back Welcome to the
Teaching Workshop
Steve Ressler and the ETW Faculty
ExCEEd Teaching Workshop 29 July 3 August 2001
ExCEEd
SUNDAY You Are 8:00 Here
COURSE SCHEDULE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Seminar XIII Interpersonal
Admin & Gift Admin & Gift Admin & Gift Admin & Gift Admin & Gift
Demo Class I
Teaching & Learning
Lab III Lab IV Lab V
10:00 12:00
Objectives
Practice Practice Practice Class 1 Class 2 Class 3 Lunch Lunch Lunch
Design of Instruction Gender and Influence Making It Work
Rapport ASCE Programs ETW Assessment
Graduation
Lunch
2:00
Planning A Class Chalkboard
Intro Lab II 4:00 To ETW Objectives Seminar I 6:00
Learning To Teach
Demo Lab IV Class II (continued) Demo CommuniClass III cation
Skills
Teaching Assessment
Technology
Instructional
Lab I
TeamBuilding
Working Dinner & Class Prep
Hudson River Cruise
Demonstration Class I
x The Class:
Instructors: Al Estes Course: Topic: Location:
EM302 Statics & Dynamics Truss Analysis 1 Room B-19
x Admin:
EM302 Study Notes are in your notebook. Bring your notebook, and take notes. Bring a calculator.
ExCEEd Teaching Workshop 29 July 3 August 2001
6
Group Activity (1) What strengths did the two classes have in common? (2) What specific aspects could be improved?
ExCEEd Teaching Workshop 29 July 3 August 2001
Seminar II
Principles of Effective Teaching and Learning
Steve Ressler
ExCEEd Teaching Workshop 29 July 3 August 2001
Define "Effective Teaching"
Two Approaches: xFocus on teacher performance xFocus on student learning
ExCEEd Teaching Workshop 29 July 3 August 2001
What Constitutes Exemplary Teaching?
What one word best characterizes the demonstration class you just saw?
ExCEEd Teaching Workshop 29 July 3 August 2001
What Constitutes Exemplary Teaching?
Intellectual Excitement Lowman Technical Expertise Chapter 1 Organization Clarity of Communication Engaging Presentation Enthusiasm Interpersonal Rapport Interest in students as individuals Interest in students' learning Receptive to students' preferences about assignments and policies
ExCEEd Teaching Workshop 29 July 3 August 2001
Descriptors Associated with Lowman's Two Dimensions
x Intellectual Excitement
1. Enthusiastic 2. Knowledgeable 3. Inspiring
x Interpersonal Rapport
4. Humorous 5. Interesting 6. Clear 4. Encouraging 5. Challenging 6. Available
1. Concerned 2. Helpful 3. Caring
ExCEEd Teaching Workshop 29 July 3 August 2001
Lowman's Two-Dimensional Model of Teaching
INTERPERSONAL RAPPORT
Low INTELLECTUAL EXCITEMENT High Moderate High 9. Complete Exemplar 7. Exemplary Facilitator 4.Socratic
6. Intellectual 8. Exemplary Authority Lecturer
Moderate 3. Adequate 5. Competent Low 1.Inadequate 2. Marginal
Lowman's Model:
Implications for Faculty Development
x Both
intellectual excitement and interpersonal rapport are required for excellence in teaching. on intellectual excitement first.
"Unless traditional teaching skills are mastered first, structural innovations are unlikely to lead to exemplary instruction or optimal student learning."
-Joseph Lowman
ExCEEd Teaching Workshop 29 July 3 August 2001
x Focus
Define "Effective Teaching"
Two Approaches:
xFocus
on teacher performance xFocus on student learning
ExCEEd Teaching Workshop 29 July 3 August 2001
Research-Based Guidelines for Improving Student Learning
Students learn more when they:
x Spend
as much high-quality time on task as possible. actively in their academic work. regular, timely, specific feedback. new information to prior knowledge.
x Engage x Receive x Connect x See
real-world applications of their work.
ExCEEd Teaching Workshop 29 July 3 August 2001
Research-Based Guidelines for Improving Student Learning
Students learn more when they:
x Work
regularly and productively with faculty. x Work regularly and productively with other students. x Organize what they are learning in personally meaningful and academically appropriate ways. x Pay attention to their ways of working. x Set and maintain high but realistic standards.
