Effective College Teaching [Compatibility Mode] GMR

8/9/2019 Effective College Teaching [Compatibility Mode] GMR

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EFFECTIVE COLLEGE TEACHINGBased on IUCEE Training

b

Richard Felder & Rebecca Brent

GOMATESH M. RAVANAVAR

SAVITA G. RAVANAVAR


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Why this workshop?

To learn Tools and Strategies for collegeprofessors to make their classes more effective

Bahubali College of Engineering, Shravanabelagola Faculty Development Programme

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Topics addressed

How do students learn? How do teachers teach? What goeswrong in the process?

What are learning outcomes and learning objectives?


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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?


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Invocation

I am teaching.are they learning?


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s s t e mantra or rest o your e


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Effective Teaching Workshop


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Workshop Learning Objectives

Identify different student learning styles and specifyinstructional methods that address the needs of students withdifferent styles.


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Define learning objectives, write and classify them in terms ofBloom's Taxonomy levels, and list pedagogical and curricularbenefits of writing them for courses.

Generate a set of handouts for the first day of a course (coursesyllabus, learning objectives, statement of policies andprocedures) that provides the students with a full understanding

of the course structure and ground rules.


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Devise preliminary course activities that capture interest andmotivate learning.

Identify characteristics of effective lectures and techniques for


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obtaining active participation from most or all students.

Design tests that are both challenging and fair which providespositive motivation for learning without lowering standards.

Deal effectively with a variety of common classroommanagement and other student -related problems.


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Learning Style

Instruction begins when you, the teacher, learnfrom the learner. Put yourself in his place so thatyou may understand what he learns and the way


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.

Kierkegaard


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Cont

Fact of Life 1: What students learn is always less than what weteach.

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


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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.


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Conclusion:To maximize student learning, all we haveto work with is our teaching style.


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Ideal Class:

what we

teach

what they

learn


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c ua ass:

what weteach

what theylearn

Learning Styles

Ability Back ground

TeachingStyle

Motivation


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A Model of Learning Styles


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Sensing (S) v/s Intuitive (N) Learners

Focus on external input (see,

hear, taste, touch, smell)

Practical

Observant notice details of

Focus on internal input(thoughts, memories,images)

Imaginative

Look for meanin s miss


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environment) Concrete thinking (facts,

data, hands-on work)

Complaint about courses: Noapparent connection to real

world

Problem with exams: Runout of time

details) Abstract thinking (theories,

math models)

Complaint about courses:"Plug & Chug" (Lots of

memorization, repetitiveformula substitution)

Problem with exams:Careless mistakes


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Visual (Vs) v/s Verbal (Vb) Learners

"Show me."pictures

diagrams

"Explain it to me."spoken words

written words,


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s etc esschematics

flow charts

plots

,

translated by braininto their oralequivalents)


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Active (A) v/s Reflective (R)Learners

Tend to process actively(doing something physicalwith presented material, thenreflecting on it)

Tend to process reflectively(thinking about presentedmaterial, then doingsomething with it)


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"Let's try it out and see howit goes."

Tend to jump in prematurely

Like group work

"Let's think it through andthen try it."

Tend to delay starting

Like solo or pair work


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Sequential (Sq) v/s Global (G)Learners

Build Understanding in

logical sequential steps

Function with partialunderstanding of information

Absorb information

randomly, then synthesizethe big picture

Need the big picture(interrelations, connections


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Make steady progress

Explain easily

Good at analytical thinking(the trees)

personal experience) inorder to function withinformation

Large leaps in understandingwith little progress between

them Can't explain easily

Synthesis, holistic thinking(the forest)


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Exercise: Whos talking?

Page no A-5


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Results

Most undergraduates are sensors. MostProfessors are intuitors and those professorswho are sensors teach intuitively.


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Most people are visual learners while 90-95%of most course is verbal.

Most classes(except for labs) are passive-the

active learners dont get to act. Most students, instructors, curricula and

textbooks are sequential.


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Learning and Teaching StyleMismatches

Many students can't get what's being taught.They may then

- become bored, inattentive or disruptive in class


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- rema n a sent or t e c asses, o poor y ntests

- get discouraged about the course, the

curriculum and/or themselves

- change to another curriculum or drop out ofschool


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Professors observe low test scores, unresponsive orhostile classes, poor attendance, dropouts-knowsomething's wrong. They may

-


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worse)

- question whether they're in the rightprofession


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Society: loses potentially excellent professionals.- visual, active learners (most students)

- sensing learners


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- global learners


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Course Example

Page no. A-7, A-8.


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Summary

All types of learners are needed in everyprofession.

