Principles of Effective Teaching and Learning Strategies

Jayakaran

Define Effective Teaching

Two Approaches: Focus on teacher performance Focus on student learning

What Constitutes Exemplary Teaching?

Intellectual Excitement Technical Expertise 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

Research-Based Guidelines for Improving Student Learning

Students learn more when they:
Spend as

much high-quality time on task as possible.

Engage actively in

their academic work.

feedback.

Receive regular, timely, specific

Connect new
See

information to prior knowledge.

real-world applications of their work.

Research-Based Guidelines for Improving Student Learning

Students learn more when they:
Work regularly and productively with

faculty. Work regularly and productively with other students. Organize what they are learning in personally meaningful and academically appropriate ways. Pay attention to their ways of working. Set and maintain high but realistic standards.

Model
Structured organization Based on learning objectives Appropriate to the subject matter Different learning styles Engaging presentation Clear written and verbal communication High degree of contact with students Physical models & demonstrations Enthusiasm Positive rapport with students Frequent assessment of student learning Classroom assessment techniques Out-of-class homework and projects Appropriate use of technology

Teacher As Role Model

Why?
It works! It is consistent with well-established principles

of teaching and learning

It provides a solid foundation for:
Development

of your own individual teaching style Continued growth

Learning Style Dimensions (Felders Model)

Perception Input

sensory - intuitive
visual - verbal inductive - deductive active - reflective sequential - global

Organization
Processing Understanding

Consequences of
Teaching-Learning Mismatches
Students taught only in their

less-preferred mode cant learn effectively. Students taught only in their preferred mode wont develop balanced learning skills.

Youll find students of all learning

Conclusions

styles in your classes. We need all types in the engineering profession. We need to address all styles in our classes, not just one!

A Structured Methodology for

Organizing a Class
Formulate learning objectives.

Develop in-class learning activities:

Prepare

a lesson outline. Prepare board notes.

Develop out-of-class learning activities.
Select

reading assignments. Develop homework assignments and projects.

A Model Instructional Strategy

Provide an orientation: Why is this important? How does it relate to prior knowledge? Provide learning objectives. Provide information. Stimulate critical thinking about the subject. Provide models. Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. Assess the learners performance and provide feedback. Provide opportunities for self-assessment.

 Formulate Learning Objectives

Describe what students should be

able to do after:
the reading assignment Attending the class Doing the assigned homework or project Typically 1 - 5 per class
Studying

What are Learning Objectives useful for?

Learning Objectives Are Useful For:

Lesson planning
Identify

critical material Identify extraneous material

Communicating expectations
Assessing student learning

Writing exams
Assessing the course

Blooms 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

Use measurable action verbs. Why dont these verbs work? Know Learn Appreciate Understand TEST: If an objective is well written, you

should be able to use it as an exam question, without modification.

Blooms 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?
Undergraduate education tends to focus

on the lower level thinking skills.

(knowledge, comprehension, application)

Ideally, all levels should be addressed in

every course Ideally, all levels should be assessed in every course

Communicating Objectives
Provide to students at the start of the

semester. Preposition on the chalkboard in class. Reinforce during class, in homework, and on exams.

Are There Negative Consequences of Using Objectives?

Learning Objectives promote spoon-feeding.

Learning Objectives inhibit

creativity. Students need to be able to figure out what is important. If the instructor tells them whats important, theyll never learn to do it on their own.

These claims are not supported by research results.

Seminar IV
Organizing a Class #1

Learning Objectives
5

Questions?

Seminar V
Organizing a Class #2
Feedback on CAT #1

Planning a Class
Al Estes

Dont Forget
Start

working on the Workshop Assessment now. Value: How valuable was the event for your development as an educator? Conduct: How well was the event organized and conducted?

11

A Structured Methodology for

Organizing a Class
Formulate learning objectives.

Develop in-class learning activities.

Prepare

a lesson outline. Prepare board notes.

Develop out-of-class learning activities.
Select

reading assignments. Develop homework assignments and projects.

A Structured Methodology for

Organizing a Class
Formulate learning objectives.

Develop in-class learning activities:

Prepare

a lesson outline. Prepare board notes.

Develop out-of-class learning activities.
Select

reading assignments. Develop homework assignments and projects.

Prepare a Lesson Outline

Identify major topics to be covered or

learning activities to be performed.

Typically

5 - 8 per class. Should address the lesson objectives.

Determine the hierarchy of concepts. Determine a logical sequence. Plan visual aids and demonstrations.

Example Outline: Trusses 1

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

Trusses

Solve for Internal

Forces
Do an Example Problem

External Forces Method of Joints Method of Sections

A Structured Methodology for

Organizing a Class
Formulate learning objectives.

Develop in-class learning activities:

Prepare

a lesson outline. Prepare board notes.

Develop out-of-class learning activities.
Select

reading assignments. Develop homework assignments and projects.

Background on Board Notes

Evolved from USMAs segmented blackboards. Can

be used for any classroom presentation media:

Other

types of chalkboard

Whiteboards Transparencies PowerPoint

Cited as

most effective by previous ETW and T4E participants.

Prepare Board Notes

The entire classroom presentation

recorded accurately on paper Generally one board per topic Plan use of colored chalk:
Illustrates

hierarchy of ideas Enhances clarity, especially for graphics Adds distinctive character to the class

Blank Board Notes Sheet

Example Board Notes

Content of Board Notes

All lesson content that you intend to

discuss in class May include:

Administrative

announcements Visual aids and demonstrations Questions Transitions

Using Board Notes

Preparation:
Facilitates

lesson organization. Serves as a rehearsal for class.

