Chapter 3

Lecture 4Understanding the Teaching/Learning Process

1MHA,2015,AAiT1OutlineWhat is learning?How do we learn?Metacognition Improving your learning processLearning is a reinforcement processUnderstanding the teaching part of the teaching/learning processMistakes students makeDont be hung up on the idea of seeking help

2MHA,2015,AAiT2What is Learning?Learning is the process of acquiring:

New knowledge and intellectual skills (Cognitive learning)New manual or physical skills (Psychomotor learning)New emotional responses, attitudes, and values (Affective learning)3MHA,2015,AAiT3Levels of Intellectual Skills Blooms Taxonomy Remembering Understanding Applying Analyzing Creating Evaluating4MHA,2015,AAiT4

5MHA,2015,AAiTHow Do We Learn?Receiving new knowledge

Processing new knowledge

6MHA,2015,AAiT6Receiving New KnowledgeWhat type of information do you prefer? Sensing learner Intuitive learnerWhat sensory channel do you perceive external information most effectively? Visual learner Verbal learner7MHA,2015,AAiT7Sensing-Intuitive

"Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.""Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.""Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.""Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.""Sensors don't like courses that have no apparent connection to the real world; intuitors don't like 'plug-and-chug' courses that involve a lot of memorization and routine calculations."

8MHA,2015,AAiTVisual-Verbal

"Visual learners remember best what they seepictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of wordswritten and spoken explanations.""Everyone learns more when information is presented both visually and verbally."

9MHA,2015,AAiTProcessing New KnowledgeThe way you prefer to process new information Active learners Reflective learnersThe way you progress toward understanding Sequential learners Global learners

10MHA,2015,AAiT10Active-Reflective

"Active learners tend to retain and understand information best by doing something active with itdiscussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.""'Let's try it out and see how it works' is an active learner's phrase; 'Let's think it through first' is the reflective learner's response.""Active learners tend to like group work more than reflective learners, who prefer working alone.""Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners."

11MHA,2015,AAiTSequential-Global

"Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly 'getting it.'""Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it."

12MHA,2015,AAiTIndex of Learning Styles QuestionnaireRecommend taking Index of Learning Styles Questionnaire www.engr.ncsu.edu/learningstyles/ilsweb.htmlYoull choose one of two preferences for 44 items that cover the ways you prefer to receive and process new knowledgeYoull immediately receive the scored results telling you your preferred learning styles

13MHA,2015,AAiT13Learning Styles Results

If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale.If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension.If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference.14MHA,2015,AAiTMetacognition Improve Your LearningPlan your learning

Monitor your learning

Evaluate your learning and make changes

15MHA,2015,AAiT1517 Characteristics of Expert LearnersControl the learning process rather than become a victim of itAre active, not passive, in their approach to learningAre motivated (e.g., enjoy learning, have short-term and long-term goals, etc)Are disciplined (e.g. have learned good habits and use them consistently)Are more aware of themselves as learners (e.g. know their own strengths and weaknesses)Initiate opportunities to learnSet specific learning goals for themselvesHave a larger repertoire of learning strategies from which to choose

16MHA,2015,AAiT16More Characteristics of Expert LearnersKnow not only what to learn, but how to learnPlan their approach to learningMonitor their learning while its happeningAre more adaptive because they do self-monitor while learningReflect more upon their own learningEvaluate the effectiveness of learning approaches and strategiesUse learning strategies selectivelyTend to attribute failures to correctable causesTend to attribute successes to personal competence17MHA,2015,AAiTLearning is a Reinforcement ProcessWhenWhat To DoBefore classPrepare for the lecture by reviewing notes, reading text, attempting a few problems, formulating some questionsDuring classAttend lecture, concentrate intently, take detailed notes, ask questionsAfter class, but before next class meetingReview and annotate notes, reread text, work assigned problems, work extra problems, meet with a study partner or study group to go over material and problemsIn preparation for test or examReview notes, review text, rework problems, meet with a study partner or study group to go over material and problemsIn preparation for final examReview notes, reread text, rework problems, meet with a study partner or study group to go over material and problems18MHA,2015,AAiTOverview of the Teaching ProcessLarge lecturesSmall lecturesRecitationsOne-on-one tutoringTeaching modes

19MHA,2015,AAiT19Characteristics of Teaching ModesEach involves a person who is knowledgeable about a subject (an expert, if you will) communicating what he or she knows to a less knowledgeable person (the student)

