From all the answers there are two things in technical teaching; a. to teach the fundamentals of science and b. to teach how to apply it to responsibly solve problems occurred in the society. For first point, I support and agree with those who suggest to always relate with phenomena happen in our daily life so that everyone can easily imagine and understand it. The nature of the world is our best teacher.

For second point, I support and agree with those who suggest to always start with problems occurred in our daily life, either at home, society, or industry. It will be a great chance for the student to apply their understanding about fundamentals science to solve real problem and see the positives and negatives results directly. With this, the students will try to responsibly solve the problem and not to solve and create another problem.

For first and second points, it should be highlighted that the student should be made understand about the full responsibility of utilizing science through all the activities.

Being a student... Our expectations are... whatever the way of presentation may be..It should be interactive.. For interactive sessions, you may use management tools in technical teaching.. For Instance, Use Ishikawa chart (Cause & Effect) to analyze the current issues in your technical discipline and try to correlate it with your theoretical class and make group discussion sessions at end of ishikawa analysis.. To make still more interactive.. Help students to identify the effectiveness of your technical discipline from the day-to-day activities of them or from ancient history.. For instance.. Extrusion process - Toothpaste sqeezing... Investment casting - Sirpashala History

Learning in a technical scenario basically considers visualizing the things. It might not always be the case that students have their imagination in the same way. So we need to relate it to some events the students may commonly encounter so that the imagination be easy. This can also be helped upon by videos.

Also too reduce the monotonicity associated with the learning some elements of fun be added that keep the student glued to the subject.

Besides working with blackboard and power point presentation as yourself, recently be have begun to include the students in real life projects woking with the local industry, so that they not only learn the skills during class but also apply it in a real world scenario. It has worked very well for us and we hope to have enough industry projects to keep our students interested.

assignments to Model the physical processes using matlab or C will surely improve the understanding of the concept.

The most important thing is what can ido with technology, and not the opposite. Some time a board marker is enough.

If the class can be applied in the real scenario, the students will understand. Or else, ask them how can the topic be applied in current situation. Let's them share idea and opinion, use the technology as their assistance for searching more information. So they can learn by themselves.

To improve the effectiveness of technical teaching is a good measure to try to obtain a feedback at the end of class, so if the students could explain in their owns words about the topic its will be great

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One of the latest buzzword in the education circles is 'Flipped Classroom'. The term was popularized by well known entreprenaur Salman Khan (Google Khan Academy or his famous ted talk).

The idea behind flipped classroom is that routine learning is now done at home by students and the time with teacher/instructor in the classroom is now spent on doing more valuable things like working on the problems, discussing them or working on projects, etc.

You can try to explore this idea in your class. I suppose its important that you have tools to prepare video lectures and also students have access to internet connection to watch the lectures.

From all the answers there are two things in technical teaching; a. to teach the fundamentals of science and b. to teach how to apply it to responsibly solve problems occurred in the society. For first point, I support and agree with those who suggest to always relate with phenomena happen in our daily life so that everyone can easily imagine and understand it. The nature of the world is our best teacher.

For second point, I support and agree with those who suggest to always start with problems occurred in our daily life, either at home, society, or industry. It will be a great chance for the student to apply their understanding about fundamentals science to solve real problem and see the positives and negatives results directly. With this, the students will try to responsibly solve the problem and not to solve and create another problem.

For first and second points, it should be highlighted that the student should be made understand about the full responsibility of utilizing science through all the activities.

I am not sure I understand what you understand by technical teaching (teaching using technical equipment or teaching experimental subjects?) so I hope my answer is in line with your question.

the method I use while teaching is a combination of PowerPoint presentation + video + and explanations + practice. Most of the time, I try to adjust the delivery method according to the type of audience I have.

To teach the sound system and movement of speech organs for example, I use a speech software showing how a sound is effectively pronounce so that students can repeat the process. The idea is to maximize on visual memory as well as audio memory.

To render the teaching and use of materials more effective, I agree with Balamurugan that it should be interactive. The students are practicing at the same time I teach. It is not a kind of "Teacher - to - students" delivery method.

Dear Kiran,

Your didactic tools are OK, I use them a lot. You can use also Excel sheets, graphics, and published papers.

A good approach is to use the personal experience and tell to students your own stories, if related to the subject. The students will remember that, and it is an opportunity to socialize an to relax during boring courses.

what about PS problem solving or proyect works it is quite interesting and hepls developing other skills and personal dispositions

The good way is to give students a voice in selecting their own topics for course projects.

It is also good if you are able to create projects, from industrial companies in a specific area - companies share the problems and the students try to solve them.

During the project, students should evaluate and choose the tools used by them - all should present to the class, where they are subjected to criticism.

It turns out that students can even surprise the teacher.

At the end of - this material can be used for the presentation of other groups.

A good idea is also to use older students to help younger students in the study - for example, collaborative projects. It turns out that they both benefit in this well.

Many of these ideas have merit. I assume you are talking about undergraduate engineering students, correct? All I've read recently suggests hands-on projects early on connecting the real concept to hands-on work brings the best learning connections. Alternatively, with adult learners, helping them be responsible for their own learning is a good path.

Someother thoughts: consider some points made by Margolis and colleagues in two books shown below. The first is about high school CS classes, however, many of the items learned are applicable at college level, especially first two years. The second book is how classes and faculty-student interactions can be more supportive of women in the field. As an ME, and an early female ME graduate from the mid-1970s, I do remember the classes where I was the only female.

Last, the work by the National Academy of Engineering, as a 60K foot level, I posit speaks to classrooms too. See changingtheconversation.org

Margolis, J., Estrella, R., Goode, J., Holme, J. J., & Nao, K. (2008). Stuck in the shallow end, education, race, and computing [Digital edition]. Cambridge, MA: MIT Press.

Margolis, J. & Fisher, A. (2002). Unlocking the clubhouse: Women in computing [Digital edition]. Cambridge, MA: MIT Press