ExCEEd Teaching Workshop 29 July 3 August 2001
The "ExCEEd Model"
x Structured organization Based on learning objectives Appropriate to the subject matter Varied, to appeal to different learning styles Teacher x Engaging presentation As Clear written and verbal communication Role High degree of contact with students Physical models & demonstrations Model x Enthusiasm x Positive rapport with students x Frequent assessment of student learning Classroom assessment techniques Out-of-class homework and projects x Appropriate use of technology
Why?
x It works! x It is consistent with well-established principles
of teaching and learning
Lowman's Model Wankat's Compendium of
Wankat & Oreovicz
Chapter 1
Learning Principles
x It provides a solid foundation for: Development of your own individual teaching style Continued growth
ExCEEd Teaching Workshop 29 July 3 August 2001
The "ExCEEd Model"
x Structured organization Based on learning objectives Appropriate to the subject matter Varied, to appeal to different learning styles Teacher x Engaging presentation As Clear written and verbal communication Role High degree of contact with students Physical models & demonstrations Model x Enthusiasm x Positive rapport with students x Frequent assessment of student learning Classroom assessment techniques Out-of-class homework and projects x Appropriate use of technology
Classroom Assessment Technique #2
Muddiest Point Paper
Seminar II
Principles of Effective Teaching and Learning
5
ExCEEd Teaching Workshop 29 July 3 August 2001
Seminar III
An Introduction to
Learning Styles
Steve Ressler
ExCEEd Teaching Workshop 29 July 3 August 2001
Learning Style Dimensions (Felder's Model)
x Perception x Input x Organization x Processing x Understanding
sensory - intuitive visual - verbal inductive - deductive active - reflective sequential - global
ExCEEd Teaching Workshop 29 July 3 August 2001
How Do Most Faculty and Students Prefer to Learn? sensory - intuitive visual - verbal inductive - deductive active - reflective sequential - global
ExCEEd Teaching Workshop 29 July 3 August 2001
Learning Style Preferences
Undergrads Sensing 59% Intuitive 39% Visual 73% Verbal 25% Inductive 37% Deductive 63% Active 50% Reflective 47% Sequential 75% Global 24%
Faculty 36% 61% 73% 26% 58% 40% 38% 60% 70% 27%
How Do Most Faculty Teach?
Most Engineering Instruction Favors:
sensory - intuitive visual - verbal inductive - deductive active - reflective sequential - global
ExCEEd Teaching Workshop 29 July 3 August 2001
Consequences of
Teaching-Learning Mismatches
xStudents taught only in their
less-preferred mode can't learn effectively. xStudents taught only in their preferred mode won't develop balanced learning skills.
ExCEEd Teaching Workshop 29 July 3 August 2001
xYou'll find students of all learning
Conclusions
styles in your classes. xWe need all types in the engineering profession. xWe need to address all styles in our classes, not just one!
We'll discuss specific applications soon...
ExCEEd Teaching Workshop 29 July 3 August 2001
Classroom Assessment Technique #3
Minute Paper
Seminar III
Learning Styles
5
ExCEEd Teaching Workshop 29 July 3 August 2001
An Introduction to
Seminars IV & V
Organizing a Class
Steve Ressler Al Estes
ExCEEd Teaching Workshop 29 July 3 August 2001
Coming Soon! The Big Picture!
Seminar XII Organizing a Course: Systematic Design of Instruction
ExCEEd Teaching Workshop 29 July 3 August 2001
A Structured Methodology for
Organizing a Class
Formulate
Prepare
learning objectives. Develop in-class learning activities:
a lesson outline. Prepare "board notes."
Develop
Select
out-of-class learning activities.
reading assignments. Develop homework assignments and projects.
ExCEEd Teaching Workshop 29 July 3 August 2001
A Model Instructional Strategy
x Provide an orientation: Why is this important? How does it relate to prior knowledge? x Provide learning objectives. x Provide information. x Stimulate critical thinking about the subject. x Provide models. x Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. x Assess the learners' performance and provide feedback. x Provide opportunities for self-assessment.
Seminar IV
Organizing a Class #1
Learning Objectives
Steve Ressler
ExCEEd Teaching Workshop 29 July 3 August 2001
Formulate Learning Objectives
xDescribe
what students should be able to do after:
Studying
the reading assignment Attending the class Doing the assigned homework or project Wankat & Oreovicz x Typically 1 - 5 per class Chapter 4
ExCEEd Teaching Workshop 29 July 3 August 2001
What are Learning Objectives useful for?
