OBS Chapter 3031 Mercury Notes (7)
Chapter 3031 Mercury Notes (7)
Chapter 3031 Mercury Record (Seventeen)
At dinner time, Schiller and Victor went to the dining hall together after class, just like they did at Gotham University.
As soon as the dishes were served, Schiller couldn't help but sigh and told Victor what he had learned from Clark during the day. Victor frowned when he heard it.
"They are indeed outstanding in all aspects, but teaching is not that simple. Have you heard that Bruce gave less homework to two classes?"
"Of course, but I'm not surprised at what he can do." Schiller shook his head and said, "When I think about him becoming a professor, I feel that the future of human education is bleak."
Victor laughed and said, "In the entire base, only the two of us and Nora have real teaching experience, while the others are still stuck in the medieval apprenticeship teaching method."
"Yes, they think that the class teaching system in modern education is nothing more than taking on more apprentices. This idea is really fatal."
"I heard you were going to hold a teaching seminar? I remember that when you were in school, you hated to participate in teaching seminars."
"Because too many of the topics are old-fashioned and are given to new teachers, I would rather spend more time revising graduate students' papers."
"But what is a commonplace topic for us may still be new to the members of the Justice League. Do you plan to teach them some modern education theories?"
"It's too late." Schiller cut a piece of steak and said, "They have been taught for several classes. Instead of studying the theory now, it is better to teach them the method directly. It will never go wrong if they copy others."
"Let's not talk about theory. Can you convince them? ... Oh, wait, I forgot that you are the best at convincing people, and they all listen to you."
"I will try my best to make them understand the necessity of doing this, but if it really doesn't work, then I can only let them do it. We are only paid as consultants, so there is no need to worry about the master."
"You said the same thing at Gotham University, but you didn't teach undergraduates, masters, and doctoral students all at once. Did they pay you three salaries?"
Schiller smiled helplessly.
However, he did not expect that the email he sent out about the teaching seminar would make others feel like they were facing a formidable enemy. Under Oliver's organization, several people got together in advance to study why Schiller called them over.
"Did you do something bad again?" Diana narrowed her eyes and looked at Bruce and said, "You are finished, Bruce. Professor Schiller will definitely scold you."
Bruce also felt a little guilty. He thought for a moment and said, "That shouldn't be the case. It looks like he has given up on letting me write the paper."
"But you just made a mess." Arthur said bluntly: "You didn't treat all classes fairly. Professor Schiller must have called us over to criticize you by name and make an example of you."
"I don't think it's that simple," Oliver said. "He asked each of us to bring our lesson plans. Oh my God, I just spent two hours making up for it!"
"Do I need to bring a lesson plan?" Diana seemed to have been struck by a thunderbolt. She said, "Do I need to write a lesson plan for physical education class?!"
"Of course." Bruce said, "You'd better catch up now, otherwise you'll be finished if you can't hand it in by then."
Diana ran away in a flash. Clark sighed and said, "I don't think it's that scary..."
"That's because you've finished writing your lesson plan." Oliver gave him a thumbs up and said, "You teach such a wide variety of courses, but you still have the time to finish writing your lesson plan. You really are a superman."
"What I meant is that Professor Schiller came to see me today. He asked me about organizing a group discussion. I said I didn't have such an arrangement, and he didn't seem very happy."
Now it was Bruce's turn to be surprised. He said, "You really don't have any plans. Are you going to teach it all by yourself?"
"What's wrong? I think my current rhythm is pretty good."
Bruce shook his head and said, "Of course not. Family education, social education and school education are combined. Have you forgotten? Oh, wait, you haven't learned it at all."
"Then I'm sure it's OK." Oliver crossed his arms and said, "My students had a good discussion."
"But all you have is discussion," Bruce pointed out.
Although Oliver was still stubborn, he seemed to be feeling guilty. He left the table early, apparently going back to finish his lesson plan.
Bruce and Arthur walked back together. As they walked, he complained, "When I was a student, I had to make up for the essay. Now that I'm a teacher, I have to make up for the lesson plan. It's really endless."
"You're all good," Arthur said. "I don't understand why you want me to teach natural and life sciences when I haven't even been to college."
"But you are a sea-folk half-blood."
"What advantages do fish have in teaching natural science? Using themselves as teaching aids?"
Although the two appeared to be very relaxed, once they were out of each other's sight they quickly returned to their offices and began to complete their lesson plans.
When it was time for the teaching seminar to start, Schiller arrived at the meeting room early, and Barry followed him, acting as his assistant, mainly to prevent someone from forgetting to bring the lesson plan. Barry could help him get it back in less than a second.
Soon, Clark poked his head out of the door, smiled at Schiller, and walked into the classroom holding several thick notebooks.
"Well, professor, I looked it up online and found out how to write a real lesson plan. But time was tight, so I didn't make too many changes. I will write it better later."
