INSTRUCTIONAL METHODS IN ENGINEERING EDUCATION

DR. K. SOBHAASST. PROFESSOR

DEPARTMENT OF BIOTECHNOLOGYRVR & JC COLLEGE OF ENGINEERING

GUNTUR

Communication - Process of transmitting and receiving symbolic cues, both verbal and Non- verbal.

There are different levels of Communication

• Intrapersonal - “ Talking to Yourself” - this forms the basis for the other two levels of communication

• Interpersonal - communication among a relatively small number of people and includes both ‘dyadic’ and small group communication

• Public - this is between ‘one’ and several other people; could be a public speech or communication through electronic and print media

Communication and the Teacher

A “CREATIVE TEACHER” adopts different strategies to deal with different learning situations in a class room. The role of the teacher is more “INDIVIDUALISTIC” and depends on

• Diverse levels of students• Different specific objectives of instruction• Special type of Instructional material• Relevant techniques of Testing• Suitable remedial measures

Often, a teacher has to choose a combination of teaching techniques to achieve tangible results. The most POPULAR METHOD OF INSTRUCTION IS THE “LECTURE METHOD” but there are other methods also to help the teacher and the taught in their interpersonal relationship in the class room and effective learning.

TEACHING AS COMMUNICATION

Effective teaching is the result of “Good Planning” and the success depends on how well the teacher “Prepares for the class”!!!!!

This involves a few issues like:

i.Physical Aspect - Classroom size, availability of teaching aids etc.ii.Motivational Aspect - Learner’s needs, Interest, Time at which the classes are fixed ……..iii.Performance aspect - What will the students do? ----- various types of activities!

CLASS ROOM AND COMMUNICATION

Results of a research project in this area indicated TEN COMPONENTS OF TEACHING, grouped under FOUR AREAS - CLASS ROOM PROCEDURE, RELATING TO OUTSIDE WORLD, SECURITY AMONG ONE’S PEERS AND HELPING LEARNERS TO LEARN AND GROW

1. CLASS ROOM PROCEDURE: Informing and explaining; supplementing the existing curriculum, providing opportunities for students to think and share their thinking with each other.

2. RELATING TO OUTSIDE WORLD: Guide the development of values; relate the life of the community and the work of the school to each other.

3. SECURITY AMONG ONE’S PEERS: To contribute a class room climate in which every student may earn status and respect from his peers.

4. HELPING LEARNERS TO LEARN AND GROW: To diagnose the difficulties of the students and find remedies for their problems; to have competence in evaluating and reporting educational matters of concern

THE ULTIMATE CRITERION against which the efficiency of the teacher is assessed is “STUDENT LEARNING” WHICH MEANS THE MODIFICATION OF THE BEHAVIOUR OF THE TAUGHT IN ALL THREE DOMAINS VIZ., KNOWING, FEELING AND DOING.

COMMUNICATION IS CENTRAL TO THE TEACHING - LEARNING PROCESS The LEARNER should be made an active and effective participant in the teaching-learning process.

Here, the Teacher can adopt the role of a planner and manager, creating the right learning experience for his students by promoting inter-personal communication in the class room.

Several strategies could be employed for effective communication in a class room apart from the Lecture method1.DISCUSSION TECHNIQUE2. BUZZ SESSIONS3.CASE STUDY, ROLE PLAY, SIMULATION AND GAMING TECHNIQUES4.TUTORIAL SESSIONS5.DEBATING6.SEMINARS7.PANEL DISCUSSION8.GROUP TASKS

Teacher-centered Approaches Teacher-centered approaches include instruction where the teacher's

role is to present the information that is to be learned and to direct the learning process of students (Shuell, 1996). The teacher identifies the lesson objectives and takes the primary responsibility for guiding the instruction by explanation of the information and modeling. This is followed by student practice. Methods that fall into the teacher-centered approaches include demonstration, direct instruction, lecture and lecture-discussions.

Demonstration Demonstration involves the teacher showing students a process or procedure such a science process or a computer procedure. Involving students in demonstrations allow this method to be less passive.

Direct Instruction

Direct Instruction is used to help students learn concepts and skills. There are various models of Direct Instruction but all include similar steps: 1) intro & review, 2) presentation of new information, 3) guided practice, 4) independent practice.

Lecture

Lecture is the most criticized of all teaching methods AND the most commonly used because 1) planning time is limited, 2) lectures are flexible and can be applied to any content and 3) lectures are simple. The most critical fact about lecture is that it puts students in a passive role.