ExCEEd Teaching Workshop 29 July 3 August 2001
xLesson planning
Identify
Learning Objectives Are Useful For:
critical material Identify extraneous material
xCommunicating expectations xAssessing student xWriting
learning
exams xAssessing the course
ExCEEd Teaching Workshop 29 July 3 August 2001
Bloom's Taxonomy of Educational Objectives
Evaluation
judge, critique, justify, verify, assess, recommend
For the Cognitive Domain
Synthesis
create, construct, design, improve, produce, propose
Analysis
compare, contrast, classify, categorize, derive, model
Application
calculate, solve, determine, apply
Comprehension
explain, paraphrase
Knowledge
list, recite
Writing a Good Objective
x Use measurable action verbs. x Why don't these verbs work?
Know Learn Appreciate Understand
x TEST: If an objective is well written, you
should be able to use it as an exam question, without modification.
ExCEEd Teaching Workshop 29 July 3 August 2001
Bloom's Taxonomy:
So What?
Evaluation
judge, critique, justify, verify, assess, recommend
Synthesis
create, construct, design, improve, produce, propose
Analysis
compare, contrast, classify, categorize, derive, model
Application
calculate, solve, determine, apply
Comprehension
explain, paraphrase
Knowledge
list, recite
So What?
x Undergraduate education
tends to focus on the lower level thinking skills.
(knowledge, comprehension, application)
x Ideally,
all levels should be addressed in every course x Ideally, all levels should be assessed in every course
ExCEEd Teaching Workshop 29 July 3 August 2001
Communicating Objectives
xProvide
to students at the start of the semester. x"Preposition" on the chalkboard in class. xReinforce during class, in homework, and on exams.
ExCEEd Teaching Workshop 29 July 3 August 2001
Are There Negative Consequences of Using Objectives?
x Learning
Objectives promote "spoon-feeding." x Learning Objectives inhibit creativity. x Students need to be able to figure out what is important. If the instructor tells them what's important, they'll never learn to do it on their own.
These claims are not supported by research results.
ExCEEd Teaching Workshop 29 July 3 August 2001
Seminar IV
Organizing a Class #1
Learning Objectives
5
Questions?
ExCEEd Teaching Workshop 29 July 3 August 2001
Seminar V
Organizing a Class #2
Planning Class
Feedback a on CAT #1
Al Estes
ExCEEd Teaching Workshop 29 July 3 August 2001
Don't Forget...
x Start
working on the Workshop Assessment now. x Value: How valuable was the event for your development as an educator? x Conduct: How well was the event organized and conducted?
11
ExCEEd Teaching Workshop 29 July 3 August 2001
A Structured Methodology for
Organizing a Class
Formulate
Prepare
learning objectives. Develop in-class learning activities.
a lesson outline. Prepare "board notes."
Develop
Select
out-of-class learning activities.
reading assignments. Develop homework assignments and projects.
ExCEEd Teaching Workshop 29 July 3 August 2001
A Structured Methodology for
Organizing a Class
Formulate
Prepare
learning objectives. Develop in-class learning activities:
a lesson outline. Prepare "board notes."
Develop
Select
out-of-class learning activities.
reading assignments. Develop homework assignments and projects.
ExCEEd Teaching Workshop 29 July 3 August 2001
Prepare a Lesson Outline
x Identify
major topics to be covered or learning activities to be performed.
Typically 5 - 8 per class. Should address the lesson objectives.
x Determine
the hierarchy of concepts. x Determine a logical sequence. x Plan visual aids and demonstrations.
ExCEEd Teaching Workshop 29 July 3 August 2001
Example Outline: Trusses 1
x
Review Relevant Prior Material
2 Force Members Concurrent/Non-Concurrent Force Systems Definition Assumptions/Characteristics Examples
Types of trusses Vu-graphs: roof and bridge Haupt Truss Classroom model Real world examples Powerpoint presentation
x
Trusses
x
Solve for Internal Forces
External Forces Method of Joints Method of Sections
Do an Example Problem
ExCEEd Teaching Workshop 29 July 3 August 2001
A Structured Methodology for
Organizing a Class
Formulate
Prepare
learning objectives. Develop in-class learning activities:
a lesson outline. Prepare "board notes."
