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Welcome back to the ExCEEd Teaching Workshop Steve Ressler and the ETW Faculty COURSE SCHEDULE You Are Here SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Admin & Gift Admin & Gift Admin & Gift Admin & Gift Admin & Gift 8:00 Demo Class I Lab III Practice Class 1 Lab IV

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Slide1 l.jpg

Welcome back to the

ExCEEd Teaching Workshop

Steve Ressler

and the

ETW Faculty


Slide2 l.jpg

COURSE SCHEDULE

You Are

Here

SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Admin & Gift

Admin & Gift

Admin & Gift

Admin & Gift

Admin & Gift

8:00

Demo

Class I

Lab III

Practice

Class 1

Lab IV

Practice

Class 2

Lab V

Practice

Class 3

Seminar XIII

Interpersonal

Rapport

Teaching &

Learning

ASCE

Programs

10:00

ETW

Assessment

Objectives

Graduation

12:00

Lunch

Lunch

Lunch

Lunch

Teaching

Assessment

Lab IV

(continued)

Design of

Instruction

Planning

A Class

2:00

Demo

Class II

Gender and

Influence

Chalkboard

Demo

Class III

Communi-

cation

Skills

Intro

To ETW

Lab II

Objectives

4:00

Making It

Work

Instructional

Technology

Seminar I

Learning

To Teach

Working

Dinner

& Class

Prep

6:00

Hudson

River

Cruise

Lab I

Team-

Building


Demonstration class i l.jpg
Demonstration Class I

  • The Class:

    • Instructors: Al Estes

    • Course: EM302 Statics & Dynamics

    • Topic: Truss Analysis 1

    • Location: Room B-19

  • Admin:

    • EM302 Study Notes are in your notebook.

    • Bring your notebook, and take notes.

    • Bring a calculator.

6


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Group Activity

(1) What strengths did the two classes have in common?

(2) What specific aspects could be improved?


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Seminar II

Principles

of

Effective Teaching

and Learning

Steve Ressler


Define effective teaching l.jpg
Define “Effective Teaching”

  • Focus on teacher performance

  • Focus on student learning

Two Approaches:


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What Constitutes Exemplary Teaching?

What one word best characterizes the demonstration class you just saw?


What constitutes exemplary teaching l.jpg

Lowman

Chapter 1

What Constitutes Exemplary Teaching?

  • Intellectual Excitement

    • Technical Expertise

    • Organization

    • Clarity of Communication

    • Engaging Presentation

    • Enthusiasm

  • Interpersonal Rapport

    • Interest in students as individuals

    • Interest in students’ learning

    • Receptive to students’ preferences about assignments and policies


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Descriptors Associated with Lowman’s Two Dimensions

  • Intellectual Excitement

    1. Enthusiastic 4. Humorous

    2. Knowledgeable 5. Interesting

    3. Inspiring 6. Clear

  • Interpersonal Rapport

    1. Concerned 4. Encouraging

    2. Helpful 5. Challenging

    3. Caring 6. Available


Lowman s two dimensional model of teaching l.jpg

Low

Moderate

High

High

Moderate

Low

Lowman’s Two-Dimensional Model of Teaching

INTERPERSONAL RAPPORT

6. Intellectual

Authority

8. Exemplary

Lecturer

9. Complete

Exemplar

INTELLECTUAL

EXCITEMENT

3. Adequate

5. Competent

7. Exemplary

Facilitator

1.Inadequate

2. Marginal

4.Socratic


Lowman s model implications for faculty development l.jpg
Lowman’s Model: Implications for Faculty Development

  • Both intellectual excitementandinterpersonal rapport are required for excellence in teaching.

  • Focus on intellectual excitementfirst.

“Unless traditional teaching skills

are mastered first,

structural innovations are unlikely to lead to

exemplary instruction

or optimal student learning.”

-Joseph Lowman


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Define “Effective Teaching”

  • Focus on teacher performance

  • Focus on student learning

Two Approaches:


Research based guidelines for improving student learning l.jpg
Research-Based Guidelines for Improving Student Learning

  • Spend as much high-quality time on taskas possible.

  • Engage actively in their academic work.

  • Receive regular, timely, specific feedback.

  • Connect new information to prior knowledge.

