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Teaching Goals, Learning Styles, and Activities/Assignments

Teaching Goals, Learning Styles, and Activities/Assignments. What are your teaching goals? What do you hope to accomplish in your courses?. Heather Macdonald. What makes an activity or assignment successful?. How Do Students Learn 1?. They learn by actively participating

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Teaching Goals, Learning Styles, and Activities/Assignments

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  1. Teaching Goals, Learning Styles, and Activities/Assignments What are your teaching goals? What do you hope to accomplish in your courses? Heather Macdonald

  2. What makes an activity or assignment successful?

  3. How Do Students Learn 1? • They learn by actively participating • Observing, speaking, writing, listening, thinking, drawing, doing • They must be engaged to learn • Learning is enhanced when students see potential implications, applications, and benefits to others • Learning builds on current understanding How People Learn (NRC, 1999)

  4. Learning Styles How does the person prefer to process information? • Actively – through engagement in physical activity or discussion • Reflectively – through introspection Questionnaire - Barbara Soloman & Richard Felder http://www.engr.ncsu.edu/learningstyles/ilsweb.html Thanks to Robyn Dunbar and Jeremy Sobel, Stanford University Center for Teaching and Learning

  5. Your Learning Styles (n=49) For comparison: Active 60%; Reflective 40%

  6. Learning Styles What type of information does the person preferentially perceive? • Sensory – sights, sounds, physical sensations, data … • Intuitive – memories, ideas, models, abstract…

  7. Your Learning Styles For comparison: Sensing 65%; Intuitive 35%

  8. Learning Styles Through which modality is sensory information most effectively perceived? • Visual – pictures, diagrams, graphs, demonstrations, field trips • Verbal – sounds, written and spoken words, formulas

  9. Your Learning Styles For comparison: Visual 80%; Verbal 20%

  10. Learning Styles How does the person progress toward understanding? • Sequentially – in logical progression of small incremental steps • Globally – in large jumps, holistically

  11. Your Learning Styles For comparison: Sequential 60%; Global 40%

  12. How Do Students Learn 2? • Different people are most comfortable learning in different ways • Multiple representations enhance the learning of all students

  13. Context for Today’s Sessions • Consider your teaching goals in designing courses • Active engagement is important for learning • Students have different learning styles Expand your “toolbox” of teaching strategies Most students most students passive active

  14. Developing a Course: Different Strategies • Content-centered • What will I cover? • Learner-centered • What will they learn?

  15. One Course Design Process • Consider course context and audience • Articulate your goals and objectives • Evaluate content options • Select teaching strategies and design assignments/class activities/labs • Develop assessments Cutting Edge Course Design Tutorial – Barb Tewksbury http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html

  16. Consider Course Context and Audience • Context of course? • Pre-requisites? • General education course? • Course for majors? • Required course? Elective course? • Characteristics of course? • What are your students like?

  17. Articulate Your Goals I: Overarching Goals • What do you want students to be able to do as a result of having taken your course? • What kinds of problems do you want them to be able to tackle? • How might students apply what they have learned in the future?

  18. Synthesis Analysis Application Comprehension Knowledge Focus on goals that involve higher-order thinking skills Bloom’s Taxonomy Taxonomy of Educational Objectives (1956) Evaluation

  19. Writing Goals • Use verbs that indicate your goals extend beyond recalling, reciting, or explaining what was covered in class • Interpret, construct, formulate, solve, analyze, predict … • “recognizing plate boundaries” vs. “being able to interpret tectonic setting based on information on physiography, seismicity, and volcanic activity”

  20. Two Comments • Translate fuzzy language into skills – observable/measurable Students will learn to appreciate their natural surroundings. What does that mean? What could students do to show they have mastered this objective? • Focus on higher-order learning skills: analyze, synthesize, interpret Some examples

  21. Some Examples of Goals I want students to be able to: • use characteristics of rocks and surficial features in an area to analyze the geologic history • interpret unfamiliar geologic maps and construct cross sections • analyze unfamiliar areas and assess geologic hazards (different than recalling those done in class) • predict the weather given appropriate meteorological data • design computer models of geologic processes

  22. Consider A Course That You Will Be Teaching • What are your goals? • When students have completed my course, I want them to be able to:

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