Learner-centered Approaches Grounded in constructivism, learner-centered approaches involve instruction where the teacher is a facilitator (or guide) as the learners construct their own understandings. Cooperative Learning involves small heterogeneous student groups working together to solve a problem or complete a task. All students in the group must actively participate with each student maintaining some independence. The success of the group depends on the input of each individual. This teaching method promotes active participation, individual accountability, students' ability to work cooperatively and improvement of social skills. Scaffolding, involves the teacher modeling the skill and thinking for the student. As the student increases understanding, the teacher withdraws the assistance allowing the student to take on more responsibility for the learning. Simulations are used to put the student in a "real" situation without taking the risks. Simulations are meant to be as realistic as possible where students are able to experience consequences of their behavior and decisions. Simulations are commonly used in social studies and science but can be used in other curriculum areas. Computer simulations are quite common in today's virtual world. One example is "dissecting a frog" using the computer. Problem-Based Learning & Inquiry involves teacher giving the student a problem where inquiry must be utilized to solve the problem. There are commonly four steps in this model: 1) student receives the problem, 2) student gathers data, 3) student organizes data and attempts an explanation to the problem, and 4) students analyze the strategies they used to solve the problem.

1. DISCUSSION TECHNIQUE: The Pre-requisite for this technique is that the students must have already received ideas, training and information about the topic under consideration from various sources viz., teacher, library and laboratory/workshop/industry etc.

2. How should it be organized?The teacher should first give an introductory talk, pose questions and provide a congenial environment for group discussion within a given time frame. After discussion, students should be encouraged to speak out with an open mind and without hesitation.

3. Advantages of this technique are:i. More intimate relationship between teacher and students is

fostered.ii. Communicative skill, Problem solving ability, Critical thinking and

decision making on the basis of probabilities are developed in the participants.

2. BUZZ SESSIONS:

Pre-requisite is that the students’ need to have Previous knowledge of the topic. Here, the teacher poses a complex

task or complicated problem to the students which needs application of their previous knowledge. The teacher should ensure that the students have the feel of the problem and should look for creative and innovative solutions.

How to carry out this session?• Allot a fixed time period for the students to discuss in small groups/pairs before leading a discussion. • Clear instructions to be given so that discussions are productive.

• The efficiency of the session could be enhanced with the teacher moving around and getting a feel of the discussions without interrupting.

3. CASE STUDY, ROLE PLAY, SIMULATION AND GAMING TECHNIQUES

• It is a technique of learning by groups of students through discussion on live problem presented by their teacher. Ex: Failure of RC structures, Accident Prevention etc.

• The case is presented through documents, desk materials or films.• The student is faced with a true life situation with all the built in

resources of conflict.• The student is forced to solve the problem explaining decisions

made by him.• The participants learn to make decisions from case histories. • In role playing, members of the group assume roles and act.• Simulation becomes a gaming technique if competition is

introduced between teams or individuals awarding points for moves or decisions made.

4. TUTORIAL SESSIONS

• These sessions are used to check, guide and clarify home work / assignment given to supplement the lecture class.

• These may be organized formally or informally.• Tutorials find use in giving guidance to a few under-achievers, slow

learners or problem students to give special assistance to a small group who are enthusiastic to carry out co-curricular activities.

5. DEBATING

• The technique is very much suitable to controversial themes or issues and for developing greater involvement ininter-personal communication in the class room.

• The Participants should be divided into 2 groups – one for the proposition and the other against the proposition. The remaining students can form the audience and at the end, the issue could be put to vote.

6. SEMINARS

• This activity could be assigned to an individual or a small group of students and could be asked to prepare a paper on a given theme.

• The activity can then be presented to the whole class or even a bigger group so that all benefit and exchange knowledge.

7. PANEL DISCUSSIONS

• The members of the panel should be selected comprising of a few students and teachers. Total members of the panel could be handy somewhere between 4 and 6 to 8 individuals.

• Questions regarding a topic or a series of topics could be collected in advance from among the students and they could be sorted out depending on the sub topics or dimensions of the main theme.

• The different view points and interactions are synthesized by the moderator . Finally, the moderator presents the key points and highlights the learning points that emerge out of deliberations.

8. GROUP TASKS

• This technique is useful in giving student centered learning experience.

• In this method, a student would learn the content by doing tasks as per directions of the teacher.

• The tasks could be devised in such a way that they could be done individually, or in pairs or in small groups.