  • See real-world applications of their work.

Students learn more when they:


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Research-Based Guidelines for Improving Student Learning

Students learn more when they:

  • Work regularly and productively with faculty.

  • Work regularly and productively with other students.

  • Organize what they are learning in personally meaningful and academically appropriate ways.

  • Pay attention to their ways of working.

  • Set and maintain high but realistic standards.


The exceed model l.jpg
The “ExCEEd Model”

  • Structured organization

    • Based on learning objectives

    • Appropriate to the subject matter

    • Varied, to appeal to different learning styles

  • Engaging presentation

    • Clear written and verbal communication

    • High degree of contact with students

    • Physical models & demonstrations

  • Enthusiasm

  • Positive rapport with students

  • Frequent assessment of student learning

    • Classroom assessment techniques

    • Out-of-class homework and projects

  • Appropriate use of technology

Teacher

As

Role

Model


Slide16 l.jpg

Wankat & Oreovicz

Chapter 1

Why?

  • It works!

  • It is consistent withwell-established principles of teaching and learning

    • Lowman’s Model

    • Wankat’s Compendium of Learning Principles

  • It provides a solid foundation for:

    • Development of your own individual teaching style

    • Continued growth


The exceed model17 l.jpg
The “ExCEEd Model”

  • Structured organization

    • Based on learning objectives

    • Appropriate to the subject matter

    • Varied, to appeal to different learning styles

  • Engaging presentation

    • Clear written and verbal communication

    • High degree of contact with students

    • Physical models & demonstrations

  • Enthusiasm

  • Positive rapport with students

  • Frequent assessment of student learning

    • Classroom assessment techniques

    • Out-of-class homework and projects

  • Appropriate use of technology

Teacher

As

Role

Model


Slide18 l.jpg

Classroom Assessment Technique #2

Muddiest Point

Paper


Slide19 l.jpg

Seminar II

Principles

of

Effective Teaching

and Learning

5


Slide20 l.jpg

Seminar III

An Introduction toLearning Styles

Steve Ressler


Learning style dimensions felder s model l.jpg

sensory- intuitive

visual- verbal

inductive- deductive

active- reflective

sequential- global

Learning Style Dimensions(Felder’s Model)

  • Perception

  • Input

  • Organization

  • Processing

  • Understanding


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How Do Most Faculty and Students Prefer to Learn?

sensory- intuitive

visual- verbal

inductive- deductive

active- reflective

sequential- global


Learning style preferences l.jpg
Learning Style Preferences

Undergrads

Faculty

Sensing

59%

36%

Intuitive

39%

61%

Visual

73%

73%

Verbal

25%

26%

Inductive

37%

58%

Deductive

63%

40%

Active

50%

38%

Reflective

47%

60%

Sequential

75%

70%

Global

24%

27%


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How Do Most Faculty Teach?

Most Engineering Instruction Favors:

sensory- intuitive

visual- verbal

inductive- deductive

active- reflective

sequential -global


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Consequences ofTeaching-Learning Mismatches

  • Students taught only in their less-preferred mode can’t learn effectively.

  • Students taught only in their preferred mode won’t develop balanced learning skills.


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Conclusions

  • You’ll find students of all learning styles in your classes.

  • We need all types in the engineering profession.

  • We need to address all styles in our classes, not just one!

We’ll discuss specific

applications soon...


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Classroom Assessment Technique #3

Minute Paper


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Seminar III

An Introduction toLearning Styles

5


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Seminars IV & V

Organizing a Class

Steve Ressler

Al Estes


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Coming Soon! The Big Picture!

Seminar XII

Organizing a Course:

Systematic Design

of Instruction


A structured methodology for organizing a class l.jpg
A Structured Methodology forOrganizing a Class

  • Formulate learning objectives.

  • Develop in-class learning activities:

    • Prepare a lesson outline.

    • Prepare “board notes.”

  • Develop out-of-class learning activities.

    • Select reading assignments.

    • Develop homework assignments and projects.


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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.


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Seminar IV

Organizing a Class #1

Learning Objectives

Steve Ressler


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Formulate Learning Objectives

  • Describe what students should be able to do after:

    • Studying the reading assignment

    • Attending the class

    • Doing the assigned homework or project

  • Typically 1 - 5 per class

Wankat & Oreovicz

Chapter 4


Slide35 l.jpg

What are

Learning Objectives useful for?


