Notes To Myself, by Ed Allen, was written as a teaching “omiyage” (gift) to 50 participants at the Society of Building Science Educator’s (SBSE) Retreat at Redfish Lake, Idaho. They were individually bound with hand-tied with string! Students in ARCH 661 are asked to write a reading response to this booklet and post comments below.
Download: Notes to Myself
March 17, 2015 at 9:45 am
“Notes to Myself,” by Edward Allen, was anything but what I expected. Upon receiving the packet, I felt the weight of the paper and saw the size of the font and mentally decided it would be difficult to get through. So I decided to read it on my one hour flight the following weekend, at which point I was too excited to focus on what I perceived a monotonous article. However on the 14 hour train ride back I finally mustarded the willingness to complete the reading at 2:30am when I had exhausted all other assignments. That is when I found out this reading was anything but what I had expected. Rather than one long paper, the author broke up the ideas into several very short chapters. Instead of falling asleep, as I usually do when completing long readings, the crisp half page points woke me up. The length of each note held my focus in a way long dragged out writing would normally fade, and the start of each new chapter refreshed my focus. Therefore I remember and consumed every word of the reading, when most readings I can go down an entire page and not process what I had just read.
In addition to the format of the reading the tone was also a relatable one. The author did not choose to use long sentences who difficult words when he can clearly state the points in less words. This made the paper read as though it was a conversation, rather than a lecture, even if it was one sided. As I read through the author’s points of being an effective teacher I realized he was using the same strategies to write this paper. The author emphasizes breaking down long class periods into shorter more engaging ones as well as grasping his audience from the beginning. That is when I noticed the title was more telling to the paper than my initial judgment. These where quick helpful notes given to the reader in the same way I would recall lessons I had learned for myself.
As I completed this response I feel no need to look over the writing, as I would be necessary in most responses because I had obtained all the points that will stick with me through the years. If I were to offer a point of criticism it is that some points seem to be common sense, so simple and obvious I may disregard its value. However then I am reminded of my 8am class from this past quarter where that could not hold my attention if I was being paid. Although some strategies where used such as a coffee break in the middle of the two hour class and guest lectures all else was lost. Not only did the class not start with an engaging activity or sentiment, it often stated late leaving students to entertain themselves in the mean time and wonder why they came early when they could have snoozed for another 10 minutes. As though this was not disrespectful in and of its self the manner in which the class was taught was condescending to the student, as through the professor was attempting to give the class a reality check.
Having read this paper after completing all my formal classes of my graduate education, I am sparked with interest to audit classes where the professor embodies the values of Allen and engages the student’s minds. Perhaps my formal education is not complete; maybe I will have to stay another year at this University.
March 15, 2015 at 1:22 pm
In Edward Allen’s essay Notes to Myself, he focuses on how to teach design and technical architectural topics, but many of his ideas apply to teaching to any age and any subject. As I read, I kept thinking back to specific teachers who made an impact on me. My junior and senior year of high school I was in choir with a really fantastic director. She had “Stars in her eyes” as Allen would say. Her belief that we would be a great choir was infectious. In terms of Allen’s list, she certainly “Started Fast,” but she was far more on the repetitious side than the “Expect the Unexpected”. In the case of choir, every class started with vocal warm-ups, and this served as a pedagogical way to ease us into the activity. I think that regularity and repetition can play a positive role for learning as well. Hopefully a college-level course would not need to deal with discipline, but in the case of high schoolers, the warm up had a way of soothing students into a more attentive state. I’m not sure exactly what form it would take for a technical teaching course, but I think repetition and expecting the unexpected could coexist.
“Put the computer in its place” seems particularly unique to the modern learning environment. Allen’s point about computers is that programs can be used as a crutch to justify structural systems, but computers also need to be put in their place during the lecture. I recall one of my physics professors from college as one of the most outrageous and fascinating lecturers I ever had. Like many science professors, he used a powerpoint show occasionally for important concepts, but when it came to writing out the math, he always used the whiteboard. He could have put the calculations on the presentation ahead of time and just left us to copy it down, but it makes a more interesting learning experience to be going along for the ride. Computers offer a lot of flashy new tools, but the most effective way of teaching remains human to human interactions.
It may appear that students lose interest quickly from a teaching perspective, but I don’t think that Allen’s advice to break up the hour is entirely true. If I’m interested in a topic, I’ve never found it difficult take notes for an hour. I agree that it’s helpful to include a variety of activities during each teaching period, but the fifteen to twenty minute cap he suggests doesn’t match with my own experiences. Some activities or ideas need more substantial amounts of time to achieve proper depth. I contradict his point based on my own learning preferences, not from my sparse experiences teaching. Overall, I thoroughly enjoyed Allen’s essay and it made me excited to start teaching.
March 11, 2015 at 9:26 pm
Edward Allen’s notes to myself article introduces a tremendously useful set of teaching skills which, I believe, are essential for teaching technical subjects in architecture. One of the great points made in the article is that students derive their enthusiasm and love for the subject from their teacher. As I thought back of classes I had enjoyed the most, they are had one thing in common; the teachers were not only successful in communicating course materials, but also in expressing their passion and love for topic.
One of my favorite teaching quotes is one by Plato: “Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind.” This emphasizes teacher’s responsibility to create a comfortable learning atmosphere for students from diverse backgrounds and with different learning abilities.
Students’ engagement in different activities helps create an enjoyable learning experience that, most likely, will affect their enthusiasm, academic performance, and their attendance in class. Even though evaluations are essential in every class, curiosity and desire to learn should be the main motivations for students to learn.
A one way teaching approach is like a telegraph, you don’t know if got your message across to other people. That’s why a conversational style is a more effective teaching approach. Topics like acoustics or electrical equipment can be overwhelming to architecture students, so, it is very important to simplify these concepts so that it is easy to grasp main concepts without compromising the richness of the content. I believe that the teacher has to evoke students’ curiosity by introducing only the fundamental ideas and leaving out some details for students to explore and investigate further on their own.
January 26, 2015 at 6:25 am
Ed Allen’s “Notes to Myself,” is packed with pleasant surprises, refreshing morsels of teacher fodder that will be a nice referent someday. His tone is convivial, and the work is crafted akin to a prose poem instead of a pedagogical polemic. It’s inspiring, and reading it one can tell it comes from a lifetime of experience not just teaching, but really caring about the effects and exploring how it can be done better.
I’ve seen first hand the necessity of technical knowledge, and I also see the beauty of it. I appreciate how Allen addresses this elegance but emphasizes the employment of technical knowledge in the larger service of design.
With people, I have found that treating all in a dignified manner really does help connect with those from all walks of life. It sounds so simple, but I’ve been amazed at some of the doors basic kindness and respect has opened–I think it gives one a chance to collaborate with others, even when collaboration may not even be on the horizon yet–or in the Irish parlance of my deceased grandfather: “a stranger is just another word for a friend I haven’t made yet.”
I also like how Allen advocates criticizing privately and praising publicly. This goes hand in hand with his belief in love as a guiding principle, and use of a participatory tone. Similarly he advocates turning monologues into dialogs and performing special, vivid, unforeseen acts to get students involved, even in big classes. I appreciate his participatory example of chalking a flawed detail on the board and asking students to improve it.
