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Textile Related Examples
Due to the variety of learning styles and backgrounds in the Introduction to Textiles class, lecture alone cannot effectively teach all of the students. However, by supplementing lectures with examples, pictures, schematics, and manipulatives concepts can be more readily understood by visual, tactile, and kinesthetic learners.
To assist visual learners, all of the material presented in my lecture is either written on the board or presented via overheads. These learning aids also help students who may speak English as a second language and may not comprehend some of the textile terminology used during lecture. Illustrations and pictures of fibers, yarns, fabrics, and processing equipment are exhibited in class in order to help explain concepts. Additionally, textile materials in the forms of fibers, yarns, fabrics, and textile products are often passed around in class so that the tactile learners can increase their understanding of the concepts being taught through examination of these objects. Although presenting through auditory, visual and tactile means may consume more time then a classic lecture, these tools usually reduce the amount of re-explanation needed in future classes.
Since there is a wide range of students taking the Introduction
to Textiles class in terms of backgrounds and majors, the challenge
lies in keeping the attention of the students who are already
familiar with textiles while not losing the attention and interest
of those unfamiliar with the concepts. Therefore, stories relating
to the concepts are often incorporated into lecture as a chance
for everyone to not take notes but to absorb the material and
determine how it affects their intended career choices. For example,
while talking about yarn properties the concept of a lively yarn,
which will snarl upon itself, is introduced. To demonstrate how
a lively yarn can affect processing, problems with weaving or
knitting fabric with this type of yarn are discussed, as are the
consequences of incorporating lively yarns unintentionally with
balanced yarns. Since not all students are interested in the processing
of yarn into fabrics, but may be more interested in the fashion
aspects, the effects of lively yarns on the properties of shirts
and pants are also explained. By incorporating information such
as this the interests of all students should be captured, resulting
in less boredom with the material.
Resources:
http://www.mcmaster.ca/learning/teaching_tips/tipshome.htm
Provides teaching tips for common problems encountered during lectures.
http://engineering.ltsn.ac.uk/tcr/top_tips/index.asp"
Tips from students and academics on how to give a good lecture
Kenneth R. Stunkel, "Use Lecturing for Intellectual Liberation",
The Education Digest 64 no5 66-8 Ja '99.
Describes the advantages of this teaching method.