or practical learning. In being able to explore tools/concepts themselves, they can discover more keys and may improve more queries. As a computer teacher, I fully integrated this into my program. Students get simple instruction and are expected to explore additional information to addendum their knowledge. They are given abstract (conceptual computer program) and then in group sessions, discuss and come with their solutions. I encourage the discussions and lead them to other options or resources where they can find more information. I believe this has been successful in my program because it allows students to use basic knowledge and to think logically to discover more and feel confidence. It is true that scholars usually want to learn and achieve a feeling of success when they discover information by themselves. So if we build a positive relationship with the students then they can share the experience and we can guide them better according to their need as some students get the point instantly and some may take some time. Without constructive rapport, it is impossible to make the majority comfortable asking questions in the class and even outside the class too.

Adult learners should be accountable for their learning. No doubt sometimes self-discipline is a struggle and becomes difficult for the students but speaking from an Adult Learning Schools perspective, encouraging adult learners to be more responsible and accountable for their learning has been a challenge. Accountability for attending the classes regularly, keeping up with their assignments, trust themselves for their findings/exploration, keeping the teacher informed about their deficiencies and gets to know the class concerns/challenges.  Even though I always make sure that every student got the context of the subject discussed in the class and what they need to do or what is their responsibility now (I think this is positive reinforcement to make them accountable, explore and trust their results). As in my successful beliefs, I mentioned that we try to provide the chance to students to explore the new findings, as here as an adult learner; it’s your responsibility to be self-directed.


Brew, J. M. (1946) Informal Education. Adventures and reflections, London: Faber.

Brockett, R. G. and Hiemstra, R. (1991) Self-Direction in Adult LearningPerspectives on theory, research and practice, London: Routledge.

Brookfield, S. B. (1994) ‘Self directed learning’ in YMCA George Williams College ICE301Adult and Community Education Unit 2: Approaching adult education, London: YMCA George Williams College.