Effective College Teaching (Compatibility Mode) GMR

EFFECTIVE COLLEGE TEACHING
Based on IUCEE Training

by
Richard Felder & Rebecca Brent
GOMATESH M. RAVANAVAR
SAVITA G. RAVANAVAR
Why this workshop?
• To learn ‘Tools and Strategies’ for college

professors to make their classes more effective
• To raise the Quality of both Teachers & Students
2
Bahubali College of Engineering, Shravanabelagola Faculty Development Programme
Topics addressed
• How do students learn? How do teachers teach? What goes

wrong in the process?
• What are learning outcomes and learning objectives?
• How do I plan a course?
• What can I do in the first week to get it off to a good start?
• What do I need to do to be an effective lecturer?
3
Invocation
“I am teaching……….
……are they learning?”
This is the ‘mantra’ for rest of your life……
4
Effective Teaching Workshop
5
Workshop Learning Objectives
• Identify different student learning styles and specify

instructional methods that address the needs of students with
different styles.
• Define learning objectives, write and classify them in terms of

Bloom's Taxonomy levels, and list pedagogical and curricular
benefits of writing them for courses.
• Generate a set of handouts for the first day of a course (course

syllabus, learning objectives, statement of policies and
procedures) that provides the students with a full understanding
of the course structure and ground rules.
6
• Devise preliminary course activities that capture interest and
motivate learning.
• Identify characteristics of effective lectures and techniques for

obtaining active participation from most or all students.
• Design tests that are both challenging and fair which provides
positive motivation for learning without lowering standards.
• Deal effectively with a variety of common classroom

management and other student -related problems.
7
Learning Style
“Instruction begins when you, the teacher, learn

from the learner. Put yourself in his place so that
you may understand what he learns and the way
he understands it”.
–Kierkegaard
8
Cont…
• Fact of Life 1: What students learn is always less than what we

teach.
• Fact of Life 2: How much they learn is determined by their

– 1. Native ability
– 2. Background in the course topic
– 3. Motivation for taking the course
– 4. Match between their learning style and our teaching style.
• Fact of Life 3: We can't do much about their ability,

background, motivation, or learning style.
9
Conclusion:
To maximize student learning, all we have
to work with is our teaching style.
10
• Ideal Class:
what we what they

teach learn
• Actual Class:
Ability
Back ground
Learning Styles
Teaching
Style
what we what they
teach learn
Motivation
11
A Model of Learning Styles
12
Sensing (S) v/s Intuitive (N) Learners
• Focus on external input (see, • Focus on internal input
hear, taste, touch, smell) (thoughts, memories,
images)
• Practical • Imaginative
• Observant (notice details of • Look for meanings (miss
environment) details)
• Concrete thinking (facts, • Abstract thinking (theories,
data, hands-on work) math models)
• Complaint about courses: No • Complaint about courses:
apparent connection to real "Plug & Chug" (Lots of
world memorization, repetitive
formula substitution)
• Problem with exams: Run • Problem with exams:
out of time Careless mistakes
13
Visual (Vs) v/s Verbal (Vb) Learners
• "Show me." • "Explain it to me."

pictures spoken words
diagrams written words,
sketches symbols (seen, but
schematics translated by brain
into their oral
flow charts equivalents)
plots
14
Active (A) v/s Reflective (R)
Learners
• Tend to process actively • Tend to process reflectively
(doing something physical (thinking about presented
with presented material, then material, then doing
reflecting on it) something with it)
• Think out loud • Work introspectively
• "Let's try it out and see how • "Let's think it through and
it goes." then try it."
• Tend to jump in prematurely • Tend to delay starting
• Like group work • Like solo or pair work
15
Sequential (Sq) v/s Global (G)
Learners
• Build Understanding in • Absorb information
logical sequential steps randomly, then synthesize
the big picture
• Function with partial • Need the big picture
understanding of information (interrelations, connections
to other subjects and
personal experience) in
order to function with
information
• Make steady progress • Large leaps in understanding
with little progress between
them
• Explain easily • Can't explain easily
• Good at analytical thinking • Synthesis, holistic thinking
(the trees) (the forest)
16
Exercise: Who’s talking?
• Page no A-5
17
Results
• Most undergraduates are sensors. Most