Many teachers start slow, and I like to start fast, so it feels good to see such an approach vindicated, along with the advice to start in the middle with the fun stuff. Also, Allen’s prompting to get tactile is refreshing. So much of the technical world is also tactile, that I think there are lots of opportunities therein–actually I believe tactility is part of what has been making our sections very successful in ECS.
I agree with so much of what he says, but on what points do I disagree? I think it is possible to have longer classes be successful, by using some of the very techniques he talks about to break things up. I do agree that the longer it gets the harder it is and that spreading out the work over a few days during the week is preferable. Also, I like a good syllabus, and believe that many students do too. I’m sure there is a happy medium, where everyone understands the syllabus is just a guide–much like a master plan–providing counsel, but constantly being adjusted as reality works its magic. As to quizzes, I think they are actually good. Without some kind of check-in, most students will not do their readings, and really I think quizzes are a favor to help keep everyone current. I think quiz questions can be phrased to mimic design situations, thus engaging design as the ultimate test, particularly as there are so many questions one actually faces in the design process.
It is a new concept to me not to be comprehensively thorough, but I get the point and I agree. Technology is always evolving, and old principles are replaced by new technologies or circumstances, so our task is to “uncover a meaningful portion of it,” and in doing so to impart the love of this sport–that diligent, engaging attitude it takes to accomplish great design.
There are many more morsels of wisdom I gleaned: Be spontaneous, Savor the process, keep it simple, foster motivation, enable student leadership, show excitement, be conscious of body language, make great use of the first ten minutes, be wary of the computer, and craft your course to be the best.
January 21, 2015 at 11:04 pm
In “Notes to Myself”, Edward Allen presents a series of narratives to help effectively teach technical subject matter to an audience through lessons that promote tactile experiences and participatory involvement that entices and motivates students to learn. Of course, these types of inspiring lessons are only possible if the teachers themselves are passionate and enthusiastic if they love what they do, and love what they teach.
Many of Allen’s strategies resonated well with a memorable past professor I had years ago. The course was in Japanese, and with no previous experience speaking the language, I knew this course was going to be tough. However, as the course progressed, I was more eager and more excited to learn the lessons for that day than the lecture before it. The professor loved his job and it showed. He loved teaching the language and loved to hear his students speak, showcasing their progress as the term went by. His lessons were extremely interactive; as he would sporadically draw something on a small white board he carried and asked students to speak out whatever was drawn. Occasionally, he held break-out groups where we had small conversations one another. In truth, his enthustiam and interactive lessons for teaching Japanese kept us all engaged in some rather difficult subject matter.
Certainly, it is these types of qualities and strategies that are most beneficial for teachers to have in their skill set. With only limited teaching experience myself, these are certainly not skills that one can learn overnight. To choreograph a lesson plan and to implement it flawlessly is not a simple task, especially when lessons are mixed with a combination of lectures, demonstrations, and hands-on experience time. However, it is those teachers that are passionate in what they do that are more adaptable to implement these modes of teaching; effectively establishing a connection with their students that will inspire them and reinforce their desire to learn.
December 8, 2014 at 10:24 pm
Edward Allen’s “Notes to Myself” is an interesting, yet affective way of introducing the idea of teaching. Its really intriguing how the little things in your presentations can really change the outcome and how your students take in the information. I also believe that as teacher we need to activate a student’s prior knowledge in order to build new material on what they already know. This idea got me thinking about something that I learned when I was in high school.
Metacognitive learning strategies are general learning strategies. How reflecting upon your own thinking and learning is metacognitive thinking and once students begin to think about their own learning, they can then begin to notice how they learn, how others learn, and how they might adjust how they understand and interpret the material given. Ed Allen did a nice job saying that we need to get to the point when teaching. If we start of slow then our students will lose interest. One of the most important things in teaching is not to lose your audience.
Overall, I do think that this read can prove to be an affective and intriguing way to look at the multiple different ways of teaching.
December 7, 2014 at 10:16 pm
An old man, a boy, and the Sea
A Meditation on the Teaching of Technical Subjects
I’m going to go out on a limb here. I’ve chosen to write about a story that I often reflect on and continue to see as a source of inspiration. Ernest Hemingway’s “The Old Man and the Sea” is a story about teaching a technical subject. Quite briefly the action of narrative involves a young Cuban boy who has taken fondly to an old fisherman who lives in the same village. Hemingway is quite vague as to the specifics of their relationship but despite the old man continuing to not find success out on the open sea the young boy respects him. This is mostly because he appreciates the warmth of the old man’s ways. The boy repeatedly asks to go out to sea with the old fisherman even though other men in the village speak poorly of him and highlight his recent failures.
The old man is modest and humble but still yearns, as any person would, for the now past satisfaction of success that he once knew in his younger and stronger days. Out on the open sea the old man is pitted in a great struggle against a large marlin that pulls him scooting across the ocean for three days. Most readings of this story focus on the struggle between the man and the large fish. My interest here actually lies more on the boy and the impact that he has on the old man. Because in the end, despite no significant or familial relation, it is the boy and what he represents to the old man that encourages him to press on. It is not a struggle that he makes for himself. It is a struggle that he makes to prove to the boy that this is in fact a good world, one that is just and worth living in. But justice is fickle, after besting the giant marlin sharks swarm and slowly steal the old man’s trophy. He laments his prideful decision to fish “out too far”. In that moment he regrets his risk. When the old man returns to the shore from his heroic exploits towing only the carcass of the big fish the boy ecstatically greats him. Where the tourists see a failure the boy only sees a good man. After some rest and coffee the two agree to continue to fish as partners once again. The narrative never discusses the knots and subtle techniques that the old man undoubtedly taught to the boy. The technical bits are important and need to be taught well, but any variety of specific words or demonstrative techniques could work fine in conveying the technical means. What is important is that the student believes in the honest authenticity of the teacher and that the teacher believes in the genuine intent of the student.
Fish and boats aside, the teaching of technical subjects is both noble and inevitable. Students are out there who want to learn. Their passion and commitment is undeniable. They see a world filled with mystery and unknowns in which they look for resolution. They seek a simple answer to the complex question: “how does this work?” Teachers can help to fill the voids. Technical knowledge enlightens and empowers. It allows us to do good. The old man, despite his year of experience is bested by the sea. But regardless, in the end it the simple strength of his conviction that proves to be the most important lesson taught to the boy. We all live in turbulent seas- now is as good a time as any to teach how to tie some knots and hold onto the line.
December 7, 2014 at 2:02 pm
There are many wonderful nuggets of wisdom in Edward Allen’s manuscript, “Notes to Myself.” Advice ranging from hooking students in on lectures, keeping them on their toes, emphasizing that we are teaching design and not technical subjects for their own sake, and honest encouragement to love what you teach and who you teach. I chose to mainly respond to his advice on risk taking as it reminded me of the excitement I feel when teaching and my own experiences risking for teachers and students alike.