Develop
Select
out-of-class learning activities.
reading assignments. Develop homework assignments and projects.
ExCEEd Teaching Workshop 29 July 3 August 2001
Background on Board Notes
x Evolved x Can
from USMA's segmented blackboards.
be used for any classroom presentation media:
Other types of chalkboard Whiteboards Transparencies PowerPoint
x Cited
as "most effective" by previous ETW and T4E participants.
ExCEEd Teaching Workshop 29 July 3 August 2001
Prepare "Board Notes"
x The entire
classroom presentation recorded accurately on paper x Generally one board per topic x Plan use of colored chalk:
Illustrates
hierarchy of ideas Enhances clarity, especially for graphics Adds distinctive character to the class
ExCEEd Teaching Workshop 29 July 3 August 2001
Blank "Board Notes" Sheet
9
Example Board Notes
Content of Board Notes
x All lesson
content that you intend to discuss in class x May include:
Administrative
announcements Visual aids and demonstrations Questions Transitions
ExCEEd Teaching Workshop 29 July 3 August 2001
Using "Board Notes"
x Preparation:
Facilitates
lesson organization. Serves as a rehearsal for class.
x Use for
Frees
reference during class.
up your hands. Frees up a lot of RAM.
x Use as
a record of what you taught.
ExCEEd Teaching Workshop 29 July 3 August 2001
Why Are Transitions Important?
x Integrate
discrete topics into a coherent
whole. x Establish relationships between topics. x Establish relationships between a given topic, prior knowledge, and the "big picture."
ExCEEd Teaching Workshop 29 July 3 August 2001
Classroom Assessment Technique #4
Approximate Analogy
Board Notes are to a Class Presentation as ___________ is to ______________
How Can We Apply Learning Styles Theory as the Basis for Organizing a Class?
x Perception x Input x Organization x Processing x Understanding
sensory - intuitive visual - verbal inductive - deductive active - reflective sequential - global
Some Ideas
x For sensory learners, include practical example
problems (with real numbers). x For visual learners, use sketches, graphs, pictures, demonstrations, and video clips. x For inductive learners, work a problem or show an application first, then develop the theory. x For active learners, use small group exercises in class, and allow students to collaborate on homework. x For global learners, discuss the relevance of the subject and relate it to concepts from other lessons and courses.
ExCEEd Teaching Workshop 29 July 3 August 2001
A Structured Methodology for
Organizing a Class
Formulate
Prepare
learning objectives. Develop in-class learning activities.
a lesson outline. Prepare "board notes."
Develop
Select
out-of-class learning activities.
reading assignments. Develop homework assignments and projects.
ExCEEd Teaching Workshop 29 July 3 August 2001
Prepare Out-of-Class Activities
Some Thoughts:
x
Lowman
Time on task is critical to learning. x Integrate in-class and out-of-class learning activities.
Chapter 8
ExCEEd Teaching Workshop 29 July 3 August 2001
A Model Instructional Strategy
x Provide an orientation: Why is this important? How does it relate to prior knowledge? x Provide learning objectives. x Provide information. x Stimulate critical thinking about the subject. x Provide models. x Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. x Assess the learners' performance and provide feedback. x Provide opportunities for self-assessment.
In class or out of class?
Prepare Out-of-Class Activities
Some Thoughts:
x Time on task is critical to learning.
Lowman
Chapter 8
x Integrate in-class and out-of-class learning activities. x Reading assignments:
Ensure that they are relevant. Hold students responsible for doing them.
x Homework and projects: Include opportunities to apply knowledge in new contexts. Full benefit is only attained with constructive assessment and feedback.
ExCEEd Teaching Workshop 29 July 3 August 2001
Classroom Assessment Technique #4
Approximate Analogy
Board Notes are to a Class Presentation as ___________ is to ______________
Seminar V
Organizing a Class #2
Planning a Class
5
Al Estes
ExCEEd Teaching Workshop 29 July 3 August 2001
Seminar VI
Instructional Technology #1:
The Chalkboard
Ron Welch
ExCEEd Teaching Workshop 29 July 3 August 2001
The Chalkboard
"The inventor or introducer of the blackboard deserves to be ranked among the best contributors to learning and science, if not among the best benefactors of mankind."
Josiah Bumstead, 1841
ExCEEd Teaching Workshop 29 July 3 August 2001
Group Activity ...