Generally, most of the communication is one-wayi.e., from the teacher to the studentRelatively little learning takes place

20MHA,2015,AAiT

Five Aspects of Teaching Styles1. What type of information is emphasized? Concrete Facts, data, observable phenomena Abstract Principles, concepts, theories, mathematical models

2. What mode of presentation is stressed? Visual Pictures, diagrams, films, demonstrations Verbal Spoken works, written words

3. How is the presentation organized? Deductive Start with fundamentals; proceed to applications Inductive Start with applications; proceed to fundamentals

Note: Teaching styles most prevalent in math/science/engineering courses are underlined21MHA,2015,AAiT21Five Aspects of Teaching Styles (continued)4. What mode of student participation is facilitated? Active Student involved (talking, moving, reflecting, solving problems) Passive Student as a spectator (watch, listen)

5. What type of perspective is provided on the information presented? Sequential Step by step progression Global Content and relevance are provided22MHA,2015,AAiTImportant Questions Related to the Way Your Professors TeachWhat value is it to me to understand how my professors teach?

What if the way I prefer to learn differs from the way I am taught?

Why dont my professors use a variety of teaching styles?

23MHA,2015,AAiT23Mistakes Students MakeMistakes Students MakeStrategies for Overcoming ThemAssume engineering study will be like high school.Work to understand and adjust to the differences between high school and college-level engineering study.Program yourself for failure through too many commitments.Create a life situation that enables you to devote adequate time and energy to your studies.Spend little time on campus.Immerse yourself in the academic environment of the institution.Neglect studying.Schedule study time. Devote significant time and energy to studying.Delay studying until test is announced.Master the material presented in each class prior to next class.Study 100% alone.Study collaboratively with other students.24MHA,2015,AAiTMistakes Students Make (continued)Mistakes Students MakeStrategies for Overcoming ThemCome to each lecture unprepared.Review notes, read text, and attempt problems prior to each lecture.Avoid professors.Interact regularly with professors outside the classroom.Cut classes and/or dont get the most out of lectures.Attend classes and practice good listening skills. Ask questions in class.Fail to take notes or take notes but fail to use the notes properly in the learning process.Take effective notes and use a systematic learning methodology to study from notes.Skim over the material in an assigned chapter in a rush to get to the assigned homework problems.Use reading for comprehension methodology to understand the general concepts thoroughly before attempting problems.Fail to solve assigned problems. Dont approach problems using a systematic problem solving method.Solve not only assigned problems but extra problems; use systematic problem solving methods.25MHA,2015,AAiTDont Be Hung Up on the Idea of Seeking HelpIf I have seen a little further, it is by standing on the shoulders of Giants - Isaac Newton

Primary sources of help with your academic work

Your peersYour professors

26MHA,2015,AAiT26Key FindingStudents who get the most out of college, who grow the most academically, and who are the happiest, organize their time to include interpersonal activities with faculty members, or with fellow students, built around substantive academic work.27MHA,2015,AAiT Part IIMaking the Most Out of How You Are Taught

28MHA,2015,AAiT28Ouline Early course preparationPreparing for lecturesDuring your lecturesMaking effective use of your professorsUtilizing tutors and other academic resources29MHA,2015,AAiT29Early Course PreparationStart of a course can be likened to the start of a raceUsing the course syllabusAcquiring textbooks and other materials30MHA,2015,AAiT30Preparing for LecturesReview notes, read text, attempt problems, formulate questionsLittle like warming up for a physical workoutMakes lectures a reinforcement rather than an initial exposureSmall effort can have a big payoff

31MHA,2015,AAiTDuring Your LecturesSit near the frontBe here now (concentrate)Practice good listening skillsTake good notesAsk questions in class

32MHA,2015,AAiTListening SkillsPoor ListenerGood ListenerTunes out uninteresting and boring topics. Turns off quickly.Works at finding value in all topics. Listens to discover new knowledge.Tunes out if delivery is poor.Judges value of the content rather than the delivery.Listens for facts and details.Listens for central themes. Uses them as anchor points for the entire lecture.Brings little energy to the listening process.Works hard at listening; remains alert.Readily reacts with opposing views to new ideas. Starts listening to themselves when they hear something they dont agree with.Focuses on understanding completely rather than coming up with opposing views.Bothered by distractions.Fights distractions; ignores bad habits of other students; knows how to concentrate.Resists difficult material; prefers light recreational material.Welcomes difficult material as exercise for the mind.Interrupted by emotionally-charged words or ideas.Does not get hung up on emotionally-charged words or ideas; listens with an open mind.Daydreams and lets mind wander off with slow speakers or gaps in presentation.Uses extra time to think more deeply about what the lecturer is saying; summarizes what has been covered.33MHA,2015,AAiTNote-TakingGood notes give you a record of whats important

