EXTREME TEACHING: Learning Styles, Presentation Techniques, Creativity, and Active Learning College of DuPage Monday, April 7, 2003 Randy Burke Hensley.

EXTREME TEACHING:EXTREME TEACHING:Learning Styles, Presentation Techniques, Learning Styles, Presentation Techniques,

Creativity, and Active LearningCreativity, and Active Learning

College of DuPageCollege of DuPageMonday, April 7, 2003Monday, April 7, 2003

Randy Burke HensleyRandy Burke Hensley

University of Hawaii at ManoaUniversity of Hawaii at Manoa

808.956.2474808.956.2474

[email protected]@hawaii.edu

AGENDAAGENDA

INTRODUCTION: A STORYINTRODUCTION: A STORY THE STUDENT: WHERE ARE WE STARTING?THE STUDENT: WHERE ARE WE STARTING? LEARNING STYLESLEARNING STYLES PRESENTATION TECHNIQUESPRESENTATION TECHNIQUES CREATIVITYCREATIVITY ACTIVE LEARNINGACTIVE LEARNING CONSTRAINTS AND SOLUTIONSCONSTRAINTS AND SOLUTIONS REFLECTION: REFLECTION: how will you change because of the information?how will you change because of the information?

WHAT ARE STUDENTS LIKE?WHAT ARE STUDENTS LIKE?

THE POSITIVESTHE POSITIVES THE NEGATIVESTHE NEGATIVES THE DESIREDTHE DESIRED

THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #1#1

KNOWLEDGE OF LEARNING STYLES, EFFECTIVE KNOWLEDGE OF LEARNING STYLES, EFFECTIVE PRESENTATION TECHNIQUES, CREATIVITY, AND PRESENTATION TECHNIQUES, CREATIVITY, AND ACTIVE LEARNING ARE THE BRIDGES BETWEEN ACTIVE LEARNING ARE THE BRIDGES BETWEEN HOW STUDENTS ARE AND HOW WE WANT THEM HOW STUDENTS ARE AND HOW WE WANT THEM TO BETO BE

LEARNING STYLESLEARNING STYLES

AN INVENTORYAN INVENTORY AN ACTIVITYAN ACTIVITY

LEARNING STYLESLEARNING STYLES

THE VISUAL STUDENT IS….THE VISUAL STUDENT IS…. THE AUDITORY STUDENT IS….THE AUDITORY STUDENT IS…. THE TACTILE STUDENT IS…THE TACTILE STUDENT IS… THE KINESTHETIC STUDENT IS...THE KINESTHETIC STUDENT IS...

OTHER OTHER LEARNING STYLE LEARNING STYLE ATTRIBUTESATTRIBUTES

REFLECTIVE/IMPULSIVEREFLECTIVE/IMPULSIVE SERIALIST/HOLISTICSERIALIST/HOLISTIC ABSTRACT/CONCRETEABSTRACT/CONCRETE COMPETITION/COOPERATIONCOMPETITION/COOPERATION HEMISPHERE PREFERENCEHEMISPHERE PREFERENCE STRUCTURAL NEEDSSTRUCTURAL NEEDS

LEARNING STYLE HINTSLEARNING STYLE HINTS

FIND YOUR STYLEFIND YOUR STYLE MATCH STUDENT STYLE SOME OF TIMEMATCH STUDENT STYLE SOME OF TIME CONTENT CONTENT DOESN’T DOESN’T DICTATE LEARNING DICTATE LEARNING

STYLE NEEDSTYLE NEED WRITTEN DOCUMENTSWRITTEN DOCUMENTS PICTURESPICTURES INVOLVEMENTINVOLVEMENT REVIEW/FOLLOW-UPREVIEW/FOLLOW-UP

PEDAGOGICAL SHIFTSPEDAGOGICAL SHIFTS

SHORT PRESENTATIONSSHORT PRESENTATIONS REFLECTIONREFLECTION APPLICATIONAPPLICATION EXPLORATIONEXPLORATION ASSESSMENTASSESSMENT

MOTIVATION!MOTIVATION!

EXTRINSIC: EXTRINSIC: engages in learning for the sake of engages in learning for the sake of attaining a reward or avoiding punishmentattaining a reward or avoiding punishment

INTRINSIC: INTRINSIC: engages in learning out of curiosity, engages in learning out of curiosity, interest, or enjoyment in order to achieve their own interest, or enjoyment in order to achieve their own goalsgoals

THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #2#2

TEACHER = TEACHER = IT OUGHTA IT OUGHTA BE INTRINSICBE INTRINSIC

STUDENT = STUDENT = IT GOTTA IT GOTTA BE EXTRINSICBE EXTRINSIC

REALITY = REALITY = IT’S A IT’S A DYNAMICDYNAMIC

PRESENTATION SKILLSPRESENTATION SKILLS

THE PRESENTATION SKILLS SURVIVOR THE PRESENTATION SKILLS SURVIVOR GAME!!!!!!!!!!!!!GAME!!!!!!!!!!!!!