Schiller took the stack from him, and found that the bottom ones were indeed the same as before, but the top ones were also modified to be more realistic, including some question-and-answer sessions and explorations of students' knowledge.
Before anyone else arrived, Schiller began to explain to him.
"First of all, the lesson plan is the main criterion for evaluating whether a teacher is good or not. Just having a teaching idea is not enough. You need to write down your blackboard notes in advance, and the handouts given to students or the notes required of students should also be written in advance."
"This part should include an in-class test, which is your main method to understand the students' mastery of knowledge in this class. The questions in this part should be written in more detail, and two follow-up questions should be added..."
Clark listened very carefully, taking notes as he listened, and it seemed that the more he listened, the more it made sense to him.
Then he asked, "My next class will focus on the international economic situation, mainly analyzing the world's major economic organizations. Do you think this is a bit confusing?"
"It's impossible to compress this into one class." Shiller said, "Not everyone has a super brain like yours. You have to make an introduction when introducing the economic conditions of various countries..."
Soon Oliver arrived, looking rather worried, obviously because he had not done a good job in completing the lesson plan.
Because he is a person of action, much of his experience is accumulated through practice. Although he has received elite education, he rarely understands some details from a teacher's perspective.
In fact, most teachers in Europe and the United States have it relatively easy because, after all, there is no pressure from national exams. Even for elite education, the test is about comprehensive ability, and classroom only accounts for a small part.
Therefore, in these countries, the main material for judging a teacher's ability level is the lesson plan. Their lesson plans are even better than those of teachers in Eastern countries who take major exams, because as long as the lesson plan is well written, promotion and salary increase are not a dream.
Moreover, their lesson plans are more complete. Some even include every word they say in class, all the expected student reactions and what they represent. No detailed content of handouts, notes, quizzes, test papers, and group reports can be left out.
Gotham University is also very strict about lesson plans, and there are regular lesson plan selection and exhibitions, all of which offer bonuses. Most young teachers are promoted based on the quality of their lesson plans, so even though Schiller teaches undergraduates, masters, and doctoral students at the same time, he still has to spend a lot of time writing lesson plans.
After a while, Diana, Arthur and Bruce also arrived, followed by the Freeses and several other teachers who taught them special agent skills.
After Barry collected all their lesson plans, the main problem arose with the members of the Justice League.
Victor and Nora were both teachers, and some had taught from elementary school to university. Lesson plans were very familiar to them. Nora's lesson plans were particularly beautifully written, and Schiller felt that she would win a prize even if she took her to the more competitive Metropolitan University.
The special agent teachers sent by Amanda had obviously worked in special agent organizations before. Their lesson plans were not very beautiful, but they were quite standard. It was obvious that they were experienced teachers.
But these members of the Justice League are quite diverse. It's obvious that Diana's lesson plan was made up on the spot. Fortunately, she knows magic, so it's no problem for her to make up a few days' content in two or three hours. The problem is that this lesson plan has no content. It only records what to do and when, which is no different from a diary.
Arthur's lesson plan was a template downloaded from the Internet, and it was not filled in properly. He wrote the first half of a sentence but forgot the second half. The actual classroom practice was inconsistent with the lesson plan.
Oliver was even more outrageous. There was almost no theoretical teaching in his lesson plans, only group discussions. At the beginning of the course, he asked everyone to have group discussions and did not teach any military basics at all, which was very consistent with his style of learning through practice.
Bruce's lesson plan was the best among all. He must have taught himself modern pedagogy, and his lesson plan was relatively standardized. However, Schiller discovered at a glance that in the part on criminal psychology, he copied a lesson plan for which he had won an award.
But if I have to say it, criminal investigation is a comprehensive subject that also includes criminal psychology, so there is nothing wrong with quoting other people's materials.
Schiller took out Bruce's lesson plan and praised it separately. He said: "Obviously, Professor Wayne's lesson plan is the most standard. It would be better if he could indicate the quoted materials."
Bruce didn't have time to be overjoyed after hearing the first half of the sentence. When he heard the second half, he started coughing violently and said, "Ahem, professor, actually..."
"Okay, let me talk about the lesson plan first. Mrs. Frith, can you give me your lesson plan? I want to use it for demonstration."
Nora smiled at him and nodded.
Schiller made several copies of Nora's lesson plan and distributed them, then began to emphasize the important points to them. Although it didn't have to be written so beautifully, the necessary links had to be included and they had to be implemented during class.
Generally speaking, experienced teachers will not implement the lesson plan 100%, and there may need to be flexibility in the process. However, for this group of people, it is better to emphasize perfect execution, otherwise there will definitely be a lot of problems.
After talking about the lesson plan, they started to report the teaching progress and talk about the teaching ideas. After they finished talking about Schiller, they realized that the lesson plan was not a problem anymore.