Good teaching guide: Difference between revisions

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; Draw on personal experience.

: Anecdotes and examples from your own experience can really help points stick in students' minds. If you can underpin one of the ideas you're getting across by telling a brief story from your own gameplay, go for it. Stories of lucrative successes and impressive killmails are great, but don't be afraid to tell stories of failure too, especially if they're amusing: everyone appreciates a teacher who can see the funny side of their own past mistakes.

; Summarize detail after delivering it.

: Many aspects of EVE contain dense details fascinating to the numerically-minded. Not all students will have a head for figures, though, so when you've delved into the guts of a complex quantitative topic, make sure you summarize its implications in plain language afterwards. In a class on fitting, for instance, it's ''nice'' if students leave knowing the exact percentage reductions involved in [[stacking penalties]], but it's ''crucial'' that they leave knowing that adding a fourth Gyrostabilizer to their shield [[Rupture]] fit probably isn't worth it. Often this wrapping-up summary after a point is a great moment to rephrase the point or explain it using a metaphor, to give students a second chance at understanding it.

; Always be clear when you touch on matters of opinion, rather than facts.

@@ Line 129: / Line 129: @@
 ; Draw on personal experience.
 : Anecdotes and examples from your own experience can really help points stick in students' minds. If you can underpin one of the ideas you're getting across by telling a brief story from your own gameplay, go for it. Stories of lucrative successes and impressive killmails are great, but don't be afraid to tell stories of failure too, especially if they're amusing: everyone appreciates a teacher who can see the funny side of their own past mistakes.
+; Summarize detail after delivering it.
+: Many aspects of EVE contain dense details fascinating to the numerically-minded. Not all students will have a head for figures, though, so when you've delved into the guts of a complex quantitative topic, make sure you summarize its implications in plain language afterwards. In a class on fitting, for instance, it's ''nice'' if students leave knowing the exact percentage reductions involved in [[stacking penalties]], but it's ''crucial'' that they leave knowing that adding a fourth Gyrostabilizer to their shield [[Rupture]] fit probably isn't worth it. Often this wrapping-up summary after a point is a great moment to rephrase the point or explain it using a metaphor, to give students a second chance at understanding it.
 ; Always be clear when you touch on matters of opinion, rather than facts.