Teachers enter in Classroom with some knowledge then adjust their knowledge according to student learning.
See this website--might help http://www.udlcenter.org/aboutudl/whatisudl
I am faced with the situation where I am about to give a course for a new audience. I have done a persona analysis*. I have put everything into the learning material that I think will be of use. I can still be wrong about needs, language etc.
During the first minutes of the first presentation, I plan to spend some time getting to know the delegates.
If I find that they are mostly from the qualitative research field, I will omit the whole chapter on Statistics etc.
Further, if I find that they are mostly struggling to generate a research question, I will go more carefully through the section on how to generate research questions creatively.
So, although I put everything in my "inbox", not all of it will go equally into my "outbox" for the day.
Furthermore, on the vocabulary level: If I find that the delegates speak about their "funders" but not "sponsors", I will say "funders" every time my projected and printed material clearly says "sponsors".
Also, as delegates pose questions, I will give cases that come from their fields: "Thanks for your question. What type of Engineer are you?". "Electrical. OK, in Electrical Engineering we often have to ..."
Finally, back at home, I revise the course materials appropriately for the next cohort and further refine the next presentation.
*https://www.researchgate.net/project/What-is-needed-in-a-CPD-course-for-busy-EE-professionals-on-Research
(search for persona).
Thank you Hodes and Kennedy for contribution and provide suitable direction.
It depends how good is inbox and how much inbox is willing to transform into outbox
@Imran You can think of the efficiency of transfer. As Syed has hinted, the efficiency of transfer depends on good the source is, and how flexible the teacher is. The efficiency depends also on how receptive the student's mind is. How much value is the teacher adding, and how much does the teacher engage the students's mind to ensure fidelity of transfer, and the storage being long-lasting?
Thanks Gilani and Kennedy. is environment (classroom, school, society etc)
effect on this relationship.
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