I learn when I teach. Not only do I learn how to teach, but I relearn the topic I am attempting to pass on. “What is the best way to describe a foundation detail? Should I draw it? Should I have them draw it? What are the important parts of this detail that need to be conveyed; the essence of foundation design. Maybe I should make a model of a footing and stem wall, a full-sized mock up? What’s the appropriate amount of fly ash for standard concrete?” And that’s when I often find myself sidetracked by technical details and design. I’m exploring the topic on my own before I ever feel comfortable explaining my topic to others. I vaguely recognized this as a pattern of my teaching earlier in my career but only felt truly validated in its truth after reading Allen’s book. It was as he wrote about taking risks when I realized this style of learning-teaching. When we take risks as teachers, trying out new ideas, learning what works and what doesn’t, our students become more comfortable in their own risk taking. If you don’t take risks with them they won’t feel confident in taking risks for you. Some of the strongest design projects I’ve seen around this school have been from students who feel that their risk will actually be accepted by the teacher. This allows for the pushing of design to a new level. They are not playing it safe. When this comfort and risk taking is present a reciprocation of instructing and learning occurs. The teacher is kept on their toes by the students. They must keep up to date with ideas, techniques, concepts and functions so that as students explore, they can support with appropriate knowledge. Teaching is an act of learning; learning for your students, and learning by your students.
I greatly enjoyed Allen’s advice and look forward to future teaching moments when I can learn more and explore with my students.
December 6, 2014 at 5:31 pm
Reflection on “Effective Lecturing”
In “Effective Lecturing,” Susan Glaser articulates strategies for giving successful and meaningful lectures. She acknowledges the importance of grasping an audience’s attention at the beginning of the lecture, but reinforces the importance of keeping their attention throughout the entirety of the lecture. Glaser refers to the term ‘exigency,’ a situational urgency, as a key component of successful lectures. This is a dynamic approach to speaking and interacting with the audience. Lecturing with exigency takes into consideration the importance of pitch, volume, rate and movement. Glaser recognizes that a lecturer who consistently speaks quickly or paces back and forth is dynamic but unsuccessful. Rather, the key to exigency is variety. By varying the rate of your speech, or your position in the lecture hall, you can maintain the attention of the audience simply through your body language and presentation. Furthermore, Glaser emphasizes the importance of clarity. Minimizing the amount of concepts presented within one lecture, using internal summaries, and utilizing cue words such as “I want you to remember…” makes the lecture easily digestible and helps maintain the audience’s attention.
On another note, Glaser offers advice for eliminating anxiety about lecturing and public speaking. She cites being prepared as a major way to reduce anxiety. But more importantly, she argues for managing anxiety rather than eliminating it. If anxiety is used correctly it can be an energizing and positive factor in lecturing. If you feel anxiety before or during lecturing, Glaser suggests ‘acting’ yourself into feelings. By visualizing yourself as a calm and energized person you have a greater chance of embodying that calmness as you lecture.
Works Referenced
Glaser, Susan. “Effective Lecturing.” Teaching Effectiveness Program. Web. 4 November 2014.
http://tep.uoregon.edu/resources/librarylinks/articles/lecturing.html
December 6, 2014 at 2:09 pm
Although my teaching experience has only been to elementary students, I found this reading to be inspiring and extremely on point. His advice on body language, enthusiasm, and spontaneity are all important reminders in not only teaching but in giving successful presentations. I enjoyed the point that Allen makes in how a good educator knows his subject, but a great educator loves his subject and that love resonates all aspects of life.
Overall this technical teaching seminar and reading has showed me how passion from both the educator as well as the students can create a better learning environment.
December 5, 2014 at 7:24 pm
For this years Reading Response, I read “From the Classroom to the Office – A Practical Guide for Agents of Change”
This handbook, put together by Kathy Bush, provided a basic framework about how to approach implementing sustainable practices within the professional office environment. I found this guide very informative, especially considering that within the next year, I will be entering the professional work environment and will need to be assessing how to best continue to implement sustainable design practices while potentially being one of the lowest people on the office totem pole.
The steps laid out are fairly simple: do your research about where the office stands on sustainable practices, communicate to your fellow employees your interest and desire to improve upon whatever policies are in place, develop resources (such as a green library and spec sheet) and implement ideas discussed with co-workers and clients, then assess the effectiveness of the changes you have implemented.
Overall, I found much of the guidebook covered basic ways to implement change in any situation, emphasizing communication and clear intention, while warning of the dangers of trying to do too much too fast – potentially “starting a turf war” which can often times be hugely detrimental. Having been an unofficial agent of change for some time now (in previous jobs as well as since I have been at UO), I am familiar with many of the steps outlined, and I believe this guide would be a good resource for someone who may not be overly comfortable with the idea of confronting those in power and demanding change. A good read, but, unlike Ed Allen’s Notes to Myself, I doubt it will be something that I cherish and share – I believe it would be hard for anyone to reproduce the magic and passion Ed was able to convey in those few pages.
December 4, 2014 at 11:24 pm
The reading reminded me of many of my favorite classes I’ve taken through my years of being a student myself. I believe that Edward Allen “Notes to Myself” is not only applicable to teach and can be related to presentation. Even to a client I can see theses strategies to work and grab attention of the audience.
I love how he tells people to start from the middle, which is the meat of the subject. Then go back and tell them how to get to the middle then conclude to presentation. This is a good note that I will give to myself for future presentation weather is for a studio project or a research presentation. I also agree that a course is not capable of teaching a student everything but it’s the basic essential to build on weather the future experience is through work or training.
The audience is important and I was always told in my grade school from my drama teacher is to look in the middle the whole time. When giving a speech or a presentation it is very difference especially with technical subjects. It is good to look at each student in the eye and get feedback. It makes sense why I always felt so close to professors cause they related to me and had a conversation to me as I was their best friend =)
Being happy and enthusiastic about your subject has always been my own belief. Even when I was young my parents always told me to follow my dream and told me if I love what I do I will be good at it.
November 28, 2014 at 9:54 am
Edward Allen’s “Notes to Myself” resonated with the curious inner child within myself. The idea of bringing that childhood wonderment when you find out a piece of how the world works into the classroom seems like the simplest, smartest thing we can do to engage our students. This has inspired me to try to channel that state whenever I teach (whether to 5th graders or graduate students).
“Uncovering the meaningful potion”, “Don’t overcomplicate your subject”, and “Start in the middle” were all something with a similar theme: how to deal with a complex subject with students who haven’t encountered it before. It can be very easy when teaching technical subjects to get more detailed then the students can comprehend and since they do not always have any prior experiences in the subject, they may be unsure of where to file all he detailed information and why it is important information in the first place. Edward Allen talks about “plunging your students in the meatiest, most exciting part of the subject matter” in order for them to understand why it is exciting and relevant. I found his insight of engaging the students then uncovering the meaningful portions (in an uncomplicated way) a lesson that I am sure I will use in the future.
His page that started “Scrap the syllabus” is really a nice example of what I mentioned above in practice. It seems to me that as teachers of technical subject areas it is our job to choreograph design problems and classes that allow students to seek out a piece of knowledge before we give it to them and then allow them to apply it. I know that the pieces of knowledge that I have retained the best over the years are the ones that I sought out and was able to apply in a hands on experience (which is what Edward Allen describes in his wood framed shelter house for Yosemite example).
From my own teaching experiences I would say that “Notes to Myself” is very optimistic and new teachers should be also reminded that there are lesson plans (no matter how inspired you were when you came up with them) that can go poorly. A note I would make to myself would be to remind myself of my intention, identify what didn’t work and try a different version of it again keeping my inspiration and childlike wonder that I have for the subject.