PRESENTATION SKILLS ADVICEPRESENTATION SKILLS ADVICE

WARM IT UPWARM IT UP USE YOUR ANXIETYUSE YOUR ANXIETY BE YOU....BE YOU....BUT BIGGERBUT BIGGER VARIETY….VARIETY….EVEN IF IT’S JUST A LITTLEEVEN IF IT’S JUST A LITTLE REMEMBER ATTENTION SPANSREMEMBER ATTENTION SPANS EMBRACE THE RISK EMBRACE THE RISK or or IT’S NOT ABOUT IT’S NOT ABOUT

FEELING SAFE(feel knowledgeable)FEELING SAFE(feel knowledgeable)

CREATIVITYCREATIVITY

TWO THINGS TO TWO THINGS TO GET US GET US STARTEDSTARTED

ATTRIBUTES OF CREATIVE PEOPLE(Starko)ATTRIBUTES OF CREATIVE PEOPLE(Starko)

WILLINGNESS TO TAKE RISKSWILLINGNESS TO TAKE RISKS PERSEVERANCE, DRIVE, AND COMMITMENT TO TASKPERSEVERANCE, DRIVE, AND COMMITMENT TO TASK CURIOUSITYCURIOUSITY OPENNESS TO EXPERIENCEOPENNESS TO EXPERIENCE TOLERANCE FOR AMBIGUITYTOLERANCE FOR AMBIGUITY BROAD INTERESTSBROAD INTERESTS VALUE ORIGINALITYVALUE ORIGINALITY INTUITIVE WITH DEEP EMOTIONSINTUITIVE WITH DEEP EMOTIONS INTERNALLY OCCUPIED OR WITHDRAWNINTERNALLY OCCUPIED OR WITHDRAWN

CREATING CREATIVITYCREATING CREATIVITY

THINK OF MANY IDEAS (FLUENCY)THINK OF MANY IDEAS (FLUENCY)

THINK OF VARIED IDEAS (FLEXIBILITY)THINK OF VARIED IDEAS (FLEXIBILITY)

THINK OF UNUSUAL IDEAS (ORIGINALITY)THINK OF UNUSUAL IDEAS (ORIGINALITY)

ADD TO IDEAS TO MAKE THEM BETTER ADD TO IDEAS TO MAKE THEM BETTER (ELABORATION)(ELABORATION)

GROUP ACTIVITYGROUP ACTIVITY

DISCUSS YOUR INSTRUCTIONAL DISCUSS YOUR INSTRUCTIONAL SITUATIONS AND CREATE THE SITUATIONS AND CREATE THE

WILDESTWILDEST METHOD YOU CAN-- METHOD YOU CAN--

NO CONSTRAINTS!NO CONSTRAINTS!

THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #3#3

ACTIVE LEARNING IS ACTIVE LEARNING IS THE CREATION OF THE CREATION OF OPPORTUNITIES FOR OPPORTUNITIES FOR LEARNERS TO LEARNERS TO ENGAGE CONTENT ENGAGE CONTENT FROM MULTIPLE FROM MULTIPLE PERSPECTIVES, PERSPECTIVES, INCLUDING THEIR INCLUDING THEIR OWN, THROUGH OWN, THROUGH EXPERIENCE, EXPERIENCE, PRACTICE, AND PRACTICE, AND APPLICATIONAPPLICATION

WHY NOT ACTIVE WHY NOT ACTIVE LEARNING? LEARNING? (CONSTRAINTS)(CONSTRAINTS)

ACTIVE LEARNING PRINCIPLESACTIVE LEARNING PRINCIPLES

OBERMANOBERMAN– FAMILIAR EXPERIENCES AS BRIDGES TO NEW FAMILIAR EXPERIENCES AS BRIDGES TO NEW

EXPERIENCES (LEARNING TRANSFER)EXPERIENCES (LEARNING TRANSFER)

– APPLYING CONCEPTS TO A PROBLEM(PRACTICE)APPLYING CONCEPTS TO A PROBLEM(PRACTICE)

– THINK CRITICALLY AND ACT CREATIVELY(PROBLEM THINK CRITICALLY AND ACT CREATIVELY(PROBLEM SOLVING)SOLVING)

– EQUILIBRATION(DE-STABILIZING THE FAMILIAR)EQUILIBRATION(DE-STABILIZING THE FAMILIAR)

– GROUP ACTIVITYGROUP ACTIVITY

– REINFORCEMENT(DEFINING SUCCESS)REINFORCEMENT(DEFINING SUCCESS)

– APPLICATION(NEW SITUATION)APPLICATION(NEW SITUATION)

ACTIVE LEARNING LITEACTIVE LEARNING LITE

HENSLEYHENSLEY– EXPERIENCE(what’s in it for me?)EXPERIENCE(what’s in it for me?)

