What concept in your discipline is like driving a car? Can you identify the component skills required to master this concept or skill?

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11 Responses Completed for this Activity

  • Completing scientific (chemical) experiments is like driving a car (Pamela Koski Bryant, @BryantKoski)

    Completing scientific (chemical) experiments is like driving a car. Knowing which instruments to use, which formulas to apply (and when) will help navigate you in the correct direction.

  • The Nursing Process is Like Driving a Car (Lynn Chartrand, @lynn_chartrand)

    The nursing process is a central concept to nursing but it can also be used to solve everyday problems, even driving a car.

  • Writing is Like Driving (Mel Young, @melyoung00)

    Response to Like Driving a Car activity for OE.

  • Like Driving a Car (Sidney, @data_professor)

    In my disciple (data science) there are a lot of confusing and complex components we teach students. I think there are a number of elements that work together to create “automatic” responses, things you don’t think much about how or why you’re doing them, they just happen.

  • Ontario Extend, will you marry me? (Melanie Lefebvre, @ProfMelLefebvre)

    Reminder that practice makes perfect (or at least the ability to do an assessment blindfolded, standing on one foot while blowing bubbles)

  • Assessing a patient is like driving a car (Iain Alexander Robertson, @IainRobertson)

    Clinical assessment is a tricky area for students and for experts. Students struggle with the content and its application. They struggle with the constituent parts and often get stuck focusing on very specific parts of the assessment process. They struggle with linking the elements of the process together and can frequent fall into cognitive overload… Read more »

  • Crossing the threshold from peer lecturer to peer tutor (Irene Stewart, @IrenequStewart)

    Once tutors understand their role as facilitator and guide, they leave behind their peer lecturer perspective. It becomes like driving a car and trying to describe how to do this role is difficult because you just do it.

  • SMART Objectives (Danny Smith, @ProfessorDannyS)

    @ontarioextend #oextWEST A. Teaching for Learning:  I feel that writing clear, specific, and measurable objectives is a critical skill for marketing/business students, if not all students. SMART Objectives Using the SMART approach (SMART = Specific, measurable, attainable, realistic, and time bound.  Video: https://youtu.be/1-SvuFIQjK8 ) helps students to identify what it is that they want to achieve, with… Read more »

  • The Expert Blind Spot (Steven Secord, @stevensecord)

    Speaking in front of a group is something experienced teachers take for granted. For student teachers, this is a new skill that they need to practice, similar to driving a car: Practice makes perfect.

  • Lesson Plans are like learning how to drive a car (Helen DeWaard, @hj_dewaard)

    Teaching how to write lesson plans and then deliver them in the classroom is not like driving a car. It’s like learning how to drive a car. It’s gets easier with experience. Driving the car is better if you’ve had lessons. Planning and delivering lessons in the classroom is sort of like that. But it’s… Read more »

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