Learning objectives are useful for l.jpg
Learning Objectives Are Useful For:

  • Lesson planning

    • Identify critical material

    • Identify extraneous material

  • Communicating expectations

  • Assessing student learning

  • Writing exams

  • Assessing the course


Bloom s taxonomy of educational objectives l.jpg

Evaluation

Synthesis

Analysis

Application

Comprehension

For the

Cognitive

Domain

Bloom’s Taxonomy of Educational Objectives

judge, critique, justify,

verify, assess, recommend

create, construct, design,

improve, produce, propose

compare, contrast, classify, categorize, derive, model

calculate, solve,

determine, apply

explain, paraphrase

Knowledge

list, recite


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Writing a Good Objective

  • Use measurable action verbs.

  • Why don’t these verbs work?

    • Know

    • Learn

    • Appreciate

    • Understand

  • TEST: If an objective is well written, you should be able to use it as an exam question, without modification.


Bloom s taxonomy so what l.jpg

Evaluation

Synthesis

Analysis

Application

Comprehension

Bloom’s Taxonomy: So What?

judge, critique, justify,

verify, assess, recommend

create, construct, design,

improve, produce, propose

compare, contrast, classify, categorize, derive, model

calculate, solve,

determine, apply

explain, paraphrase

Knowledge

list, recite


So what l.jpg
So What?

  • Undergraduate education tends to focus on the lower level thinking skills. (knowledge, comprehension, application)

  • Ideally, alllevels should be addressed in every course

  • Ideally, alllevels should be assessed in every course


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Communicating Objectives

  • Provide to students at the start of the semester.

  • “Preposition” on the chalkboard in class.

  • Reinforce during class, in homework, and on exams.


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Are There Negative Consequences of Using Objectives?

  • Learning Objectives promote “spoon-feeding.”

  • Learning Objectives inhibit creativity.

  • Students need to be able to figure out what is important. If the instructor tells them what’s important, they’ll never learn to do it on their own.

These claims are not

supported by research results.


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Seminar IV

Organizing a Class #1

Learning Objectives

5

Questions?


Slide44 l.jpg

Seminar V

Organizing a Class #2

Feedback

on

CAT #1

Planning

a Class

Al Estes


Don t forget l.jpg
Don’t Forget…

  • Start working on the Workshop Assessment now.

  • Value: How valuable was the event for your development as an educator?

  • Conduct: How well was the event organized and conducted?

11


A structured methodology for organizing a class46 l.jpg
A Structured Methodology forOrganizing a Class

  • Formulate learning objectives.

  • Develop in-class learning activities.

    • Prepare a lesson outline.

    • Prepare “board notes.”

  • Develop out-of-class learning activities.

    • Select reading assignments.

    • Develop homework assignments and projects.


A structured methodology for organizing a class47 l.jpg
A Structured Methodology forOrganizing a Class

  • Formulate learning objectives.

  • Develop in-class learning activities:

    • Prepare a lesson outline.

    • Prepare “board notes.”

  • Develop out-of-class learning activities.

    • Select reading assignments.

    • Develop homework assignments and projects.


Slide48 l.jpg

  • Identify major topics to be covered or learning activities to be performed.

    • Typically 5 - 8 per class.

    • Should address the lesson objectives.

  • Determine the hierarchy of concepts.

  • Determine a logical sequence.

  • Plan visual aids and demonstrations.


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Example Outline: Trusses 1

  • Review Relevant Prior Material

    • 2 Force Members

    • Concurrent/Non-Concurrent Force Systems

  • Trusses

    • Definition

    • Assumptions/Characteristics

    • Examples

      • Types of trusses  Vu-graphs: roof and bridge

      • Haupt Truss  Classroom model

      • Real world examples  Powerpoint presentation

  • Solve for Internal Forces

    • External Forces

    • Method of Joints

    • Method of Sections

Do an Example Problem


A structured methodology for organizing a class50 l.jpg
A Structured Methodology forOrganizing a Class

  • Formulate learning objectives.

  • Develop in-class learning activities:

    • Prepare a lesson outline.