– PRACTICE(did they get it?)PRACTICE(did they get it?)

– APPLICATION(can they use it?)APPLICATION(can they use it?)

WHY USE ACTIVE LEARNING?WHY USE ACTIVE LEARNING?

ASSESSMENTASSESSMENT LEARNING DEMONSTRATED TO THE LEARNER LEARNING DEMONSTRATED TO THE LEARNER

BYBY THE LEARNER THE LEARNER TEACHER LEARNINGTEACHER LEARNING LEARNING STYLESLEARNING STYLES ADDRESSING LEARNING DOMAINS(ADDRESSING LEARNING DOMAINS(affective, cognitive, affective, cognitive,

behavioral)behavioral)

INFORMATION LITERACYINFORMATION LITERACY

INFORMATION LITERACYINFORMATION LITERACY

BRUCEBRUCE– ABILITY TO USE INFORMATION TECHNOLOGY FOR ABILITY TO USE INFORMATION TECHNOLOGY FOR

INFORMATION RETRIEVALINFORMATION RETRIEVAL

– ABILITY TO FIND INFORMATIONABILITY TO FIND INFORMATION

– EXECUTING A PROCESSEXECUTING A PROCESS

– CONTROLLING INFORMATIONCONTROLLING INFORMATION

– ABILITY TO BUILD A PERSONAL KNOWLEDGE BASE IN A NEW ABILITY TO BUILD A PERSONAL KNOWLEDGE BASE IN A NEW AREA OF INTERESTAREA OF INTEREST

– WORKING WITH KNOWLEDGE AND PERSONAL WORKING WITH KNOWLEDGE AND PERSONAL PERSPECTIVES SO THAT NOVEL INSIGHTS ARE GAINEDPERSPECTIVES SO THAT NOVEL INSIGHTS ARE GAINED

– USING INFORMATION WISELY FOR THE BENEFIT OF OTHERSUSING INFORMATION WISELY FOR THE BENEFIT OF OTHERS

HOW TO DESIGN ACTIVE LEARNINGHOW TO DESIGN ACTIVE LEARNING

IDENTIFY OUTCOMESIDENTIFY OUTCOMES(assessment)(assessment)

APPLY ACTIVE LEARNING PRINCIPLESAPPLY ACTIVE LEARNING PRINCIPLES SELECT FROM METHOD REPERTOIRE(SELECT FROM METHOD REPERTOIRE(techniques)techniques)

ESTABLISH TIMINGESTABLISH TIMING PREPARE FOR CHANGEPREPARE FOR CHANGE IDENTIFY LEARNING INDICATORS(IDENTIFY LEARNING INDICATORS(assessment)assessment)

DISCUSS AND PRACTICEDISCUSS AND PRACTICE

CATEGORIES FOR ACTIVE LEARNING CATEGORIES FOR ACTIVE LEARNING TECHNIQUESTECHNIQUES

THINKINGTHINKING

TALKINGTALKING

WRITINGWRITING

USINGUSING

GROUP ACTIVITYGROUP ACTIVITY

CARDS IN YOUR POCKET: CARDS IN YOUR POCKET: APPLY ACTIVE APPLY ACTIVE LEARNING PRINCIPLES AND DESIGNING ACTIVE LEARNING PRINCIPLES AND DESIGNING ACTIVE LEARNING TO YOUR EXAMPLELEARNING TO YOUR EXAMPLE

WHY NOT ACTIVE LEARNINGWHY NOT ACTIVE LEARNING(solutions)(solutions)

WATCH OUT FOR:WATCH OUT FOR:

CLASS CULTURECLASS CULTURE

LESS IS MORELESS IS MORE

SURPRISES (PLAN B)SURPRISES (PLAN B)

THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #4#4

IT’S MESSY….IT’S MESSY….

ENJOY IT!ENJOY IT!

REFLECTION:REFLECTION: How will you change because How will you change because of the information?of the information?

THANK YOU!THANK YOU! THANK YOU THANK YOU THANK YOU THANK YOU

THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANKS THANKS THANKS THANKS THANKS THANKS THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOUTHANK YOU THANK YOU

MAHALO!MAHALO!