November 26, 2014 at 1:09 pm
These are great axioms to use not only in teaching, but in most forms of communication as well. I really appreciate the thought that one does not teach building science – one teaches design. This is a good way to maintain attention and inspiration within the work. More importantly, it suggests that the main goal of education is not merely on memorization of information, but rather the synthesis of new interpretations and applications of that information.
There are also a lot of great suggestions for developing enthusiasm and encouraging participation. This includes doing something special every class, starting off with an interesting story that explains the concepts, and taking some risks with activities (although it makes me curious to hear of risks taken that did not pan out so well).
The most important concept from this is the idea to love what you teach and spread passion to learn more and engage in what you do. Active interest in a subject is the primary incentive to gain knowledge and create better ideas. I will try to apply these ideas in whatever endeavor I end up pursuing!
November 25, 2014 at 11:41 pm
I found this reading to be incredible inspirational. I recently have been questioning my own quest to becoming a teacher but as I read along, I felt assured that teaching was one of my passions and ultimate goals.
One section that really stuck out to me was when Allen was discussing the design process. “The best way to teach design is to engage you students in the process with design.” It is an interactive process that can mainly be achieved through practice. I love that he offers different techniques to get the students engaged with design.
Another aspect to his teaching techniques was how he encourages teachers continuously engage the students through different means. He recommends that the lectures are broken into different parts. I know that I learn best when I am hands on but it is great when a lecture is accompanied by an activity.
November 25, 2014 at 6:43 pm
The reading by Edward Allen put into words that which I have intuitively learned to look for in a good professor and tutor. Therein, many tactics to entertain and transfer knowledge were outlined. The point that stood out the most was not to attempt to cover the entirety of a subject, but to provide the tools and resources necessary for a student to pursue the subject on her or his own.
According to Allen, it is best to break up a class session into distinct pieces that make the point a lecture style class would, but with the addition of ensuring that the students are engaged through activity. I think that the ECS courses did this well, in providing us with in-class activities, and clicker questions.
Also, the ECS courses implemented the point that stood out to me in that we were not required to learn current photovoltaic capabilities, or other knowledge that would become useless as technology develops, but instead were taught to do research on our own— both secondary, and more importantly, primary. This allowed students to take ownership of new knowledge (or at least the ownership of the capacity to confirm current findings, and not just to rely on the written word) as in the ECSI final project.
I think that the structures courses have very good instructors and GTFs that put a lot of effort into their work. Unfortunately, I now realize that they are lacking in a few Allen suggestions that have the potential to improve it. Professor Duff, for example, said that he notices that when students are hearing and seeing new material, they have a glazed look that is not there (as much) after they have already experienced attempting the homework. This might be improved on by following Allen’s suggestion that the students should be given an in-class activity, to get a taste for what it is that they are discussing. In so doing, questions that they did not know they had can arise, and can be answered before they go off on their own to work on their homework. (This might encourage reading, or possibly add a stress factor for students.)
Another point to be made is that not enough emphasis was placed on terminology. The GTFs noticed this and have discussed this amongst themselves. This knowledge of the students’ lack of understanding could have been gauged instantly with clicker questions. Immediately, students would be providing the instructor with feedback as to whether or not they understand something. This, again, was exemplified in the ECS courses.
To engage students, we need to engage their learning styles. Would it not be amazing if at the beginning of a every year, a learning style assessment would be taken of every student, and with that, a tally of students registered in a class, with certain preferences. These would be taken into account to adjust the course accordingly. I think it would have the effect of lowering the monotony of teaching the same course again and again. With every adjustment, the professor could learn something new from the students reactions to the material they are more engaged with.
Allen helped me think about the many teaching possibilities — as well as the workshop.
November 25, 2014 at 4:05 am
Edward Allen’s Notes to Myself really inspired me to see the personal understanding about teaching of a experienced professor.
What impressed me the most is “Teaching is love, love your subject matter, love the act of teaching and love your students”. I really agree with that love makes you devote all your energy to teaching and makes you feel passion every day when facing your subject and your students. If you really love teaching itself, not treat teaching as a job or task, you will voluntary take your time and energy to try to make your class more interesting, more special, vivid, unforeseen and clear, try to involve the students’ participation, try to makes the learning process more enjoyable and teach students what you know without reservation. It can make your students feel your love, feel your passion, feel the stars in your eyes, feel interested in what you are talking about.
From this notes, I can tell it’s all about love that Allen wrote down these personal experiences, strategies summary and like to share with our young students who are willing to be a teacher in the future.
November 24, 2014 at 8:55 pm
Edward Allen’s notes made me want to go out and start a class of my own immediately. Even given my own limited teaching experience I can see how effective and logical his ideas can be coming from a student’s perspective.
Scrap the syllabus. It’s a simple concept, but I think it’s a really great idea. Having students direct the flow of the lectures through questions and interaction based on need for a project seems like it would be so effective for teaching the content that it would be cheating. I can’t help but look back on previously taken courses and wonder if this method had been introduced how my perspective of the class and material would have been different. Give students a problem and ask them what they need to know to solve the problem. Simple and effective.
Even in writing, Ed’s passions are made clear and are well laid out. I appreciate the quick story on how The Architect’s Studio Companion was born. I’ve already shared these notes with a friend from undergrad who teaches at The University of Illinois and he enjoyed them as much as I did.
November 24, 2014 at 8:08 pm
Edward covers a broad map of ways to more effective teaching. While reading, I felt as though most of us can relate to many of the concepts he illustrated. Although we tend to do so among ourselves as design peers. My observation has been that the individual interactions that occur during architecture studios really do involve respecting each other, listening, communicating, and trying many approaches to understand each other and express ourselves. It becomes much harder to do this when the audience grows from one to many. A great point that Edward made is that we don’t have to conform to basic formats. Maybe we can learn to take the engagement and excitement we have during studio and tranlsate it to other topics in the field of architecture.
It’s easy to forget what it’s like to be an audience member when you’re the presenter. I’ll be sure to keep these “notes” handy.
November 23, 2014 at 12:36 pm
Tools For Teaching:
Preparing to Teach the Large Lecture Course.
I chose this reading because I am interested in how to lecture effectively to a large group of students and what are some strategies to keep a group engaged for a long period of time. Some points I have learned from the reading include the types of lectures that can be delivered:
The expository lecture – treats a single question or problem, typically with a hierarchical organization of major and minor points.
The interactive lecture – brainstorming ideas in response to a question or prompt. Then sort the responses into categories. Encourages students to grapple actively with the topic.
Problem solving – Instructor poses a question, paradox, or enigma. Students are actively or passively anticipating or pointing toward solutions.
The case study method – Follows a realistic situation step by step to illustrate a general principle.
Short lectures framing discussion periods – start with a lecture then sets the stage for some issue, then opens up a discussion, then closes with another short lecture.
Other helpful points from the reading for me include: Preparing the lecture for the ear, not the eye. Using short, simple words and informal diction. Speaking succinctly, in short straightforward sentences. Restate and periodically summarize key points.
Designing the lecture in ten or fifteen minute blocks. Each block should cover a single point with examples and end with a brief summary and transition to the next section. If you run out of time, cut an entire block or shorten the middle section of a block rather than rush the summary.
