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Seminars on Teaching and Learning

Seminars on Teaching and Learning. Ron Welch Al Estes Steve Ressler Joe Hanus. You Are Here. COURSE SCHEDULE. WEDNESDAY. THURSDAY. FRIDAY. SATURDAY. SUNDAY. MONDAY. Admin & Gift. Admin & Gift. Admin & Gift. Admin & Gift. 8:00. Learning Styles. Lab III Practice Class 1.

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Seminars on Teaching and Learning

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  1. Seminars on Teaching and Learning Ron Welch Al Estes Steve Ressler Joe Hanus

  2. You Are Here COURSE SCHEDULE WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY MONDAY Admin & Gift Admin & Gift Admin & Gift Admin & Gift 8:00 Learning Styles Lab III Practice Class 1 Lab IV Practice Class 2 Design of Instruction Rapport Learning Objectives Making it Work 10:00 Intro to ETW Planning A Class Assessment ASCE Initiatives Chalkboard Graduation 12:00 Lab IIIB Lab IA Lunch Learning To Teach Questioning Lunch Admin & Gift Lab V Practice Class 3 Teacher Performer Teaching Assessment 2:00 Demo Class I Lab IV (continued) Lab II Objectives Demo Class II Principles of Teaching & Learning Demo Class III 4:00 Class Prep & Working Dinner Class Prep & Working Dinner Class Prep & Working Dinner 6:00 Lab I Team- Building Hudson River Cruise

  3. Seminars on Teaching and Learning Seminar I Learning to Teach Ron Welch

  4. Why Learn to Teach? • 1990 Seymour & Hewitt study: • Why do undergrads leave SME? • Studied 335 students at 7 institutions • Findings: • 40% of engineering undergrads switch to other non-SME disciplines. • Losses are disproportionately higher among women and minorities. • No significant difference in the intellectual abilities of “switchers” and “non-switchers.”

  5. Why Learn to Teach • Findings about Teaching: • 41% of “switchers” cited poor teaching as a factor in the decision to switch. • 98% of “switchers” cited poor teaching as a concern. • 86% of “non-switchers” also cited poor teaching as a concern. • Next lowest “non-switcher” concern was 53%. We have a problem.

  6. Why Learn to Teach? • Students perceived that SME faculty: • Do not like to teach • Do not value teaching as a professional activity • Lack any incentive to teach well • Conclusion: “Switchers and non-switchers were virtually unanimous in their view that no set of problems in S.M.E. majors was more in need of urgent and radical improvement than faculty pedagogy.” -Seymour and Hewitt We REALLY have a problem.

  7. What Makes A Bad Teacher? • Students cited specifics: • Preoccupation with research • Indifferent to academic difficulties • Took no responsibility for student learning • Sarcasm, ridicule, degradation, aloof, forbidding • Inadequate preparation • No logical sequence or structure • Unable to explain ideas coherently • Material and tests at too high a level • No practical application for material • Boring presentation: read from book, silent teaching • No fit between class material, homework, tests • Do not understand how people learn • Curve-grading • Address their own intellectual needs – not students’

  8. Group Activity (1) How did you learn to teach? (List the 3 most common activities or experiences of your group members.) (2) What would have made the learning process more effective? Study Guide, p.5

  9. Why Learn to Teach? • Students in the study offered three suggestions: • Teacher training programs • Senior faculty mentoring • Reward good teaching If you are not convinced and still need a reason…

  10. Why Learn to Teach? • The ASCE Code of Ethics“Engineers shall perform services only in the areas of their competence.” Teaching when you are not competent to do so is unethical.