Professors are intuitors and those professors
who are sensors teach intuitively.
• Most people are visual learners while 90-95%
of most course is verbal.
• Most classes(except for labs) are passive-the
active learners don’t get to act.
• Most students, instructors, curricula and
textbooks are sequential.
18
Learning and Teaching Style
Mismatches
Many students can't get what's being taught.
They may then
- become bored, inattentive or disruptive in class
- remain absent for the classes, do poorly in
tests
- get discouraged about the course, the
curriculum and/or themselves
- change to another curriculum or drop out of
school
19
Professors observe low test scores, unresponsive or
hostile classes, poor attendance, dropouts-know
something's wrong. They may
- get defensive or hostile (making things even
worse)
- question whether they're in the right
profession
20
Society: loses potentially excellent professionals.
- visual, active learners (most students)
- sensing learners
- global learners
21
Course Example
• Page no. A-7, A-8.
22
Summary
• All types of learners are needed in every

profession.
• We need to address all 16 (24) styles, not just one.

The key to doing that is balance.
23
Two Guiding Principles
Of Effective Teaching
Practice & feedback
Balance
24
“Effective teaching should expand the
differences between students rather than
restrict them” - Tomlinson
25
Learning Objectives
• Learning objective (or instructional objective): A

statement of something specific and observable
students should be able to do after receiving
instruction
• By the end of this [course, section of the course,

week, lecture}, the student will be able to ‘…..’ Where
‘…..’ begins with an action word (explain, calculate,
design, ... )
26
Bloom's Taxonomy of Learning
Objectives: Cognitive Domain*
27
Illustration
• Page no. B-5
28
Why to write Objectives?
• Identify & classify course material
• Make lectures, in-class activities, assignments,

and exams coherent
• Provide a study guide for students
• Mandatory requirement as per VTU, AICTE, NBA
29
• What you wanted to do…is ‘objective’
(What you aim at)
What you do……………..is ‘out come’
(Where it hits)
• Perfect answer will not be found in the first time
30
What to Do During the First Week ?
Possible first week activities:
• Introduce yourself briefly

• Establish expectations (yours and the students')
• Start learning students names
• Course prerequisites
• Motivate interest in the subject
31
“Examinations are formidable even to the
best prepared for; the greatest fool may ask
more than the wisest man can answer”
- Charles Colton
32
Model Exam
• Page No. C-2
33
Tips on Tests
• Make expectations clear
• No surprises
• Test understanding, not speed
• 10% -15% questions of high level
• Take test yourself
• Don’t make too long
• Open or Closed book
• Grade reasonably
• Restrict regrade
• Time for students > 3 x time for the teacher
34
Poor Evaluations
• Top three reasons:
– Bad Test
• Too Long
• Too Tricky
• Unexpected material
– Bad Assignment
• Too long
• Poorly Designed
• Too much busy work
– Bad Attitude
• Sarcastic
• Discriminatory Behavior & language
• Un helpful, Un available
35
“ As you enter a classroom ask your self this
question: If there were no students in the
classroom, could I do what I am planning to
do? If your answer is yes, don’t do it”
- Ruben Cubero
36
Lecturing Tips
• Decide on a reasonable amount of time to prepare for a
lecture and stick to it
• Organize your lecture around your learning objective(s)
• Preview lecture content and learning objectives
• Write clear detailed notes for yourself
• Prepare lots of visuals
• Plan demonstrations whenever possible
• Use technology wisely
• If it isn't written down, it will be ignored
• Give out handouts with gaps
37
Application of Technology
• Page No. D-3
38
During the lecture
• Come to the classroom a little before class begins to

talk informally with students
• Learn the students' names and use them
• Make eye contact with students
• Make effective use of the board or overhead
• Cue students on important points
39
• Don't be afraid to pause periodically
• Ask questions periodically
• Get students to generate answers (or questions) in

small groups
• Avoid calling on individual students cold for answers-

many find it intimidating
• Have students individually write responses to

questions in class
40
• Respond with respect to student comments,
questions, and answers
• Don't bluff in response to student questions
• Summarize occasionally during the lecture and

always at the end
• Remember the colleague who will follow you in the

classroom
41
Improving your lecture effectiveness
• Have students complete a midterm course evaluation
• Visit other classes
• Find a colleague or two who also want to work on their teaching
• Read about teaching
• Videotape yourself teaching
• Work with experts in the field (if available) to improve your

teaching
42
“What is the most effective method of teaching?”
Depends on Goals, the student, the content, the

teacher
But next best answer is;

“students teaching other students”
- Wilbert McKeachie
43
Question
• What are the reasons for bad(poor) evaluation of the
students?
• Individual
• Collaborative
• Message: Instead of asking for the whole class give

