Mohamed Mira

I begin with what motivates the ideas discussed in the material or theory. Why are we interested in such a field to begin with and why are we using the approaches introduced in this class. This may come with some historical or logical concepts or demonstrations that help find the ideas explored to be intuitive and almost obvious. I then address the current theory in a slow and gradual approach making sure all assumptions and concepts are talked about in a rigorous manner while focusing on the tempo at which they are introduced. The ideas should come like events in a plot, sensically and gradually, but still leaving an impression. I then head to the examples, which are chosen for their great insight into the underlying concepts, and really gives us an idea on how the theory at hand works at its boundaries, usually to give us quite remarkable results. The examples are introduced usually as questions where the emphasis is on the thought rather than the answer, to think in a framework built in the theory we discussed before. Later, practice is emphasised, to fully grasp the technique and perfect them under different factors and circumstances, most importantly time pressure and under false complexity: where the questions given may seem more complex than the typical complexity given, but simply seem that way due to a misdirection or misleading part of the question usually intentionally put there to teach students to see through such illusions and push through confidently with the theory they learnt.