Overall the reading was very helpful and informative.
November 22, 2014 at 2:55 pm
ARCH 661/2014 Fall
Reading Response: Notes to myself, by Edward Ellen.
Fangsi Yu
Edward Allen’s Notes to Myself is a delightful reminder that teaching can be intellectually stimulating, engaging, and exciting for everyone.
I like the idea that to break up the hours. Never lecture for a solid hour. This fall term I took Building Enclosure as a most tough technical class and the professor always gave us a 10-minutes break during the 2-hours lecture. Ed Ellen also broke up the 180 minutes by adding class discussions, little design problems, slide shows, physical experimentation, and other teaching modes to the lecture format. It is true that only first ten or fifteen minutes will hold your students’ attention.
In the last paragraph, Ed Ellen said that the most important thing about teaching is love. Love your subject matter. Love the act of teaching. I think it is not just about teaching, it could be everything in your life; if you do love it then you will do a better job. You will feel happy to do that and willing to spend more time on it.
November 2, 2014 at 7:37 pm
I found Edward Allen’s Notes to Myself to be spot on. I appreciate the pragmatism he incorporates into the academic experience; if you can demonstrate how your subject is relevant in the “real world” students will pay attention. People remember experiences and interactions, and when you can apply technical principles to these activities, magic happens.
I also liked the idea that if you give students a project, through critical thinking and problem solving to reach their desired outcome, they will inevitably learn an abundance of techniques through the process as well as remember them. I thought it was remarkable that Allen managed to split a 3 hour class into activities of no more than 20 minutes and can imagine the level of engagement that produced from his students.
Finally, enthusiasm in the teacher is key. I enjoyed the analogy of imparting knowledge on your students to giving them a special gift. If you are excited about the subject, it will become contagious and students will have no choice but to pay attention and care.
October 29, 2014 at 2:39 pm
ARCH 661/2014 Fall
Reading Response: Notes to myself, by Edward Ellen.
Baolin Xu
I have never been a teacher before, and before reading this short article, I never thought about the way to teach college students. These notes written by Edward Allen provoked my interest of thinking about the way of teaching and learning for college students. when I was reading the article, I was trying to relate the topic with my own experience as a student and I also liked to compare my old experience of learning when I was an undergrad in China with the new experience of learning as a graduate student in US.
In the first paragraph, the author emphasized the importance of loving the subject you teach and teaching with enthusiasm. It is true that the enthusiasm of teaching can come from the love with the subject you are teaching. But, I am wondering how long the enthusiasm with the subject can last. Will a teacher keep the same enthusiasm after teaching the same subject for many years or for a whole life? I guess the long last enthusiasm of teaching comes from teaching itself, from the smile on the student’s face when they discovered new knowledge.
“It’s far better to begin with a vivid physical demonstration, an activity that invokes the students’ participation.” Absolutely agree with this. In this sense, what a teacher need to do is not teaching something on the textbook, but try to raise the curiosity of the students and let the curiosity drive them to explore.
“Maintain eye contact. Try to talk to everyone in the class at least once during each class.” “ Respect each student’s dignity, listen to every student seriously and with undivided attention. Respond thoughtfully.” Absolutely agree with the words above. Eye contact with the students will let them pay attention to the class. Enough attention to each student in the class will help them build confidence and interest to the class. My own experience in the class tells me that if I know the teacher is paying attention to me, I will be more active and more involved in the class.
“Don’t try to cover your subject. The lasting value of the courses that I took was that they introduce me to their subject areas, …, taught me how to learn about them over time.” I also have the same feeling after graduating from the college and working in an area that was different from the major that I had learned in the college. I studied civil engineering in the college and after graduation, I worked as an architecture designer. Most of the courses that I have took do not have direct relation with my work in the company. The important things I learned form the courses are not the skills of solving a calculus equation, load calculation for building foundation or manufacture process of prestressed concrete but the skill of thinking and tackling problems. After working for four years, I am back to school at UO. For me, it’s a good time to think about learning and teaching.
December 16, 2013 at 1:24 am
I like Allen’s simple and clear explanation of strategies he has found working well during his experience in teaching .
For this reason I toke notes on his notes that I will all ways be able to refresh in my mind with a glance.
To be able to analysis his note to further regenerate ideas on good teaching techniques or strategies, I realized the following:
first is that: Allen’s strategies are trying to create the most appropriate condition for teaching. among the elements of teaching to be well suited for technical subjects. These elements are: 1- teaching content 2- teaching context (which includes the time and place and accessible methods and even students mind set) 3- interaction between the people in the class especially the teacher and the student.
being creative and passionate (Love) and experience will help in being a good, creative teacher which has a dynamic approach to teaching and is creative enough to create unique learning memories for students.
Allen has a specific idea of what technical subjects are. He is trying to say that technical subjects are not building science. They are technical design (designing based on technical knowledge). So they require a method similar to the one used for teaching design.
. . .
December 13, 2013 at 4:29 pm
After reading and enjoying this piece so thoroughly last year (my previous comments still hold as true as ever!), I felt compelled to share it with my father, who began teaching economics at a local community college last spring after spending years in the financial services sector. He also found it highly insightful and inspiring as he began his own teaching journey.
When we spoke about it, I was amazed at how well Prof. Allen’s points were legible and applicable across subject areas. Concepts about technology, “scrapping the syllabus,” and learning’s relationship to mathematical tools were the big ones my father pointed out that, while not really used in the exact same manner , were already on his radar as potential problems as he prepared for the course.
When I learned this year about the nature of this document’s inception, it explained the enthusiasm and emotion that comes through while reading it. It would be amazing if all educational documents read with as much honesty and sincerity. Thank you, Professor Allen, for sharing your thoughts, and Alison, for sharing it with new eyes every year.
December 11, 2013 at 12:15 am
Thank you for sharing these thoughts and observations Ed, and thank you Alison for spreading them throughout new classes of teachers and students. As I read through this initially, I thought of the many teachers I’ve had over the years, both of those who embodied the lessons contained herein and of those who contradicted them or didn’t quite live up to them. The truth is, I don’t know that one group was more effective as teachers than the other.
When I think of my limited experience teaching, I can quickly relate to Ed’s writings and have already begun to imagine how it would feel to teach in the manner that Ed articulates here. One of the most prominent examples for me was the first one that Ed provided here, to “teach with stars in your eyes”. If I feel like I’m not totally invested in the material I’m teaching, I can feel my students tuning out, not buying it, seeing through me. It’s, frankly, a disappointing place to find yourself in the middle of a class. But you can always come back from it. Students don’t want their teacher to flounder either, and can be a great source of support in the moment – that brief look of encouragement, of wanting to know more, of trust that you can pull it back together.
The more I think about these writings, as I’ve gone back and read through them again, the less I think they’re exclusive to teaching architecture or really about architecture at all.
The way Ed writes about teaching, however, is the way an architect writes about design. Or, at least, it’s the way a compelling, passionate, and inspired architect writes about design.
December 10, 2013 at 2:05 pm
Ed Allen’s , Notes to Myself, serves as a reminder for all engaging in the study of architecture. You could really , and successfully, argue that this book is applicable to any profession because of the clear and succinct messages it conveys.