It is understandable that NOT ALL TEACHERS ARE ABLE TO USE EVERY STRATEGY SUCCESSFULLY AND IT IS ALSO TRUE THAT NOT ALL STUDENTS ARE ABLE TO LEARN BY THE SAME TECHNIQUE.

THE TEACHER SHOULD UNDERSTAND AND PRACTISE ALL THE TECHNIQUES AND MAKE THE RIGHT USE OF THE RIGHT TECHNIQUE AT THE RIGHT PLACE AND AT THE RIGHT TIME.

USE OF CHALK BOARD FOR AN EFFECTIVE CLASS ROOM LECTURE

Chalk board provides a cheap, convenient, easily available communication device. Learning the technique of proper use of board will improve effectiveness of lecture delivery and help students to understand the lecture contents, as well as prepare their notes neatly and correctly. The points to be considered and observed in use of board are:i.Beginning - Write the title of the topic to be discussed on the day, sub titles, key points, links to the previous lecture etc. ii.Points - Preparation of the lesson plan, dividing the lesson into “topics” and give title to each. The title can be a catch word or keyword in the topic and becomes a point. Arrange the points in logical sequence and number them serially. To avoid skipping of a few points, form a mnemonic or refer your notes. It is always better to keep the points on the left side of the board till the lecture is completed.

iii. Explanation – Use middle portion of the board. Figures, sketches and graphs to

be done on the right side of the board. Explain the points in the same sequence as they are written and tick them as and when completed.

iv. Writing - White as well as coloured chalks wherever necessary. Choose only those colours which are visible even from a long distance. Write legibly, big detached letters preferably and help the students to pronounce new words and words with complicated spelling.

v. Numerical Problems – Write data on the board with standard symbols, value and units Or draw a figure and show the data at relevant places. Write equations in symbols, show substituted values. Insist the students to calculate numerical answers of intermediate steps and write with units. Write final answer and its units and underline it.

vi. Figures –

• Draw figures generally on graph portion of the board• Start the figure by drawing centre lines• Mention name of the view (plan/section/elevation/isometric/3D)

being drawn (3D and isometric views could better be shown through films/Charts/Photographs on OHP/slides/cassettes/models etc.

• Use minimum number of coloured chalks for the convenience of the student

• Do not superimpose many alternatives or modifications in the same figure. Instead draw separate figure for each.

• Draw projection lines, if two views are drawn.• Draw blown up views when necessary• Draw proportionate sketches as far as possible and if not, inform

the students of the magnification given

vii. End

Clean the entire board neatly before leaving the class. You can request the office staff to ensure that the board remains

dust free by wiping with a wet cloth at the end of every day. Also, periodically advise the students not to use the board at any

cost. Chalk board is only for use by teachers and occasionally by students

under the vigilance of the teacher.

USE OF CHARTS, CUTOUTS, MODELS & SLIDES

IT IS IMPOSSIBLE TO LEARN ANYTHING WITHOUT EXPERIENCING IT IN SOMEWAY. Print materials such as text books, laboratory manuals, work books etc. have limitations in providing certain learning experiences. Hence these materials should be supplemented by various projected, non-projected and other audio-visual aids such as charts, cut outs, models, slides, filmstrips and overhead transparencies etc. CHARTSo A Chart is a diagrammatic representation of the ideas and concepts in a visually clarifying manner. It can be a drawing showing arrangements and relations as of parts to whole, relative values, a process, distribution, constructional details of a structure and so on.

o Boldness, directness, simplicity are some of the qualities which may be used on the charts in order to convey the message.

1. PREPARATION OF CHARTS

Generally, opaque projections and tracings are used to prepare charts. The surface used for preparing chart can be selected from a wide assortment of paper, card-board, cloth and other material available.

Lettering and numbering can be done by hand or plastic letters. They should be large and bold enough to avoid strain on eye and ensure proper visibility

Major points alone to be written on the chart and if more than one on a topic, sequence should be carefully chosen

Charts should be hung where they can be well lighted

2. USE OF CHARTS Very useful to visualize some ideas or concepts which would

otherwise be quite difficult to understand when read from the book Could be used during lecture and also hung from the wall for the

students to read in their spare time.

CUT OUTSo These are extremely useful display techniques, especially in situations that require movement or rearrangement of figures/diagrams.o Cut outs may represent a set of figures pasted on a large sheet, a set of photographs of different models, cutting of figures from magazines and news papers etc.1.PREPARATION OF CUT OUTS Taking out/Cutting of diagrams, graphs and other material from newspapers, magazines, text books, journals etc. and then pasting them on large sheets in a proper sequence. In certain situations, the samples of actual material such as cloth can be pasted on sheets.Base material could be drawing sheets or cloth.2. USES OF CUT OUTSProvide still visual perceptions to the viewer and are extremely useful when used for display purposes, particularly in situations which involve movement or rearrangement of figures/diagrams.Used to display information during lectures, conferences, workshops etc.

