Effective College Teaching - Final [Compatibility Mode]

8/9/2019 Effective College Teaching - Final [Compatibility Mode]

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EFFECTIVE COLLEGE TEACHINGEFFECTIVE COLLEGE TEACHINGEFFECTIVE COLLEGE TEACHINGEFFECTIVE COLLEGE TEACHINGBased on IUCEE TrainingBased on IUCEE TrainingBased on IUCEE TrainingBased on IUCEE Training

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Richard Felder & Rebecca BrentRichard Felder & Rebecca BrentRichard Felder & Rebecca BrentRichard Felder & Rebecca Brent

GOMATESH M. RAVANAVARGOMATESH M. RAVANAVARGOMATESH M. RAVANAVARGOMATESH M. RAVANAVARSAVITA G. RAVANAVARSAVITA G. RAVANAVARSAVITA G. RAVANAVARSAVITA G. RAVANAVAR

BAHUBALI COLLEGE OF ENGINEERING, SHRAVANABELAGOLABAHUBALI COLLEGE OF ENGINEERING, SHRAVANABELAGOLABAHUBALI COLLEGE OF ENGINEERING, SHRAVANABELAGOLABAHUBALI COLLEGE OF ENGINEERING, SHRAVANABELAGOLA



Prerequisite/AssumptionPrerequisite/AssumptionPrerequisite/AssumptionPrerequisite/Assumption

• You know the subject

• You know the resources available

R V College of Engineering, Bangalore Faculty Development Programme

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• You are interested to make teaching your career

• You love to be known as a good teacher

• Though you are considered to be a good teacher,you still feel there is a scope for improvement inyour teaching



Why this Workshop?Why this Workshop?Why this Workshop?Why this Workshop?

• To learn ‘Tools‘Tools‘Tools‘Tools andandandand Strategies’Strategies’Strategies’Strategies’ for collegeprofessors to make their classes more effective


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Topics AddressedTopics AddressedTopics AddressedTopics Addressed

• How do students learn? How do teachers teach?What goes wrong in the process?

objectives?

• How do I plan a course?

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


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InvocationInvocationInvocationInvocation

“I am teaching……….

……are they learning?”

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


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Effective Teaching WorkshopEffective Teaching WorkshopEffective Teaching WorkshopEffective Teaching Workshop


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TimeManagement



Workshop Learning ObjectivesWorkshop Learning ObjectivesWorkshop Learning ObjectivesWorkshop Learning Objectives

• Identify different studentstudentstudentstudent learninglearninglearninglearning stylesstylesstylesstyles and specifyinstructional methods that address the needs of studentswith different styles.

• e ne earn ngearn ngearn ngearn ng o ec veso ec veso ec veso ec ves, wr e an c ass y em nterms of Bloom's Taxonomy levels, and list pedagogicaland curricular benefits of writing them for courses.

• Generate a set of handoutshandoutshandoutshandouts for the first day of a course(course syllabus, learning objectives, statement of policiesand procedures) that provides the students with a full

understanding of the course structure and ground rules.


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• Devise preliminary coursecoursecoursecourse activitiesactivitiesactivitiesactivities that capture interest

and motivate learning.

• Identify characteristics of effectiveeffectiveeffectiveeffective lectureslectureslectureslectures andandandandtechni uestechni uestechni uestechni ues for active artici ation from most or all

students.

• Design tests that are both challengingchallengingchallengingchallenging andandandand fairfairfairfair whichprovides positive motivation for learning without lowering

standards.

• Deal effectively with a variety of commoncommoncommoncommon classroomclassroomclassroomclassroommanagementmanagementmanagementmanagement and other student related problems.


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Learning StyleLearning StyleLearning StyleLearning Style

“Instruction“Instruction“Instruction“Instruction beginsbeginsbeginsbegins whenwhenwhenwhen you,you,you,you, thethethethe teacher,teacher,teacher,teacher, learnlearnlearnlearn

fromfromfromfrom thethethethe learnerlearnerlearnerlearner.... PutPutPutPut yourself yourself yourself yourself inininin hishishishis placeplaceplaceplace sosososothatthatthatthat youyouyouyou maymaymaymay understandunderstandunderstandunderstand whatwhatwhatwhat hehehehe learnslearnslearnslearns andandandand thethethethe

waywaywayway hehehehe understandsunderstandsunderstandsunderstands it”it”it”it”....