Bahubali College of Engineering, Shravanabelagola Faculty Development Programme23

, .

The key to doing that is balance.


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Two Guiding PrinciplesOf Effective Teaching

Practice & feedback


Balance


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Effective teachin should ex and the


differences between students rather thanrestrict them - Tomlinson


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Learning Objectives

Learning objective (or instructional objective): Astatement of something specific and observablestudents should be able to do after receivinginstruction


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, ... )


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Bloom's Taxonomy of LearningObjectives: Cognitive Domain*



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Illustration

Page no. B-5



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Why to write Objectives?

Identify & classify course material

Make lectures, in-class activities, assignments,


Provide a study guide for students

Mandatory requirement as per VTU, AICTE, NBA


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What you wanted to dois objective(What you aim at)

What you do..is out come


ere t ts

Perfect answer will not be found in the first time


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What to Do During the First Week ?

Possible first week activities:

Introduce yourself briefly


sta s expectat ons yours an t e stu ents'

Start learning students names

Course prerequisites

Motivate interest in the subject


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Examinations are formidable even to thebest prepared for; the greatest fool may ask


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more than the wisest man can answer- Charles Colton


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Model Exam

Page No. C-2


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Tips on Tests

Make expectations clear

No surprises Test understanding, not speed

10% -15% questions of high level


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Take test yourself Dont make too long

Open or Closed book

Grade reasonably

Restrict regrade

Time for students > 3 x time for the teacher


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Poor Evaluations

Top three reasons:

Bad Test Too Long

Too Tricky

Unexpected material


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Bad Assignment

Too long

Poorly Designed

Too much busy work

Bad Attitude

Sarcastic Discriminatory Behavior & language

Un helpful, Un available


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As you enter a classroom ask your self thisquestion: If there were no students in theclassroom, could I do what I am planning to


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o your answer s yes, on o

- Ruben Cubero


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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


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r e c ear e a e no es or yourse

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


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Application of Technology

Page No. D-3


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During the lecture

Come to the classroom a little before class begins totalk informally with students

Learn the students' names and use them


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Make eye contact with students

Make effective use of the board or overhead

Cue students on important points


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Don't be afraid to pause periodically

Ask questions periodically


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small groups

Avoid calling on individual students cold for answers-many find it intimidating

Have students individually write responses toquestions in class


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Respond with respect to student comments,

questions, and answers

Don't bluff in response to student questions


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Summarize occasionally during the lecture andalways at the end

Remember the colleague who will follow you in theclassroom


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Improving your lecture effectiveness

Have students complete a midterm course evaluation

Visit other classes


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n a co eague or wo w o a so wan o wor on e r eac ng

Read about teaching

Videotape yourself teaching

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


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What is the most effective method of teaching?

Depends on Goals, the student, the content, the


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teac er

But next best answer is;

students teaching other students

- Wilbert McKeachie


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Question

What are the reasons for bad(poor) evaluation of the

students?

Individual


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Collaborative

Message: Instead of asking for the whole class give15 seconds for the group

Active Learning


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Active Learning

What is it?

Gettin students to do somethin course-related in


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class other than just watching and listening to theinstructor.


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Why do it?

-Get full student involvement in class

-Get man more res onses to uestions from more than the


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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 thelecture)


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Experimental Study

Pa e No. D-6


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Active Learning Structures

In-Class Teams

Think-Pair-Share

Cooperative Note-Taking Pairs


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u e ec proca eer uest on ng

Writing assignments

Concept tests with clickers

Pair programming

Minute paper

Thinking Aloud Pair Problem-Solving (TAPPS)


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Implementing Active Learning inClass Explain what you're doing and why up front.

For pair or group activities, have the students form intogroups of 2-4 where they are sitting. - Assign crucial roles.


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Explain the task.

Call randomly on individuals to report (while working and

after work is complete).


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Keep activities short (30 seconds - 3 minutes).

For longer exercises, circulate around the


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, ,

for understanding.

Remember the value of variety.

Put some course material on handouts, leavinggaps and inserting questions.


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What might happen if you start usingactive learning?

Initial awkwardness (the students and you) andnoncompliance

Rapidly increasing comfort level except for a few


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Much higher levels of energy and participation More and better questions and answers from

students

Improved class attendance Greater learning


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Elements of Effective Teaching

An informative Syllabus

Course learning Objectives/competences/expectations

Students engagement


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Formative & summativeAssessment

Effective lectureSlides/Reading

EffectiveTeaching

Context


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Engineers create new things for betterment of thesociety through constraints of nature and constraintsof society


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Students have to learn some things by doing somethings (trying it out)

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