15 seconds for the group
• “Active Learning”
44
Active Learning
What is it?
Getting students to do something course-related in

class other than just watching and listening to the
instructor.
45
Why do it?
-Get full student involvement in class
-Get many more responses to questions from more than the

usual 2-3 responders
-Energize the class
-Excellent for multilingual classes (lets non-native speakers

help each other, gives them a chance to catch up with the
lecture)
46
Experimental Study
• Page No. D-6
47
Active Learning Structures
• In-Class Teams
• Think-Pair-Share
• Cooperative Note-Taking Pairs
• Guided Reciprocal Peer Questioning?
• Writing assignments
• Concept tests with clickers
• Pair programming
• Minute paper
• Thinking Aloud Pair Problem-Solving (TAPPS)
48
Implementing Active Learning in
Class
• Explain what you're doing and why up front.
• For pair or group activities, have the students form into

groups of 2-4 where they are sitting. - Assign crucial roles.
• Explain the task.
• Call randomly on individuals to report (while working and

after work is complete).
49
• Keep activities short (30 seconds - 3 minutes).
• For longer exercises, circulate around the

classroom listening in, giving hints, and checking
for understanding.
• Remember the value of variety.
• Put some course material on handouts, leaving

gaps and inserting questions.
50
What might happen if you start using
active learning?
• Initial awkwardness (the students and you) and
noncompliance
• Rapidly increasing comfort level except for a few
students who remain resistant
• Much higher levels of energy and participation
• More and better questions and answers from
students
• Improved class attendance
• Greater learning
51
Accomplish the Success
Overcome Barriers
Put Forward Small Baby Steps
Have A Dream
52
53
Elements of Effective Teaching
Course learning Objectives/competences/expectations
An informative Syllabus Students engagement
Effective
Teaching
Formative & summative Effective lecture

Assessment Context Slides/Reading
54
• Engineers create new things for betterment of the
society through constraints of nature and constraints
of society
• Students have to learn some things by doing some

things (trying it out)
55

Effective College Teaching (Compatibility Mode) GMR

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EFFECTIVE COLLEGE TEACHING

Based on IUCEE Training

• To learn ‘Tools and Strategies’ for college

• To raise the Quality of both Teachers & Students

• How do students learn? How do teachers teach? What goes

• What are learning outcomes and learning objectives?

• How do I plan a course?

• What can I do in the first week to get it off to a good start?

• What do I need to do to be an effective lecturer?

This is the ‘mantra’ for rest of your life……

• Identify different student learning styles and specify

• Define learning objectives, write and classify them in terms of

• Generate a set of handouts for the first day of a course (course

• Identify characteristics of effective lectures and techniques for

• Deal effectively with a variety of common classroom

“Instruction begins when you, the teacher, learn

• Fact of Life 1: What students learn is always less than what we

• Fact of Life 2: How much they learn is determined by their

• Fact of Life 3: We can't do much about their ability,

what we what they

• "Show me." • "Explain it to me."

• Most undergraduates are sensors. Most

• Page no. A-7, A-8.

• All types of learners are needed in every

• We need to address all 16 (24) styles, not just one.

Practice & feedback

• Learning objective (or instructional objective): A

• By the end of this [course, section of the course,

• Page no. B-5

• Identify & classify course material

• Make lectures, in-class activities, assignments,

• Provide a study guide for students

• Mandatory requirement as per VTU, AICTE, NBA

• Perfect answer will not be found in the first time

Possible first week activities:

• Introduce yourself briefly

• Page No. C-2

• Page No. D-3

• Come to the classroom a little before class begins to

• Learn the students' names and use them

• Make eye contact with students

• Make effective use of the board or overhead

• Cue students on important points

• Ask questions periodically

• Get students to generate answers (or questions) in

• Avoid calling on individual students cold for answers-

• Have students individually write responses to

• Don't bluff in response to student questions

• Summarize occasionally during the lecture and

• Remember the colleague who will follow you in the

• Visit other classes

• Find a colleague or two who also want to work on their teaching

• Read about teaching

• Videotape yourself teaching

• Work with experts in the field (if available) to improve your

Depends on Goals, the student, the content, the

But next best answer is;

• Message: Instead of asking for the whole class give

Getting students to do something course-related in

-Get full student involvement in class

-Get many more responses to questions from more than the

-Energize the class

-Excellent for multilingual classes (lets non-native speakers