MODELSo It is basically a man made, three dimensional object having many of the recognizable characteristics as of the real object and may be smaller or larger than the real object.o Models, Specimens, mock-ups etc. are highly important in providing direct, purposeful experience to the students.1.PREPARATION OF MODELSShould be easy to makeShould be of suitable size for teaching purposeShould bear a convincing resemblance to the actual objectShould be durable in constructionMaterial used should be easy to work with like clay, wood, plywood, plastic and sheet metal2.USES OF MODELSThese are used to simplify reality and are useful in learning the structure, function and working of the original objects.Models can be classified as Scale models, working models and sectional models.

SLIDES AND FILM STRIPS

o These are the commonest teaching aids for the simplicity with which these can be made and used in the class room.o They are inexpensive methods of bringing pictorial materials in the class room to help the students to visualize situations which are otherwise impossible by verbal communication. o Slides and film strips are highly suitable teaching aids because of their low cost, easy production, use and versatility.1.PREPARATION OF SLIDES AND FILM STRIPSSlides consist of transparencies mounted in square frames, usually 50 mm x 50 mm size with paper or plastic mount.Slides can be made on glass or film usually of 36 mm x 24 mm or 18 mm x 24 mm size.A set of slides can be made in sequence which can be varied as per the requirements.A film strip consists of a series of illustrations and photographs on 35 mm film.

2. USES OF SLIDES AND FILM STRIPS Could be used as a teaching aid by the teacher or for self study by

students. If these are to be used for self study by students, they should be

supplemented with carefully prepared commentary. Slides and Film strip projector should be available for use of these

teaching materials

USE OF GESTURES AND POSTURES IN CLASS ROOM

Effective teaching involves a lot of communication Human communication is essentially through the use of a language (Verbal) but there are other modes of communication also used alongside the language (Non-Verbal) Non-Verbal cues are sometimes more powerful than Verbal cues Ex: An abrupt silence during the course of Lecture Non-Verbal communication in the class room could be put under the following heads:

Body Language Mannerisms Gestural Communications

1.BODY LANGUAGE - It comprises the following itemsWhole body movementMovement of LimbsFacial ExpressionsOral gestures

WHOLE BODY MOVEMENT

o Man is constituted of 2 parts - Personality ( one half ) and Dress ( the other half)o Personality means the body build, the appearance, the posture and the statureo Whenever there is deficiency in the personality part - the style, grandeur and quality of dress worn by the individual make up the other half. o Teacher needs to appear confident, relaxed, masterly and effective. o Attractive postures include those like standing erect to the whole class while lecturing, standing side ways near the chalk board while noting on the board etc. o Slight movements inside the class would be very effective o Teacher’s communication would be very effective if it is mixed with visual postures to be observed by all students listening to his oral presentation

FACIAL EXPRESSION

o Cheerful, pleasant and smiling face electrifies the class room atmosphere and contributes to the teacher-student rapport vital to the process of learningo Winking, smiling, nodding, shaking of head, keeping eyes bright have their own roles to play in effective communicationo Subject mastery, sincerity and interest in teaching and language proficiency contribute to the naturalness of facial expressions

MOVEMENT OF LIMBS

o These add the necessary punch and persuasiveness to the content of communication. Hand, elbow and arm movements have special significance in large-group communication of 60 to 80 studentso Like ‘Mudras’ of dance, the palm and fingers add to the visual communication of the teacher. Key concepts should be uttered with appropriate punches and gestures by hand movements

ORAL GESTURES

o These expressions have no language form but are common in human communicationo Sometimes, instead of verbal expressions for accepting, rejecting or modifying the responses from the students, non-verbal oral expressions are sometimes made to convey the feelings, emotions and other psychological aspects of communicationo There may be some special, and even peculiar expressions, indicative of an individual’s habit. These oral gestures add life to the otherwise prosaic verbal communication MANNERISMS

o These are habitual and internalized gestures in one’s communicationo Communication becomes individualistic to the extent of identified mannerisms, easily recognized by listeners as characteristic of the speaker concerned

GESTURAL COMMUNICATION

o There is a four step hierarchy in the modes of human communication Gestures (infra-verbal)

