The Interactive Lecture

1. The Interactive Lecture Addressing Different Learning Styles

2. BA 9200 Course Overview Teaching Philosophy Students Abilities Course Level and Scope Desired Learning Levels Write Course and Topic Objectives Select Effective Teaching Methods How Students Learn The Lecture Testing and Grading Active Learning

3. Learning Objectives After this session, you should be able to: • Explain the four dimensions of MBTI in your own words. • Link personality types and learning preferences. • Design an Interactive Lecture that incorporates various learning preferences among students. • Create a concept map and an opening application.

4. Four Dimensions Underlying MBTI

5. Four Dimensions Underlying MBTI

6. Four Dimensions Underlying MBTI

7. Four Dimensions Underlying MBTI

8. Faculty and UG Business Student Comparisons

9. Breakdown of 16 Styles for Undergraudates • ST SF NF NT IJ IP EP EJ

10. The Lecture Outline Introduction Sensing (Why before What) Opening Application Lecture Outline Thinking State Objectives Body Extravert 25 minute rule TAPPS Introvert 2 minute paper Concept map Summary

11. The Introduction

12. Application-Opening (Hook) for Probability Is there Gender Discrimination in promotions ?

13. Application-Opening (Hook) for Lecture on Cognitive Biases • From 1998 – 2001, in which year did the least plane crashes occur? The least deaths in such crashes? • Who Will Invest More? A Person Who Makes $50,000 or One Who Makes $40,000 Plus a $10,000 Bonus? • The Size of the State of Georgia Demo.

14. The Body

15. The Lecture Outline Introduction Sensing (Why before What) Opening Application Lecture Outline Thinking State Objectives Body Extravert 25 minute rule TAPPS Introvert 2 minute paper Concept map Summary

16. Extraverted Students and the 25-Minute Rule • Maximize Student-to-Student Interaction. • Student Talk-Time. • Use Structured Small Group Exercises. • Avoid “Free Rider” and “Rich Get Richer Effects.” • Example: Thinking Aloud Paired Problem Solving (TAPPS)

17. Thinking Aloud Paired Problem Solving (TAPPS) • Uses Explainer and Listener (Polite Questioner). • Quiet Phase, Interaction, Teacher Closure. • Explainer Explains Concept or Exercise. • Listener Seeks Clarification, Disagrees, or Gives Hints. • Teacher Manages Learning Exercise.

18. The Summary

19. The Lecture Outline Introduction Sensing (Why before What) Opening Application Lecture Outline Thinking State Objectives Body Extravert 25 minute rule TAPPS Introvert 2 minute paper Concept map Summary

20. Introverted Students and Concept Maps What the teacher does: • Distribute a list of “Nodes” that describe topic. • Have students build a map using those Nodes plus any additional Nodes they may wish to include.

21. Knowledge Nodes in Data Mining • Data Cleaning • Data Visualization • Outcome Period • Discriminant Analysis • Neural Networks • Classification Trees • Social Network Analysis • Market Basket Analysis • Sample Time Frame • Binary Dependent • Validation Sample • KS Test • Initial Client Meeting • Monitoring Reports • Logistic Regression

22. Concept Map by a Student

24. Introverted Students and the 2-Minute Paper • Most Important Idea? • Major Confusion? • Relate to Previous Material? • Value to Me (Student)? • Develop a Prototype Question. • How Am I (Teacher) Doing?

25. Additional Readings • Brightman, H. and R. Hightower. “Improving Teaching in the EMBA Classroom: Some Empirical Findings”. Organizational Behavior Teaching Review, 14(1), pg. 115-130, 1989. • Brightman, H.“GSU Master Teacher Program – On Learning Styles”. • Myers, I. and M. McCaulley. Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Consulting Psychologists Press, Palo Alto, CA. 1985.

26. BA 9200 Course Overview Teaching Philosophy Students Abilities Course Level and Scope Desired Learning Levels Write Course and Topic Objectives Select Effective Teaching Methods How Students Learn The Lecture Testing and Grading Active Learning