Spiral notebook vs. three-ring binder

Advantages/disadvantages of taking notes on a computer

Cornell Note-Taking System

34MHA,2015,AAiTAsking Questions in ClassMemory level questionsare those to which you will most likely find answers in sources such as books, web sites, and other reference materials.Convergent thinking questionsare those which represent theanalysis and integration of given or remembered information. They lead you to an expected end result or answer.Divergent thinking questionsfree to generate independently your own ideas, or to take a new direction or perspective on a given topic.Evaluation thinking questionsare those which deal with matters of judgment, value, and choice. They are characterized by their judgmental quality.

35MHA,2015,AAiTMaking Effective Use of Your ProfessorsImportant roles your professors can playCharacteristics of your professors you can count onBehaviors to avoidWinning behaviors36MHA,2015,AAiT36Important Roles for Your ProfessorsOne-on-one instructionAcademic advising, career guidance, personal adviceMonitor your progress; hold you accountableGive you the benefit of the doubt on borderline gradesHelp you find a summer jobHire you on their research grantServe as a referenceNominate you for scholarships or academic awards

37MHA,2015,AAiT37Characteristics of Your ProfessorsBelieve their areas of technical specialty are important and interestingChose an academic career over professional practice; believe they are outstanding teachersAre very knowledgeable, and love to convey what they know to others

38MHA,2015,AAiT38Behaviors to AvoidFailing to come to class regularlyArriving to class late (and especially making a big entrance), and worse, making a habit of itShuffling papers, putting books away, and other "end-of-class" behaviors before the professor has ended classQuestioning whether some of the homework for the class is just "busy work."Asking if "we're doing anything important in class" when informing the professor that you may have to miss a classAsking about what is happening in class when it is clearly marked on the syllabusAllowing your cell phone to ring in classText messaging while in classHolding a private discussion with someone during classAsking inane or off-topic questionsEating a meal in classTelling the professor you went to his/her office for help, but that he/she is never there

39MHA,2015,AAiTBehaviors to AvoidClaiming you did not know an exercise was due, that there was a test, or any other class work that is clearly identified on the class calendarTelling the professor you deserve a break because of who you areNot completing the assigned reading before classGoing to the restroom in the middle of class (unless it's an emergency)Sleeping during classComplaining about the workload in class, stating "you know, this isn't the only class I'm taking"Wearing inappropriate clothing (or the lack of it) to classAsking to "borrow" a stapler to staple a homework assignment for the class. (Would you ask your boss for a stapler to staple a report?)Turning in assignments that do not follow the class procedure (and every professor has different guidelines; know them!)Making excuses for missed exams, class assignments. (Especially don't use the time-worn dead grandparent excuse, or that youhaveto pick someone up at the airport)

40MHA,2015,AAiTWinning BehaviorsStudents who take responsibility for their educationStudents who have read the assigned reading and actively participate in class discussionStudents who complete all assigned work on timeStudents who sit toward the front of the classroomStudents who visit professors during office hoursStudents who do not make excusesStudents who ask for help more than a day before a test or an assignment due date

41MHA,2015,AAiTUnderstanding What Your Professors DoTeachingResearchService42MHA,2015,AAiTMHA,2015,AAiT43

Communicating with Professors by Email and Text MessagingEmailing Your ProfessorsWrite from your college or university accountInclude the course number in your subject lineUse an appropriate greetingWhat to do when you get a replyThings to avoidThings to doTexting Your Professors44MHA,2015,AAiTUtilizing Campus Academic ResourcesAcademic resource center (tutoring, writing skills, study skills)Library (books, periodicals, on-line materials, reference librarians)Student computer labs (hardware, applications software, Internet access, resource materials, training)Academic advising (monitor progress; course selection)University catalog (Rules and regulations, college and department information, curricular requirements, course descriptions)Registrars office (transcripts, registration information)45MHA,2015,AAiT45Assignment IIIDue Date : Two weeks from today(May 11,2015)https://docs.google.com/forms/d/123vd8-OOqWUTV5FNa3GDgCVt-488u1YaGcIgRaUMtwo/viewform?usp=send_formMHA,2015,AAiT46