Philosophy, Strategies, Tools, and Methods Consider the - PowerPoint PPT Presentation

Philosophy, Strategies, Tools, and Methods

Consider the Inappropriate initial following question: choice Inadequate preparation (HS) What issues contribute to undergraduate students Financial problems leaving engineering? Poor teaching Curriculum overload Now rank the issues in order of and pace concern, where 1 = most important

Consider the Inappropriate initial 2 following question: choice Inadequate 4 preparation (HS) What issues contribute to undergraduate students Financial problems 5 leaving engineering? Poor teaching 1 Curriculum overload 3 Now rank the issues in order of and pace concern, where 1 = most important

Seymour & Hewitt (1997) Category Switch (%) Stay (%) 1. Poor teaching 98 86 2. Inappropriate initial choice 94 52 3. Inadequate advising/help 81 53 4. Lost interest 66 41 6. Overload 55 52 10. Inadequate preparation 38 37 13. Financial problems 32 29 *Seymour, E. and N.M. Hewitt. (1997). Talking about leaving: why undergraduates leave the sciences . Westview Press, Boulder, CO.

• Outline the components of an effective instructional strategy • Construct a framework for teaching & learning • Describe Lowman’s 2D model of exemplary teaching • Construct learning objectives using a common rubric • Assess course outcomes using learning objectives • Use learning objectives for formative assessment

Instructional Strategy • Structured organization • Engaging presentation • Enthusiasm • Positive rapport • Frequent assessment • Appropriate use of technology

Instructional Strategy • Structured organization • Engaging presentation • Enthusiasm • Positive rapport • Frequent assessment • Appropriate use of technology

Instructional Strategy • Structured organization • Engaging presentation • Enthusiasm • Positive rapport • Frequent assessment • Appropriate use of technology

Instructional Strategy • Structured organization • Engaging presentation • Enthusiasm • Positive rapport • Frequent assessment • Appropriate use of technology

Instructional Strategy • Structured organization • Engaging presentation • Enthusiasm • Positive rapport • Frequent assessment • Appropriate use of technology

Instructional Strategy • Structured organization • Engaging presentation • Enthusiasm • Positive rapport • Frequent assessment • Appropriate use of technology

Instructional Strategy • Structured organization • Engaging presentation • Enthusiasm • Positive rapport • Frequent assessment • Appropriate use of technology

Framework for Teaching & Learning • Orientation • Importance • Relation to prior knowledge • Measurable Standards • Learning objectives • Information • Stimulate Abstraction

Framework for Teaching & Learning • Models & Examples • Application • Familiar and unfamiliar • Assessment • Feedback • Self-Assessment • Muddiest point?

Instructional Framework

Principles of Effective Teaching • Create intellectual excitement • Build a positive rapport • Teach around the wheel

Lowman’s 2D Model of Exemplary Teaching • Intellectual Excitement • Clear • Demonstrate mastery • Stimulating • Interpersonal Rapport • Get to know your students • Show interest in student learning • Be receptive to student opinion/perspective * Lowman, J, (1984). Mastering the Techniques of Teaching. Jossey-Bass Publishers, San Francisco, CA.

Differentiating IE from IR • IE refers almost exclusively to what an instructor does in the classroom... • it focuses on the CONTENT • IR is signi fi cantly in fl uenced by teacher- student interaction outside/inside the classroom... • it focuses on the LEARNER

Interpersonal Rapport Lowman’s 2D Model Low Moderate High Intellectual Exemplary Complete High Authority Lecturer Exemplar Intellectual Excitement Exemplary Moderate Adequate Competent Facilitator Warm & Low Inadequate Marginal Open

Index of Learning Styles Answers may suggest a lot about how your students learn best... and possibly how they should be taught! *Soloman & Felder http://www.engr.ncsu.edu/learningstyles/ilsweb.html

ILS Dimensions - Input Visual Verbal a b Pictures, diagrams, Visual Verbal 8 11 8 4 4 11 Sounds, written graphs, and spoken words, demonstrations, formulas etc.

ILS Dimensions - Perception Sensory Intuitive b Intuitive 11 8 4 Sights, sounds, a b Visual Verbal Memories, ideas, 11 8 4 4 8 11 physical sensations, insights (abstract & (practical & 8 imaginative) a Sensory 11 methodical)

ILS Dimensions - Processing Active Re fl ective a b Active Intuitive 11 11 8 8 4 4 a b Learn by doing, Thinking through Visual Verbal 8 11 8 4 4 11 4 working with things, working 8 b others alone 8 a 11 Sensory 11 Reflective

ILS Dimensions - Understanding g Sequential 11 a Sequential Global a Active b Intuitive 8 11 11 8 8 4 4 4 a Logical progression b Visual Verbal 8 11 8 4 4 11 of small incremental In large jumps and 4 4 steps. Solve holistically... solve 8 b 8 8 a 11 problems w/o problems in an all or Sensory 11 Reflective 11 b Global complete nothing style. understanding. Systems thinking and Orderly and easy to synthesis. follow solutions.

ILS Dimensions - Organization Inductive Deductive Facts and Principles given fi rst, observations fi rst, applications deduced then infer principles (natural human (natural human teaching style) learning style)

Learning & Teaching: At Odds • • Most STEM students are... Most (STEM) teaching is... • • Visual Verbal • • Sensing Intuitive • • Active Neither active nor re fl ective • Sequential • Sequential • Inductive • Deductive

Put Yourself on the Wheel Sequential a 11 a Active b Intuitive 8 11 11 8 8 4 4 4 a b Visual Verbal 11 8 4 11 8 4 4 4 8 b 8 8 a 11 Sensory 11 Reflective b 11 Global

Teaching Around the Wheel

The Tools

Think about your last class... 1. Can you list what YOU covered? 2. Can you list what the STUDENTS learned?

Learning Objectives Start with action verbs Utilize/emphasize quanti fi able language Use complete and simple sentences Consider Bloom’s Taxonomy...

Operational De fi nition Lesson Content Stated in Learning Terms • Describes what the learner should be able to do after: � Completing the reading assignments � Attending class (regularly) � Completing the assignments

Bloom’s Taxonomy of Educational Objectives* Bloom, B.S., M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl (1956). Taxonomy of educational objectives: Handbook 1: Cognitive domain. New York: David McKay. *Includes re fi nements by: Anderson, L.W., D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank, R.E. Mayer, P.R. Pintrich, J. Raths, and M.C. Wittrock (2001). A Taxonomy for Learning,“Teaching, and Assessing-A Revision of Bloom's Taxonomy of Educational Objectives.” Addison Wesley Longman.

• steady-state, conservative, scalar, vector, total head, Reynolds number, and relative roughness. • the equations of continuity and momentum. • continuity to solve for velocity and discharge.

Exercise Construct a set of learning objectives for your last class... or your next class.

• Undergraduate education focuses on the lower levels of cognitive ability. • Ideally, levels should be addressed in every course. • Ideally, levels should be assessed in every course.