–––– KierkegaardKierkegaardKierkegaardKierkegaard


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Cont…Cont…Cont…Cont…

• Fact of Life 1:Fact of Life 1:Fact of Life 1:Fact of Life 1: What students learn is always less than whatwe teach.

• Fact of Life 2:Fact of Life 2:Fact of Life 2: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:Fact of Life 3:Fact of Life 3:Fact of Life 3: We can't do much about their ability,background, motivation, or learning style.


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Conclusion:Conclusion:Conclusion:Conclusion:To maximize student learning, all weTo maximize student learning, all weTo maximize student learning, all weTo maximize student learning, all wehave to work with is ourhave to work with is ourhave to work with is ourhave to work with is our teaching style.teaching style.teaching style.teaching style.


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• Ideal Class:

what we

teach

what they

learn

•


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what weteach

what theylearn

Learning Styles

Ability Back groundTeachingStyle

Motivation



A Model of Learning StylesA Model of Learning StylesA Model of Learning StylesA Model of Learning Styles


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Preferred Learning StylePreferred Learning StylePreferred Learning StylePreferred Learning Style

Every individual has a preferred way to receivereceivereceivereceive

(p(p(p(perception & input modality),,,, understand,understand,understand,understand, processprocessprocessprocessand communicatecommunicatecommunicatecommunicate information.

That means, each person has a preferredpreferredpreferredpreferred learninglearninglearninglearning


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s y es y es y es y e....



Sensing v/s IntuitiveSensing v/s IntuitiveSensing v/s IntuitiveSensing v/s IntuitiveLearnersLearnersLearnersLearners

• Focus on external input

(see, hear, taste, touch,smell)

• Practical

• Observant (notice details

• Focus on internal input

(thoughts, memories,images)

• Imaginative

• Look for meanin s (misso env ronment

• Concrete thinking (facts,data, hands-on work)

• Complaint about courses:No apparent 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 v/s VerbalVisual v/s VerbalVisual v/s VerbalVisual v/s VerbalLearnersLearnersLearnersLearners

• "Show me."pictures

diagrams

• "Explain it to me."spoken words,

written words,

s e c esschematics

flow charts

plots

(seen, but translatedby brain into theiroral equivalents)


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Active v/s ReflectiveActive v/s ReflectiveActive v/s ReflectiveActive v/s ReflectiveLearnersLearnersLearnersLearners

• Tend to process actively(doing something physicalwith presented material,then reflecting on it)

• Tend to processreflectively (thinkingabout presented material,then doing something

•

• "Let's try it out and seehow it goes."

• Tend to jump inprematurely

• Like group work

• Work introspectively• "Let's think it through and

then try it."

• Tend to delay starting

• Like solo or pair work


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Sequential v/s GlobalSequential v/s GlobalSequential v/s GlobalSequential v/s GlobalLearnersLearnersLearnersLearners

• Build Understanding inlogical sequential steps

• Function with partialunderstanding of

• Absorb informationrandomly, then synthesizethe big picture

• Need the big picture(interrelations,connections to other

• Make steady progress

• Explain easily

• Good at analyticalthinking (the trees)

subjects and personalexperience) in order tofunction with information

• Large leaps inunderstanding with little

progress between them• Can't explain easily

• Synthesis, holisticthinking (the forest)


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ResourcesResourcesResourcesResources

• Index of Learning Styles (an instrument staff / students

can take and self-score which will give them information

about their learning style on Professor Felder’s learning

style model)


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http://www.engr.ncsu.edu/learningstyles/ilsweb.html



Exercise: Who’s Talking?Exercise: Who’s Talking?Exercise: Who’s Talking?Exercise: Who’s Talking?

• Page no A-5


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ResultsResultsResultsResults

• MostMostMostMost undergraduatesundergraduatesundergraduatesundergraduates areareareare sensorssensorssensorssensors.... Most Professors

are intuitors and those professors who are sensorsteach intuitively.