    • Prepare “board notes.”

  • Develop out-of-class learning activities.

    • Select reading assignments.

    • Develop homework assignments and projects.


Background on board notes l.jpg
Background on Board Notes

  • Evolved from USMA’s segmented blackboards.

  • Can be used for any classroom presentation media:

    • Other types of chalkboard

    • Whiteboards

    • Transparencies

    • PowerPoint

  • Cited as “most effective” by previous ETW and T4E participants.


Slide52 l.jpg

  • The entire classroom presentation recorded accurately on paper

  • Generally one board per topic

  • Plan use of colored chalk:

    • Illustrates hierarchy of ideas

    • Enhances clarity, especially for graphics

    • Adds distinctive character to the class




Content of board notes l.jpg
Content of Board Notes

  • All lesson content that you intend to discuss in class

  • May include:

    • Administrative announcements

    • Visual aids and demonstrations

    • Questions

    • Transitions


Using board notes l.jpg
Using “Board Notes”

  • Preparation:

    • Facilitates lesson organization.

    • Serves as a rehearsal for class.

  • Use for reference during class.

    • Frees up your hands.

    • Frees up a lot of RAM.

  • Use as a record of what you taught.


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Why Are Transitions Important?

  • Integrate discrete topics into a coherent whole.

  • Establish relationships between topics.

  • Establish relationships between a given topic, prior knowledge, and the “big picture.”


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Classroom Assessment Technique #4

Approximate Analogy

Board Notes are to a Class Presentation

as ___________ is to ______________


How can we apply learning styles theory as the basis for organizing a class l.jpg

sensory- intuitive

visual- verbal

inductive- deductive

active- reflective

sequential -global

How Can We Apply Learning Styles Theory as the Basis for Organizing a Class?

  • Perception

  • Input

  • Organization

  • Processing

  • Understanding


Some ideas l.jpg
Some Ideas

  • For sensory learners, include practical example problems (with real numbers).

  • For visual learners, use sketches, graphs, pictures, demonstrations, and video clips.

  • For inductive learners, work a problem or show an application first, then develop the theory.

  • For active learners, use small group exercises in class, and allow students to collaborate on homework.

  • For global learners, discuss the relevance of the subject and relate it to concepts from other lessons and courses.


A structured methodology for organizing a class61 l.jpg
A Structured Methodology forOrganizing a Class

  • Formulate learning objectives.

  • Develop in-class learning activities.

    • Prepare a lesson outline.

    • Prepare “board notes.”

  • Develop out-of-class learning activities.

    • Select reading assignments.

    • Develop homework assignments and projects.


Slide62 l.jpg

Prepare Out-of-Class Activities

Lowman

Chapter 8

Some Thoughts:

  • Time on task is critical to learning.

  • Integrate in-class and out-of-class learning activities.


Slide63 l.jpg

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.

In class

or

out of class?


Slide64 l.jpg

Lowman

Chapter 8

Prepare Out-of-Class Activities

Some Thoughts:

  • Time on task is critical to learning.

  • Integrate in-class and out-of-class learning activities.

  • Reading assignments:

    • Ensure that they are relevant.

    • Hold students responsible for doing them.

  • Homework and projects:

    • Include opportunities to apply knowledge in new contexts.

    • Full benefit is only attained with constructive assessment and feedback.


Slide65 l.jpg

Classroom Assessment Technique #4

Approximate Analogy

Board Notes are to a Class Presentation

as ___________ is to ______________


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Seminar V

Organizing a Class #2

Planning

a Class

5

Al Estes


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Seminar VI

Instructional Technology #1:

The Chalkboard

Ron Welch


The chalkboard l.jpg
The Chalkboard

“The inventor or introducer

of the blackboard

deserves to be ranked among the best

contributors to learning and science,

if not among the

best benefactors of mankind.”

Josiah Bumstead, 1841


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Group Activity

Why is the chalkboard uniquely effective as a medium for classroom instruction?

(List the top three reasons)


Why is the chalkboard effective l.jpg
Why is the Chalkboard Effective?

  • Self-pacing

  • Information remains visible and can be used later in the class

  • Allows flexibility, spontaneity, and non-linearity

  • Can be used to develop students’ drawing skills

  • No broken parts, burned out bulbs, power loss…

  • Can be used with lights on


But it s only effective l.jpg
But it’s only effective…

…if you know how to use it.