To start, almost every time I have read through the paragraphs, I imagine Ed writing this and placing the book in a time capsule. Returning to that capsule and reminding himself (and us as readers) what kind of a foundation his path in education has been built on. After all knowing where you have come from, helps you to imagine where you want to go. Applying the advise in this book, will provide a solid platform from which presentation skills can be honed. From a professional perspective, one can look to the passages for ways to engage one’s peers in learning, sharing and leading, when called upon.
Secondly, I found it easy to imagine those of us that have either met, seen or read Ed Allen’s work, now carry within us, a mental ‘Obiwan Kenobe’. I use that reference, in light of the way the book reminds us to seek out and build up our awareness of that ‘force’, that energy that is technical teaching. Those that have this awareness, graduate to become emissaries of a clear, inspiring and balanced approach to technical teaching and communication.
Finally, in committing to the path of technical teaching, one must realize the ever changing pools of knowledge we engage. I found the tips on a simplified approach to teaching process rather than facts was mind tingling. The energy with which you engage with your students will help them to understand the fundamentals. In the process of doing so, they might not only develop the tools you intend for them to develop, but may develop others, thus expanding that knowledge. Giving students the opportunity to share that, may engage with the greater communities in ways you may not have imagined. In so doing, you are not only keeping the ‘fire’ burning, but you are making it larger.
December 5, 2013 at 6:58 pm
“Notes to Myself” is an addictive read. I have read to twice in one month and it is going to be one of those reads that I’m going to keep going back to for inspiration. As a narration it is a teacher’s soul. There are so many good things in this reading which can inspire good teachers to be better and those who are struggling – as myself – to reach a goal. “Teach with stars in your eyes” and “do something special.” I could not agree more. Ed Allan’s notes take us through different ideas which are pertinent to the goal of becoming of good education/teacher, however, the document converts a responsible position into a very special place in the student-teacher relationship.
December 2, 2013 at 2:06 pm
Notes to Myself was incredibly interesting to read. From one perspective, it is written by a professor with many years experience in teaching, while they continue to be a student themselves, and know what it is to learn from these methods. The simple idea that an enthusiastic approach will make learning was touched on during our class, it seems simple but there are so many aspects to remember. This will definitely be a text that I read from time to time.
November 30, 2013 at 11:46 pm
As I became more passionate about technical subjects, I realized that bringing a level of enthusiasm about the material is critical in connecting the students with the subject matter. Allen mentions a variety of strategies that I believe are essential in maintaining the audience’s attention. Running risks, mixing up lectures with physical demonstrations, and utilizing a hand’s on approach are all extremely valuable teaching tools. I personally wish I came into more contact with the physical built environment. For example, when taking a “Statics & Strength of Materials” course, I wish I witnessed first hand all these forces we were calculating. However, we simply ran through the formulas and homework every class period. There was no “switching it up”, involved. Therefore, that class was unfortunately my least favorite class and I was less inclined to put maximum effort towards the material. This brings me to another point that Allen makes and that is “Make math the servant, not the master”. Teaching students how to create ideas first and then allow math to evaluate certain design decision involves a more practical application of technical subject matter.
I believe Allen’s notes offer valuable insight on teaching, specifically in technical subjects. While there is not necessarily one way to go about teaching, these notes provide a framework to explore and build on. As a graduate student who is both interested in technical subject matter as well as potentially pursuing a teaching career, these notes inspire me. To learn that there is not some plug and chug formula to teaching technical subjects is quite a relief. I enjoy the improvisation. I enjoy running risks in design work. I enjoy educational moments that blend the educator’s enthusiasm with the pupil’s. The joy and excitement that is palpable in Allen’s notes encourage myself to take a look and see which elements of technical subject matter provide a spark. I can then apply this spark towards any future teaching endeavors.
November 18, 2013 at 12:20 pm
First things first: Ed Allen’s genuine love of teaching is beautifully apparent in every sentence he writes. I feel honored to have met such an inspiring person, even if only for a brief moment through a computer screen.
I realized right away that many of the tips Allen points to are tactics I have witnessed memorable teachers use for years. Eye contact, responding to questions with respect for each student’s dignity, actively involving students in activities throughout a lecture, breaking up an hour… These all are things that I have seen work time and time again without ever really being completely conscious of the teacher’s earnest intentions to reach us all effectively.
Even the way in which Allen presents the ideas to the reader (who is presumably a teacher as well!) embodies his powerful teaching style: clear, concise, humble, and spoken with excitement, love, and respect.
I love many of the tips he gives, but one of my favorite one liners of the entire lot is “Don’t try to cover your subject. Try to uncover a meaningful portion of it for your students.” Learning can/is/should be a lifelong pursuit, and having teachers that help open the door is a great way to realize this. I hope that when I become an educator I am able to remember this and choose the way I approach a subject with the intention to ‘light a fire’ rather than ‘fill a bucket’.
November 17, 2013 at 11:59 am
To echo many of my colleagues’ comments: Ed Allen’s ‘Notes to Myself’ was an inspiring read. Appropriately titled, it seems to be somewhat of a mantra for Allen, who, following his own advice, must be nothing short of an excellent teacher. I think we can learn not only from the general guidelines and principles presented in this work but also from his approach in general– the most important theme, perhaps, is his seeming tendency to seek ways to refine and improve his own methods. Indeed, the work seems conscious of it’s own incompleteness, ever open to further refinement, additions, subtractions… reflecting its author’s perpetual state of learning and growth. The apparent humility present in the writing makes it more accessible because it levels the field. The teacher is also a student… but of course!
Among the themes presented in class last Saturday we talked about broadening our understanding of the teacher, not only as the person standing at the front of a classroom, but manifest in a number of different relationships: as a parent to a child, as an employer to an employee, as a professional to a client, as one friend to another, and the list goes on and on… Taken in this way, we might even begin to think of each and every exchange as an opportunity for learning. In light of this, Edward Allen’s writing becomes not only a doctrine for better teaching, but a lesson for how to be a better human.
November 13, 2013 at 7:02 pm
Edward Allen’s “Notes to Myself” is a delightful read. It is short and simple, yet effective and powerful. The 20 tips, described concisely, depict the qualities of a great educator.
The reading emphasizes the strong link a teacher should have with the students. Teachers should possess qualities to engage a classroom. As Allen states, “Begin with a vivid physical demonstration. Maintain eye contact. Respect each student’s dignity. Involve students. Love subject matter. Love the act of teaching. Love your students.” Also, the idea of teaching technical subjects is a creative and exploratory process, which should not be limited by numbers and computation. Allen stresses that teachers should be able to take risks, go beyond the boundaries and try unorthodox methods.
Having read this booklet, I recall my brief stint as a first year design studio instructor. It was a great teaching as well as learning experience, but I feel I missed out on a lot. I now understand the wonders of teaching much better and would definitely reread Allen’s mantra before taking a class again. I would also recommend all the educators to do so, no matter if they are just starting out or have a lot of experience teaching.
November 12, 2013 at 7:41 pm
Edward Allen illustrates an exceptional example of a technical teacher. While he identifies numerous characteristics of a teacher, arguably, dynamism is an underlying characteristic which is present in all successful aspects and approaches. As Allen states, “There is great beauty, elegance, even magic in every branch of technical knowledge.” While there is elegance in the tectonic nature of building, there is also an elegance required to execute dynamic teaching.