-

courses are verbal.

• MostMostMostMost classesclassesclassesclasses (except(except(except(except forforforfor labs)labs)labs)labs) areareareare passivepassivepassivepassive-the activelearners don’t get to act.

• Most students, instructors, curricula and textbooksareareareare sequentialsequentialsequentialsequential....


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Learning and Teaching StyleLearning and Teaching StyleLearning and Teaching StyleLearning and Teaching StyleMismatchesMismatchesMismatchesMismatches

ManyManyManyMany studentsstudentsstudentsstudents can't get what's being taught.They may then

- become bored, inattentive or disruptive in

- remain absent for the classes, do poorly intests

- get discouraged about the course, the

curriculum and/or themselves- change to another curriculum or drop out

of school


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ProfessorsProfessorsProfessorsProfessors observe low test scores,unresponsive or hostile classes, poorattendance, dropouts -know something's wrong.They may

- get defensive or hostile (making thingseven worse)

- question whether they're in the rightprofession

R V College of Engineering, Bangalore Faculty Development Programme23



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

- sensing learners

- g o a earners




Course ExampleCourse ExampleCourse ExampleCourse Example

Conventional Approach

Page no. A-7




How to address the full spectrum of the learning styles?

Page No. A-8




SummarySummarySummarySummary

• AllAllAllAll typestypestypestypes of of of of learnerslearnerslearnerslearners areareareare neededneededneededneeded inininin everyeveryeveryevery

professionprofessionprofessionprofession....

• WeWeWeWe needneedneedneed totototo addressaddressaddressaddress allallallall 16161616 ((((22224444)))) styles,styles,styles,styles, notnotnotnot just just just justoneone.... ee eyey oo o ngo ng aa ss a ancea ance....




Two Guiding PrinciplesTwo Guiding PrinciplesTwo Guiding PrinciplesTwo Guiding PrinciplesOf Effective TeachingOf Effective TeachingOf Effective TeachingOf Effective Teaching

Practice & feedback


Balance



“Effective teaching should expand the

differences between students rather thanrestrict them”

- Tomlinson




Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning Objectives

• Learning objective (or instructional objective):Learning objective (or instructional objective):Learning objective (or instructional objective):Learning objective (or instructional objective): Astatement of something specificspecificspecificspecific and observableobservableobservableobservablestudents should be able to do after receiving theinstructions

• 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, ... )




Bloom's Taxonomy of LearningBloom's Taxonomy of LearningBloom's Taxonomy of LearningBloom's Taxonomy of LearningObjectives: Cognitive DomainObjectives: Cognitive DomainObjectives: Cognitive DomainObjectives: Cognitive Domain




IllustrationIllustrationIllustrationIllustration

• Page no. B-5


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Why to Write Objectives?Why to Write Objectives?Why to Write Objectives?Why to Write Objectives?

• IdentifyIdentifyIdentifyIdentify &&&& classifyclassifyclassifyclassifycoursecoursecoursecourse materialmaterialmaterialmaterial

• MakeMakeMakeMake lectures,lectures,lectures,lectures, inininin----classclassclassclassactivities,activities,activities,activities, assignments,assignments,assignments,assignments,

•ProvideProvideProvideProvide aaaa studystudystudystudy guideguideguideguideforforforfor studentsstudentsstudentsstudents

•MandatoryMandatoryMandatoryMandatory requirementrequirementrequirementrequirementasasasas perperperper VTU,VTU,VTU,VTU, AICTE,AICTE,AICTE,AICTE, NBANBANBANBA

R V college of Engineering, Bangalore Faculty Development Programme

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Objective v/s OutcomeObjective v/s OutcomeObjective v/s OutcomeObjective v/s Outcome

What you wanted to do……isWhat you wanted to do……isWhat you wanted to do……isWhat you wanted to do……is

‘objective’‘objective’‘objective’‘objective’ (What you aim at)(What you aim at)(What you aim at)(What you aim at)

What you do……………….isWhat you do……………….isWhat you do……………….isWhat you do……………….is

‘out come’‘out come’‘out come’‘out come’ (Where it hits)(Where it hits)(Where it hits)(Where it hits)


