This teaching appraoch is brilliant for improving knowledge retention and overall understanding due to its combination of research, teaching others, evaluating information and implementing the information immediately.
When I explain speed learning to the students, it is inevitable that one of them will say…
is this like the learning version of speed dating, and the answer is, Yes!
One of the issues that I try to address in the classroom is to have each student talking with the other students about their academic work.
The teaching tool provides an upper flange for maintaining a spacing between a handle of the robot arm and a door of the oven, a position width for keeping the teaching tool aligning with a center line of the tray, and a lower tunnel aligning with the center line for allowing a blade of the robot arm to contact closely and horizontally from a lower position and thus for maintaining a position height between the blade and a floor of the reaction oven.
By providing the teaching tool, easy blind calibration with multiple contact points between the robot arm and the oven can be performed so that possible efficiency down and cost up from an ill-calibration can be reduced to a minimum.1.
The idea of speed-dating isn’t new for language teachers – often used to prepare students for speaking exams – and using this idea to lead a whole-staff training session after a long day at school, seemed a brilliant opportunity!
All the resources are ready-made on the [email protected] Toolkit website – even music is suggested to help motivate – and so, before half-term we started to advertise the session.
With speed learning, students are challenged to have several one on one conversations with the other students.
To avoid any possible deviation of the wafer 3, a calibration upon the robot arm 2 with respect to the tray 4 is required.
As shown, while the robot arm 2 holding a wafer 3 right at the anchoring position, a front edge 201 of a handle 20 of the robot arm 2 spaces a distance W to the door 10 of the oven 1, and an upper edge 211 of the blade 21 of the robot arm 2 spaces a distance h to a floor 221 inside the oven 1.
2, it is clear that the wafer 3 is handled by the blade 21 of the robot arm 2 from a lower position (negative z axis direction).
1, the wafer 3 in the oven 1 is rested upon an imaged surface formed by a plurality of pins 41 extruding from the tray 4 and also toward a center of the tray 4.
Staff love it – and the outcome is great classroom ideas – ‘voted in’ by staff – for your school to roll-out and adapt.