Allen discusses the importance of engaging a classroom. He suggests talking to students directly, by establishing eye contact with each student throughout the course of the class period. This engagement requires a dynamic interaction with students. Not only does his approach suggest interaction, but also a dynamic choreography of topics and lessons. He encourages teachers to break up the class period into smaller segments of time, and to utilize multiple methods of learning. Hands on activities allow class periods to become a dynamic experience, rather than a static lecture. As Allen reiterates, “It also starts an unstoppable flow of adrenaline. It turns them into construction junkies, hooked for life on the excitement of making materials the media for turning architectural idea into buildings.” By creating hands on learning activities, teachers develop tactile experiences for students to learn tectonics and building methods. This module is furthered in Allen’s explanation of tests. He argues rather than quizzing students, teachers should evaluate students based on their discussion and designs. Once again, taking a dynamic approach to review relieves students of the static, and often unproductive, experience of a traditional test.
Most importantly, Allen’s approach is centered in love. As he eloquently states, “Love your subject matter. Love the act of teaching. Love your students …” Love is a dynamic and active act. Subsequently, teaching should be dynamic. By engaging students in a dynamic choreography of subject matter, activities and evaluations, teachers can have a powerful and lasting impact on design students.
December 8, 2012 at 6:34 pm
I found Edward Allen’s “Notes to myself” an eye opening read to say the least. It is funny how at first glance teaching (generally speaking) seems like a no brainer; it appears to be completely intuitive and natural. There was a part of me that was always suspicious of this notion but I never had a significant set of reasons for my suspicion. After reading Edwards essay I found myself acutely aware of the degree to which effective teaching depends on planning, creativity and insight. I also appreciate the format that Edward used for explaining his ideas. A series of idea-centric statements fallowed by simple examples when necessary. In no small way this reading combined with the Saturday work shop has strengthened my interest in teaching.
December 5, 2012 at 5:01 am
Start fast. Run risks. Change pace. Edward Allen’s “Notes to Myself” offers an array of advice, short and concise, to the instructor of design – ranging from putting the computer in its place, to leading your students to expect the unexpected.
For any educator of design looking to instill passion and enthusiasm in the studio or the lecture hall, Allen’s words will undoubtedly ring true. Yet in the spirit of concision – the concision so innate to Allen’s writing – it is perhaps more fitting to focus this review on a shortcoming within “Notes to Myself”, rather than organize it as a general exaltation of the author’s words of wisdom.
“Teach it straight and simple. Don’t try to complicate your subject. Don’t overload it with history or philosophy or high flown rhetoric. Just teach the basics in simple words and short sentences. Relate them to the process of creating the form and space of buildings. That’s all.” [Allen, Edward. Notes to Myself]
While it is important to understand the significance of simplicity, it is equally important to not force it where it does not belong. The simple ought be taught simply – this is true; yet the complex, when simplified, runs the risk of becoming falsified. And while the fundamentals of architecture, much like the underpinnings of nearly any discipline, may be discussed with the simplest of words, the higher echelons of any field of study must also inevitably lead to a precision of vocabulary, of language, of thought – a precision that if diluted, will cease to function at a higher level of intellectualism. This precision, though complex, should not be feared.
That is not to say, of course, that these higher levels of architectural thought do not have the capacity to be simplified; rather, that the act of distilling, while of great value, invariably comes with a cost. Even in the technical world of architecture, for instance, there much value in the prose of Mies van der Rohe’s contention that “God is in the details” – but there is also a depth of knowledge in Rohe’s construction documents for, for instance, the Kluczynski Federal Building, that can neither be summarized in a mere few syllables, nor in a manner that is so easily digestible to the architecture layman.
So while the simple must be understood to be significant, this recognition should not lead to a denigration of the complex. Rather than teaching straight and simple, therefore, we must strive to teach with honesty – to teach the simple simply, and to teach the complex with the complexity it is due.
December 3, 2012 at 8:33 pm
I enjoyed the energy with which Ed Allen talks about teaching. He encourages teachers to be passionate, spontaneous, and proactive with the material they are delivering to students. He talks about how to mix up the classroom experience and therefore how to constantly keep your student audience engaged. I really enjoyed the variety of teaching techniques he suggested and they way that they were new and fresh while remaining simple. I think that the confidence he encourages from his readers is key and it was invigorating to read about. His quote “The most important thing about teaching is love.” is a great overall message from this reading.
December 3, 2012 at 7:24 pm
By reading Notes of myself, I was notified that for being a perfect teacher, I definitely should know more about new methods of teaching, but that would not be enough alone! I need to purify my inner self from anger, I should love! Love myself and people who are around me. In fact for being a perfect one I need more practice to grow up my soul. Then I can convey my knowledge purely, creatively and effectively to my students.
December 3, 2012 at 4:04 pm
Short and unpretentious sentences make Allen’s notes a quick read and easy to understand. However, his unassuming style illuminates some the best teaching techniques you can find, and in less than fifteen minutes. Edward Allen’s “Notes to Myself” is at the same time highly, personally motivating and self-reflective, and a gift of subtle teaching techniques that we may be aware of and need to be reminded of, or possibly completely new ideas that we become excited to try.
I would recommend that any instructor keep a copy of “Notes to Myself” on his or her desk to re-read before preparing each lesson plan so that they can remind themselves, even on the bad days, how much they “love the act of teaching.” Reminders to use technology wisely and teach students how to create ideas first should always be foremost in our thoughts as we begin to prepare our lesson plans, and Allen’s tips that lead students to expect the unexpected are all great ways to draw different learning styles into every classroom discussion.
December 3, 2012 at 2:40 pm
The reading was very enjoyable and enlightening. I found several points truly relevant to myself. His point about starting fast and the first ten minutes being really important, was helpful to my understanding of teaching. It was also something I didn’t realize would hold so true until I thought about my experience as a student and how holding my attention throughout a lecture usually started with a good attention-grabbing introduction.
I also found his point about not trying to cover your subject very helpful. I constantly find myself trying to cover A to Z when I really should spend time on the most important subjects with more depth instead of spanning a wide breadth of topics.
Starting in the middle is also a good point. Something I had not considered before. It creates the opportunity for students to understand the material on their own and piece together information before laying it all out for them.
I also whole-heartedly agree with his point about love. If you love what you teach, students will feel the love as well and be just as enthusiastic about the material as you are.
December 2, 2012 at 11:30 pm
Allen’s “Notes to Myself” has offered, yet again, sound teaching advice. This will be my second response to it now, and this time around I picked up more references to the technique of teaching information as it is relevant. There is no more effective way to learn and retain information than to NEED IT. If you want to help your students learn about city building code, have them submit drawings for a permit. I enjoyed the story about the blue circle arrangements. Allen was able to engage students in an activity that subsequently made relevant a lesson on visual composition. The students no doubt absorbed the information in that lecture because they were all curious “why were those 5 compositions chosen?” I like that tactic – inviting a physical demonstration, or group problem that creates that immediate thirst for knowledge, THEN, teaching that knowledge.