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Perfect answer will not be found in the first time



CONTINUOUS QUALITYCONTINUOUS QUALITYCONTINUOUS QUALITYCONTINUOUS QUALITYIMPROVEMENTIMPROVEMENTIMPROVEMENTIMPROVEMENT

SAY WHAT YOU DO (objective/goal)DO WHAT YOU SAY (the process)

PROVE(MEASURE) IT (sensor/comparator)


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ee ac

• You can’t improve the one which you can’tmeasure

• One minute test



The illiterate of the 21st century will notbe those who cannot read and write, butthose who cannot learn,learn,learn,learn, unlearn,unlearn,unlearn,unlearn, andandandand

environment)

---- AlvinAlvinAlvinAlvin TofflerTofflerTofflerToffler


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Review of Day 1

• Recollect what was discussed yesterday(definitions, key points, messages etc.)


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Retention with TimeRetention with TimeRetention with TimeRetention with Time


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Greater the number and involvement of senses of perception, better the learning




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Time

Management



“IT“IT“IT“IT ISISISIS NOTNOTNOTNOT THETHETHETHE TEACHER’STEACHER’STEACHER’STEACHER’S TASKTASKTASKTASK TOTOTOTO TEACHTEACHTEACHTEACHINTERESTINGINTERESTINGINTERESTINGINTERESTING THINGSTHINGSTHINGSTHINGS............


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BUTBUTBUTBUT TOTOTOTO MAKEMAKEMAKEMAKE THETHETHETHE THINGSTHINGSTHINGSTHINGS THATTHATTHATTHAT MUSTMUSTMUSTMUST BEBEBEBE TAUGHTTAUGHTTAUGHTTAUGHTINTERESTING”INTERESTING”INTERESTING”INTERESTING”....

- C.S. SCHLICTERC.S. SCHLICTERC.S. SCHLICTERC.S. SCHLICTER



What to DoWhat to DoWhat to DoWhat to DoDuring the First WeekDuring the First WeekDuring the First WeekDuring the First Week ????

Possible first week activities:

• Introduce yourself briefly

• s a s expec a ons yours an e

students')

• Start learning students names

• Course prerequisites

• Motivate interest in the subject


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“ As you enter a classroom ask your self this question: If there were no students inthe classroom, could I do what I am

,

don’t do it”

- Ruben Cubero


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Lecturing TipsLecturing TipsLecturing TipsLecturing 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)

• 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


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Application of TechnologyApplication of TechnologyApplication of TechnologyApplication of Technology

• Page No. D-3


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During the LectureDuring the LectureDuring the LectureDuring 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 power point

• Cue students on important points


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• Don't be afraid to pause periodically

• Ask questions periodically

•

in small groups

• Avoid calling on individual students cold foranswers-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

• Summarize occasionally during the lecture andalways at the end

• Remember the colleague who will follow you inthe classroom


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Improving Your LectureImproving Your LectureImproving Your LectureImproving Your LectureEffectivenessEffectivenessEffectivenessEffectiveness

• Have students complete a midterm course evaluation

• Visit other classes

•

teaching

• Read about teaching

• Videotape yourself teaching

• Work with experts in the field (if available) to improveyour teaching


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“What is the most effective method of teaching?”

Depends on Goals, the student, the content, the

But next best answer is;

“students teaching other students”

- Wilbert McKeachie


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A QuestionA QuestionA QuestionA Question

• What are the reasons for bad (poor) evaluation

of the students?

• Individual

• Collaborative

• Message: Instead of asking for the whole classgive 15 seconds for the group

• “Active Learning”


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Active LearningActive LearningActive LearningActive Learning

What is it?What is it?What is it?What is it?

Getting students to do something course-

related in class other than just watching and.


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Why do it?Why do it?Why do it?Why do it?