  11. How should welearn to teach? How should our students learn engineering? Different questions… Same answer…

  12. A Design Project • Given: • A complex engineering concept, with a variety of important applications • You know nothing about it • Resources: • A textbook that covers the topic • 6 hours: • 2 one-hour blocks of classroom time with a subject-matter expert • 4 hours on your own, outside of class • Required: Design a sequence of activities that will help you learn the concept and its applications most effectively. Study Guide, p.5 You have 7 minutes

  13. Some Possible Activities • Read the textbook. • Receive a lecture on the concept from the expert. • Watch the expert solve an example problem. • Describe your own understanding of the concept to the expert, and get feedback on how well you really understand it. • Discuss the concept with your peers. • Solve a practice problem with assistance from the expert. • Solve a practice problem on your own, then get feedback from the expert on how well you did. • Solve a practice problem with your peers.

  14. A Model Instructional Strategy • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking about the subject. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment.

  15. Two Key Definitions • Assessment and Evaluation • Assessment - A measurement of performance, for the purpose of improving future performance. • Evaluation - A measurement of performance against a set of prescribed standards, usually for the purpose of reward or punishment.

  16. Types of Assessment • Assessment of a Program • Assessment of a Course • Assessment of Teaching • Assessment of Student Learning We’ll talk about all four in ETW

  17. A Model Instructional Strategy • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment.

  18. COURSE SCHEDULE WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY MONDAY Admin & Gift Admin & Gift Admin & Gift Admin & Gift 8:00 Learning Styles Lab III Practice Class 1 Lab IV Practice Class 2 Design of Instruction Rapport Learning Objectives Making it Work 10:00 Intro to ETW Planning A Class Assessment ASCE Initiatives Chalkboard Graduation 12:00 Lab IIIB Lab IA Lunch Learning To Teach Questioning Lunch Admin & Gift Lab V Practice Class 3 Teacher Performer Teaching Assessment 2:00 Demo Class I Lab IV (continued) Lab II Objectives Demo Class II Principles of Teaching & Learning Demo Class III 4:00 Class Prep & Working Dinner Class Prep & Working Dinner Class Prep & Working Dinner 6:00 Lab I Team- Building Hudson River Cruise

  19. Learning to Teach in ETW Seminars on Teaching and Learning • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment.

  20. Learning to Teach in ETW Discussion and Small Group Activities • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment.

  21. Learning to Teach in ETW Demonstration Classes • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment.

  22. Learning to Teach in ETW Practice Classes and Assessments • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance & provide feedback. • Provide opportunities for self-assessment.

  23. Learning to Teach in ETW Next Semester • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance & provide feedback. • Provide opportunities for self-assessment.

  24. Learning to Teach in ETW This Seminar • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance & provide feedback. • Provide opportunities for self-assessment.

  25. Learning Objectives • Explain what constitutes effective teaching. • Apply Felder’s learning styles model to the organization and conduct of a class. • Use Classroom Assessment Techniques to assess student learning. • Organize a class. • Deliver classroom instruction. • Assess a class from a student’s perspective. • Self-assess your own class.

  26. Seminar I Learning To Teach

  27. Demonstration Class I • The Class: • Instructor: Steve Ressler • Course: CE300 Statics & Mechanics • Topic: Truss Analysis 1 • Location: Room MH 205 • Admin: • See your Workshop Study Guide • Bring your notebook, and take notes. • Bring a calculator. 4

  28. Role-Playing • For all classes: • View the class from the perspective of an undergraduate engineering student. • Answer questions accordingly. • Ask questions accordingly. • Why? • Make classes as authentic as possible. • Focus on student learning. • Basis for assessment.

  29. Classroom Assessment Technique #1 Background Knowledge Probe 5

  30. Now What? • Update your personal data • Complete the Background Knowledge Probe • Take a break! • Be in Room 205 at 1400 hrs (2:00 pm!) 3 5

  31. Demonstration Class I • The Class: • Instructor: Steve Ressler • Course: CE300 Statics & Mechanics • Topic: Truss Analysis 1 • Location: Room MH 205 • Admin: • See your Workshop Study Guide • Bring your notebook, and take notes. • Bring a calculator. 4

  32. Group Activity (1) What were the strengths of this class? (2) What specific aspects could be improved?

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