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Peer Leader Training in Mathematics Galib F.

Rahman
MEDU 2901 Section 694 10 / 24 / 2017

Assignment 007
How will your learning style affect your leadership role in your workshop?
As a visual learner, I am comfortable in using physical representations to portray many of
the concepts to my students. Introductory Circuit Analysis is a course that focuses on studying
the properties of electrical components and their characteristics. Additionally, students learn
about several laws, such as Ohms Law & Kirchhoffs Current/Voltage Laws, and network
theorems, (including Norton and Thevenins Theorem). In other words, the primary focus of the
course is in the analysis of circuits represented in schematic diagrams (using the conceptual
content).
As a peer leader, my predominant methods, in assisting students, incorporates
both visual and auditory cues. For example, when a student is given a circuit diagram
(left) consisting of resistive elements and is expected to determine the equivalent
resistance of said circuit I would ask the student to circle the common nodes
between the resistors and identify their relationship with respect to one another.
In this diagram, the student may circle the two common nodes
shared between resistors R2 and R3. Using their knowledge of parallel and
series characteristics, the student can eventually conclude that components
that share two common nodes is categorized as parallel. The resistive
components, R2 and R3, can be simplified to an equivalent resistor R2, 3
yielding a resistance of (R2R3)/ (R2+R3).
Next, I would prompt the student to draw a new diagram demonstrating the application of
the concept relating resistive components placed in parallel composition, and to proceed in the
identification of the relationship between the remaining components in the circuit.
If the student requests assistance in this step, I would ask the student to run
their finger along the wires and circle the points that are common between the
components. The potential follow-up questions would be along the lines of
verifying whether the components were in series or parallel. Given the student
knows, components that share only one common point is categorized as a series
composition; he/she would conclude that the resistors R1, [R2, 3], and R4 are in series. Thus, using
the conceptual background of resistive components placed in series the equivalent resistance
would equate to the sum of the resistance values; the student could reduce the circuit to one
resistance (which would be R1+ [(R2R3)/ (R2+R3)] + R4).
Although the course is heavily dependent on visual learning, I will do my best to
incorporate other methods of teaching to suit auditory and kinesthetic learners. For example, the
introduction of verbal cues and verbal explanation of electrical phenomena may assist auditory
learners. In addition, the presentation of physical electrical components & verification of
concepts, or controlled movements along schematics can assist kinesthetic learners. Another
resource students can use is MultiSim, which is software, where students can recreate circuits
virtually and measure values using a virtual multi-meter. These are some methods that I have in
mind now, (in regards to teaching students of various learning types), and hope to include more.

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