-Get full student involvement in class

-Get many more responses to questions from more thanthe usual 2-3 responders

-Energize the class

-Excellent for multilingual classes (lets non-native

speakers help each other, gives them a chance to catchup with the lecture)


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Lecture content v/s time duration

Experimental Study

• Page No. D-6


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Active Learning StructuresActive Learning StructuresActive Learning StructuresActive Learning Structures

• In-Class Teams

• Think-Pair-Share

• Cooperative Note-Taking Pairs

• u e ec proca eer ues 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 inImplementing Active Learning inImplementing Active Learning inImplementing Active Learning inClassClassClassClass• Explain what you're doing and why up front.

• For pair or group activities, have the students forminto groups of 2-4 where they are sitting. - Assigncruc a ro es.

• Explain the task.

• Call randomly on individuals to report (while workingand after work is complete).


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• Keep activities short (30 seconds - 3 minutes).

• For longer exercises, circulate around theclassroom listenin in, ivin hints, andchecking 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 StartWhat Might Happen if You StartWhat Might Happen if You StartWhat Might Happen if You StartUsing Active Learning?Using Active Learning?Using Active Learning?Using Active Learning?

• Initial awkwardness (the students and you) and

noncompliance

• Rapidly increasing comfort level except for a few

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

students

•

Improved class attendance• Greater learning


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“Examinations are formidable even to thebest prepared for; the greatest fool mayas more t an t e wisest man cananswer”

- Charles Colton


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Model ExamModel ExamModel ExamModel Exam

• Page No. C-2


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Tips on TestsTips on TestsTips on TestsTips 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


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Poor EvaluationsPoor EvaluationsPoor EvaluationsPoor 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


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F lt G id t TiF lt G id t TiF lt G id t TiF lt G id t Ti



Faculty Guide to TimeFaculty Guide to TimeFaculty Guide to TimeFaculty Guide to TimeManagementManagementManagementManagement

• How to simultaneously write proposals, do

research, prepare notes, write papers, teachclasses, advise students, grade papers, serve oncommittees, eat, sleep and occasionally visit


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……

• Remember…

– Stay in good health

– Prioritize your goals– Develop a Gantt chart

– Create and frequently update ‘a to-do list’

FF Q d t S tQ d t S t



FourFour – – Quadrant SystemQuadrant System

IIII – – Important but notImportant but notUrgentUrgent(Long(Long--termterm professional,professional, familyfamilyandand personalpersonal activitiesactivities thatthatfurtherfurther youryour goals)goals)

II -- Urgent and ImportantUrgent and Important(Deadline(Deadline--drivendriven activitiesactivities thatthatfurtherfurther youryour goals)goals)


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IIIIII – – Urgent but notUrgent but notImportantImportant(e(e--mails,mails, phonephone callscalls....importantimportant totosomesome oneone elseelse butbut don’tdon’t furtherfurtheryouryour goals)goals)

IV IV-- Neither Urgent norNeither Urgent norImportantImportant(TV, Computer/mobile games, junk (TV, Computer/mobile games, junk mails/mails/smssms))

Work on quadrant I & II items when you are at peak efficiencyWork on quadrant I & II items when you are at peak efficiency

Work smarter… not harderWork smarter… not harder

Learn how and when to say no!Learn how and when to say no!



Further ReadingsFurther ReadingsFurther ReadingsFurther Readings

On

RESOURCES IN SCIENCE AND ENGINEERING EDUCATIONRESOURCES IN SCIENCE AND ENGINEERING EDUCATIONRESOURCES IN SCIENCE AND ENGINEERING EDUCATIONRESOURCES IN SCIENCE AND ENGINEERING EDUCATION


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httphttphttphttp:::://www//www//www//www4444....ncsuncsuncsuncsu....edu/unity/lockers/users/f/felder/public/edu/unity/lockers/users/f/felder/public/edu/unity/lockers/users/f/felder/public/edu/unity/lockers/users/f/felder/public/



Overcome Barriers

Accomplish the Success


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Have A Dream

Put Forward Small Baby Steps



AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements

• Richard M. Felder & Rebecca Brent, “Workshop on

Effective Teaching and Learning”, IUCEE FLI 2009,Global Education Centre, Infosys Campus, Mysore, 29June – 3 July, 2009


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• Kumar K.L., Educational Technology, New AgeInternational Publishers, New Delhi, India, 1997




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Effective College Teaching - Final [Compatibility Mode]

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