SpeakingWritingGraphics (ultra-verbal)

o Gestures are the most ambiguous form giving room for maximum distortion in the message. However, if used judiciously, become an integral part of effective class room communicationo Graphics comprising signs and conventions, symbols and formulae, sketches and figures has become more advanced in communicating any information better than other modes in quantity and quality

IN AN AVERAGE CLASS ROOM, THE BEST MODE IS TO USE A JUDICIOUS MIXTURE OF ALL THE FOUR MODES DEPENDING ON THE STRUCTURE OF INFORMATION, THE FACILITIES AVAILABLE, THE QUALITY OF THE STUDENTS AND THE SKILL OF THE TEACHER

The National Academy of Engineers (NAE) suggests that the essence of engineering — the iterative process of designing, predicting performance, building, and testing should be taught from the earliest stages of the curriculum, including the first year (National Academy of Engineers, 2005).

The educational role of faculty members is not to impart knowledge; it is to design learning environments that support the process of knowledge acquisition .

-- (Adams and Felder, 2008; National Research Council, 2000). Competency in Educational Design requires Competency in Educational Design requires Domain-Specific (content) Knowledge, Knowledge in Teaching and Learning, Reflective Educational Practice

CREATIVITY

“Creativity as the production of something that is both new and truly valuable” Rothenberg

“It would seem to be our responsibility to produce some creative engineers or at least not to extinguish the creative spark in our students.”

– Richard Felder

“Techniques of Creative Thinking + Traditional Methods of Engineering Education is the need of the hour”

“Methods intended to develop creativity and high-level thinking skills should not take too much class time. To be effective, these techniques must be introduced throughout the curriculum(not as an elective)”. New methods should also not take too much of the instructor’s time.

Richards (1998) recommends a series of activities to incite creativity when faced with an engineering problem:

• Immerse yourself in a domain or problem;• Be prolific—generate lots of ideas;• Use tools for representations and thoughts (Ex: brain storming, notebooks & sketches);• Play with ideas;• Avoid premature closure;• Don’t be afraid to be different;• Be open and receptive to new ideas;• Do it—practice your craft;• Maintain a product orientation;• Relax—indulge your diversions;• Reflect—review what you have done;• Have fun!

The National Curriculum Handbook included creativity within the section on thinking skills:

‘Creative thinking skills . . .enable students to suggest hypotheses, to generate and extend ideas, to apply imagination, and to look for alternative innovative outcomes.’

Chair ?

Four legs

Arms

Back rest

………

ChairChair

Why Not like this?

Suggest Hypotheses

We don’t require vessel / tumbler/ container to drink water…

We drink water like this…

Apply Imagination

Miniature hard drive + head phones = ?

Look For Alternative Innovative Outcomes

Fan ?

The Dyson Air Multiplier introduced the amazing technology of a fan with no blades

Watermelon …. Shape?

Creativity is the application of knowledge and skills in new ways to achieve a valued goal.

To achieve this, learners must have four key qualities:

22 33 44

The ability to identify new problems, rather than depending on others to define them

11

The ability to transfer knowledge gained in one context to another in order to solve a problem

22

33A belief in learning as an incremental process, in which repeated attempts will eventually lead to success

44The capacity to focus attention in the pursuit of a goal, or set of goals.

(Seltzer & Bentley, 1999).

SOME QUOTES ON TEACHING AND TEACHERS

1. In teaching you cannot see the fruit of a day's work.  It is invisible and remains so, maybe for twenty years.  ~Jacques Barzun

2. Teaching is the profession that teaches all the other professions.  ~Author Unknown 3.The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth."  ~Dan Rather 4.Good teachers are costly, but bad teachers cost more.  ~Bob Talbert5.The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.  ~William Arthur Ward6.The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.  ~Edward Bulwer-Lytton7.The average teacher explains complexity; the gifted teacher reveals simplicity.  ~Robert Brault

8. To teach is to learn twice.  ~Joseph Joubert, Pensées, 1842 9.Don't try to fix the students, fix ourselves first.  The good teacher makes the poor student good and the good student superior.  When our students fail, we, as teachers, too, have failed.  ~Marva Collins 10. Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance.  In teaching we rely on the "naturals," the ones who somehow know how to teach.  ~Peter Drucker 11. Teachers are expected to reach unattainable goals with inadequate tools.  The miracle is that at times they accomplish this impossible task.  ~Haim G. Ginott

12. The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort.  The tough problem is not in identifying winners:  it is in making winners out of ordinary people.  ~K. Patricia Cross

 

THANK YOU!!!!!