Use for reference during class.
Frees

up your hands. Frees up a lot of RAM.

Use as a record of what you taught.

Why Are Transitions Important?

Integrate discrete topics into a coherent

whole. Establish relationships between topics. Establish relationships between a given topic, prior knowledge, and the big picture.

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?
Perception
Input Organization Processing Understanding

sensory - intuitive

visual - verbal
inductive - deductive active - reflective sequential - global

Some Ideas
For sensory learners, include practical example

problems (with real numbers). For visual learners, use sketches, graphs, pictures, demonstrations, and video clips. For inductive learners, work a problem or show an application first, then develop the theory. For active learners, use small group exercises in class, and allow students to collaborate on homework. For global learners, discuss the relevance of the subject and relate it to concepts from other lessons and courses.

A Structured Methodology for

Organizing a Class
Formulate learning objectives.

Develop in-class learning activities.

Prepare

a lesson outline. Prepare board notes.

Develop out-of-class learning activities.
Select

reading assignments. Develop homework assignments and projects.

Prepare Out-of-Class Activities

Some Thoughts:
Time on task is critical to learning.

Lowman

Chapter 8

Integrate in-class and out-of-class learning activities.

A Model Instructional Strategy

Provide an orientation: Why is this important? How does it relate to prior knowledge? Provide learning objectives. Provide information. Stimulate critical thinking about the subject. Provide models. Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. Assess the learners performance and provide feedback. Provide opportunities for self-assessment.

In class or out of class?

Prepare Out-of-Class Activities

Some Thoughts:
Time on task is critical to learning. Reading assignments: Ensure that they are relevant. Hold students responsible for doing them. Homework and projects: Include opportunities to apply knowledge in new contexts. Full benefit is only attained with constructive assessment and feedback.

Lowman

Chapter 8

Integrate in-class and out-of-class learning activities.

Classroom Assessment Technique #4

Approximate Analogy
Board Notes are to a Class Presentation as ___________ is to ______________

Seminar V

Planning a Class
5
Al Estes

Organizing a Class #2

Seminar VI
Instructional Technology #1:

The Chalkboard
Ron Welch

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

Group Activity Why is the chalkboard uniquely effective as a medium for classroom instruction?
(List the top three reasons)

Why is the Chalkboard Effective?

Self-pacing Information remains visible and can be used later

in the class Allows flexibility, spontaneity, and non-linearity Can be used to develop students drawing skills No broken parts, burned out bulbs, power loss Can be used with lights on

But its only effective

if you know how to use it.
The most important props in most classrooms are the blackboard and overhead projector. Though commonplace and easily taken for granted, both need to be used effectively.
Wankat & Oreovicz, Ch. 6

Ron, why are you using PowerPoint to teach people how to write with chalk?

How to Write
Write

BIG.

Write legibly.
Use

consistent format and case. Put space between words.

Write boldly.
Press

hard on chalk. Press the edge of chalk (should form a point). ATTACK the blackboard (should hear chalk).

Posture Is Important!
Shoulders

facing blackboard

Hand
Move Bend

directly in front of shoulder

your body as you write at knees when writing low

Organization & Emphasis

Indentation Grouping Underlining Clouds Color

Why Five Colors?

Show

the hierarchy of ideas. Add visual life to material. Enhance clarity of drawings. A trademark!
Use a consistent color scheme.

Are you ready to rumble?!?

Lets do some chalkboard aerobics

Do not write...
Lengthy

definitions/descriptions. unimportant.

Anything

Large amounts

of prepositioned information (unless review material or handout material).

Writing takes time. Time is a priceless asset.

What if You Dont Have Chalkboards?

Get

chalkboards, or Apply these same techniques with other media.

Well talk about Transparencies and PowerPoint in Seminar XI.

Seminar VI
Instructional Technology #1:

The Chalkboard
5
Questions?

What Next? Lab II

Move to designated classroom. Activities:
Develop

lesson objectives for your first prepared class. Write objectives on the blackboard. Discuss.
Mentors Wrap-Up at 1700. And then

Tonight: Preparation for Lab III

Mentors

will be available. Working dinner Develop a complete set of board notes for your first prepared class:
Compose

at the chalkboard. Then transfer to paper. Rehearse as you write.

Tomorrow Morning: Lab III

Meet in 444 Thayer at 0800. See schedule for order of rotation.
Teach

the first 25 minutes of your first prepared class. Focus on organization:

Board

notes Transitions Writing

30-minute Assessment by Mentor

If you didnt do a Journal entry yesterday, please do one now.

COURSE SCHEDULE
SUNDAY

8:00

You AdminAre & Gift Demo Here

Class I
Teaching & Learning

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY Seminar XIII Interpersonal

Admin & Gift Admin & Gift Admin & Gift Admin & Gift

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
Technology

Teaching Assessment

Instructional

Lab I
TeamBuilding

Working Dinner & Class Prep

Hudson River Cruise

Today: Lab III

Your first practice class! See schedule for order of rotation.
Teach

the first 25 minutes of your first prepared class. Focus on organization:

Board

notes Transitions Writing

20-minute Assessment by Mentor