I also enjoy the paragraph on respecting students’ dignity. There ARE stupid questions, but they all deserve an answer. I always enjoy it when, during a lecture, someone asks a question that was definitely answered (several times sometimes) in the reading assignment. A good professor offers a patient explanation, but then says something like “remember in the reading when he talked about…”. This not only helps students to realize that ‘oh yeah the reading would have been good to do’, but it also helps them feel comfortable asking questions even if they “should” know the answer already.
December 2, 2012 at 11:29 pm
two things:
First, one descriptor of the ‘what makes great teacher’ adjective exercise we left out was charismatic. Reading “Notes to Myself,” you can feel Ed’s charisma coming off the page through his language of directness and honesty.
Second, reading it again reminded me of the statics and structures courses I had taken before arriving here at UO. It reminded me of how awful they were. The set of two courses were taught solely in math, and I remember basically nothing. I think if the engineering instructor had used even a fraction of the suggestions of Ed’s, it could have improved my retention, and undoubtedly other students as well. The building science classes here seem to have taken Ed’s teaching philosophy to heart and I like it.
December 2, 2012 at 8:35 pm
I found “Notes to Myself” to be incredibly enjoyable and filled with excellent advice for any person, whether teaching a class, seminar or a small presentation. The reading itself follows the same rules and tips the Allen outlines, which is why it was an interesting read. It was short, concise, diverse in subject and length, broke it up instead of it being in one long paper, provided lecture and activity examples, as well as stories and anecdotes.
In reading this I recall my own favorite teachers in my educational career, and how they follow and possess the subjects that Allen touches on. And as a student, I can feel if the teacher loves the subject matter.
I especially like that idea of “Don’t try to cover your subject. Try to uncover a meaningful portion”. I feel this is something I have struggled with, how can I speak about everything in this subject in a small amount of time. But I think this is excellent advice and will really capture the students’ attention and be more useful than trying to pack everything into your lecture.
Lastly, after reading this I will always keep in mind that I want to teach design, and engage my students in the design process while learning.
December 2, 2012 at 1:39 pm
I found this reading highly enjoyable, and I feel like it is the type of thing that every teacher should look over before each term.
The joy he speaks about is truly the most inspiring part of this reading. The enjoyment I get from sharing knowledge and helping others to understand concepts is the main reason I have pursued teaching and stayed with it after all these years.
The abridged nature of each page helps things flow very well, and just as he discusses on the “Teach it straight and simple” page – one of my favorite notes out of the whole.
The other concept I particularly appreciated was the “Don’t cover your material, UNcover it.” There is no denying that in any academic setting, the thing that is of the utmost importance is to communicate concepts and frameworks to operate within vs. specifics and rigid ideas. By keeping things general, they can be applied to as many situations as possible; as soon as things get specific, it is much harder to apply that thinking to as many problems.
In short, a great read for any teacher, regardless of subject, and something I wish more of my professors glanced over before this last term!
December 2, 2012 at 10:34 am
I appreciate the honesty of Allen’s “notes”. He presents teaching as a critically important task and yet he takes it squarely off its often perceived pedestal. He roots it in a powerful place- the interests of the students. Allen indicates a great respect for his students. He sees their intellectual capacities as well as their potentials for success. The classroom is not a place to explicitly shape students through syllabus based expectations but rather it is an environment for students to challenge their surroundings and develop fluency with tools. I firmly agree with Allen’s notion that we teach design and not mathematical computation. There is great beauty in mathematics but ultimately a student’s understanding of the design consequences of his/her work indicates a mastery of material. Allen challenges us to be a part of big bright and beautiful world. His notes articulate the reasons past teachers of my own have been successful and motivates me to follow suit. The majority of my teaching experience has been in a shop environment where tactile experience has driven my lessons. I look forward to finding compelling ways to bring that same sensibility into a more formal classroom setting. I am encouraged to hear that presenting actual design challenges, even if they be brief, as opposed to quizzing is an effective teaching model. If every classroom environment proves unique, teaching must be an exciting field indeed.
December 2, 2012 at 10:32 am
The tips outlined in “Notes to Myself”, by Edward Allen, are helpful in determining the many tangible and intangible qualities that make teaching and learning more enjoyable. His examples remind me of teaching and learning experiences in my own life. The discussion of eye contact as a way to create a “two-way channel of communication” relates to experiences I have had in the past. Professors who maintain eye contact make you feel engaged with the class, the material and the other students. A professor who does not maintain any eye contact with the class seems removed, disinterested and distant. I also enjoyed his tip about not trying to teach an entire subject. Since there is not time to teach every aspect of a technical subject, he talks about how it is important to lay down the basics of a subject for the students to build on over their lifetime. I have never heard this tip before but find it interesting in that all the information about a subject would not be remembered by students anyway, but also that it focuses on teaching students how to think versus just what to think. This method is more advantageous because it will teach students to conceptualize technical subjects over broader applications and it also educates them enough to know when to ask questions and how to frame those questions. This is similar to when I realized that while I would never be able to memorize all applicable building codes, I need to know enough about them to be able to ask the right questions at the right points in time and know how to find the answers. While it is important to maintain your individuality and personality in a teaching situation, his tips highlight important characteristics that great teachers share.
November 30, 2012 at 2:22 pm
I think the best part about this reading was all of the tips he gave us! I would have never thought about things like, “Start your class fast” or “Put the computer in it’s place.” For the length of the reading, he did a great job in reaching me at the beginners level I am at and did it in a way that engaged me. The fact that he got straight to the point each time, and used a lot of action verbs also helped to get me more psyched about getting to the next paragraph. One of my favorite parts was the way he closed, when he wrote about the love you have to have when teaching- “The most important thing about teaching is love…” Awesome read in such a short amount of time!
November 30, 2012 at 9:35 am
From the moment I entered the Architecture Teaching Tech class on Saturday, I was asking myself what am I doing in here? I mean, I don’t even like teaching; I don’t want to be a teacher; I want a more interesting job! Now that I have read Edward Allen’s notes, I have to say I have a completely new and different view toward teaching. It was extremely illuminating the way he described a teacher and talked about his class. Suddenly, I wanted to be in that class and even more importantly, I wanted to teach it the way he did! I now believe it can be an interesting job where every day can be different from the last. I am inspired by this book so much I would now actually like to be the designer of each scene of a class with all postures and gestures and methods; creative in a way that the audience would be able to feel every moment of it!
November 29, 2012 at 11:59 pm
Edward Allen’s Notes to Myself is a delightful reminder that teaching can be intellectually stimulating, engaging, and exciting for everyone. Body language, tempo, visual connection, verbal projection, risk taking, and interaction to name a few are all tremendously valuable reminders how to enrich a classroom. Adding to Edward’s sound advice is knowing what key points you want your audience to leave remembering. Then use his strategies, such as physical demonstrations, as mechanisms to help students remember those key points.
November 28, 2012 at 10:55 am
I found Edward Allen’s “Notes to Myself” to be a wonderful outline of practical teaching advice. Instead of digging down into tedious explanations of what works and why, “Notes to Myself” offers just the briefest of explanations and takes his own advice to “Teach it straight and simple”. I just completed my first term of teaching a technical lab, and this pamphlet probably would have served me better than the several day course put on by the university. I plan on rereading this often especially before I begin teaching my first design studio in the winter. It is almost a portable motivational speaker. Thanks for sharing your lessons learned from experience, I think it has given me my first steps up.