“The most important props in most classrooms are the blackboard and overhead projector. Though commonplace and easily taken for granted,both need to be used effectively.”

Wankat & Oreovicz, Ch. 6


Ron why are you using powerpoint to teach people how to write with chalk l.jpg
Ron, why are you using PowerPoint to teach people how to write with chalk?


How to write l.jpg
How to Write

  • Write BIG.

  • Write legibly.

    • Use consistent format and case.

    • Put space between words.

  • Write boldly.

    • Press hard on chalk.

    • Press the edge of chalk (should form a point).

    • ATTACK the blackboard (should hear chalk).


Posture is important l.jpg
Posture Is Important!

  • Shoulders facing blackboard

  • Hand directly in front of shoulder

  • Move your body as you write

  • Bend at knees when writing low


Organization emphasis l.jpg
Organization & Emphasis

  • Indentation

  • Grouping

  • Underlining

  • Clouds

  • Color


Why five colors l.jpg
Why Five Colors?

  • Show the hierarchy of ideas.

  • Add visual life to material.

  • Enhance clarity of drawings.

  • A trademark!

Use a consistent

color scheme.


Are you ready to rumble l.jpg
Are you ready to rumble?!?

Let’s do some chalkboard aerobics


Do not write l.jpg
Do not write...

  • Lengthy definitions/descriptions.

  • Anything unimportant.

  • Large amounts of prepositioned information (unless review material or handout material).

Writing takes time.

Time is a priceless asset.


What if you don t have chalkboards l.jpg
What if You Don’t Have Chalkboards?

  • Get chalkboards, or…

  • Apply these same techniques with other media.

We’ll talk about

Transparencies and PowerPoint

in Seminar XI.


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Seminar VI

Instructional Technology #1:

The Chalkboard

5

Questions?


What next lab ii l.jpg
What Next?Lab II

  • Move to designated classroom.

  • Activities:

    • Develop lesson objectives for your first prepared class.

    • Write objectives on the blackboard.

    • Discuss.

  • Mentor’s Wrap-Up at 1700.

  • And then…

7


Tonight preparation for lab iii l.jpg
Tonight: Preparation for Lab III

  • Mentors will be available.

  • Working dinner

  • Develop a complete set of board notes for your first prepared class:

    • Compose at the chalkboard.

    • Then transfer to paper.

    • “Rehearse” as you write.


Tomorrow morning lab iii l.jpg
Tomorrow Morning:Lab III

  • Meet in 444 Thayer at 0800.

  • See schedule for order of rotation.

  • Teach the first 25 minutes of your first prepared class.

  • Focus on organization:

    • Board notes

    • Transitions

    • Writing

  • 30-minute Assessment by Mentor

1

7


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If you didn’t do a Journal entry yesterday, please do one now.


Slide85 l.jpg

COURSE SCHEDULE

You Are

Here

SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Admin & Gift

Admin & Gift

Admin & Gift

Admin & Gift

Admin & Gift

8:00

Demo

Class I

Lab III

Practice

Class 1

Lab IV

Practice

Class 2

Lab V

Practice

Class 3

Seminar XIII

Interpersonal

Rapport

Teaching &

Learning

ASCE

Programs

10:00

ETW

Assessment

Objectives

Graduation

12:00

Lunch

Lunch

Lunch

Lunch

Teaching

Assessment

Lab IV

(continued)

Design of

Instruction

Planning

A Class

2:00

Demo

Class II

Gender and

Influence

Chalkboard

Demo

Class III

Communi-

cation

Skills

Intro

To ETW

Lab II

Objectives

4:00

Making It

Work

Instructional

Technology

Seminar I

Learning

To Teach

Working

Dinner

& Class

Prep

6:00

Hudson

River

Cruise

Lab I

Team-

Building


Slide86 l.jpg

Today:Lab III

  • Your first practice class!

  • See schedule for order of rotation.

  • Teach the first 25 minutes of your first prepared class.

  • Focus on organization:

    • Board notes

    • Transitions

    • Writing

  • 20-minute Assessment by Mentor

1

7


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