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The Rocket BOOM…ahhhh…. USMA, rah rah! USMA, rah rah! HOORAH, HOORAH Army, rah! TEACH, TEACH, TEACH!. Don’t Forget…. Start working on the Workshop Assessment now. Value: How valuable was the event for your development as an educator?

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slide1

The Rocket

BOOM…ahhhh….

USMA, rah rah!

USMA, rah rah!

HOORAH, HOORAH

Army, rah!

TEACH, TEACH, TEACH!

don t forget
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?

8

slide3

Seating Assignments

2

1

3

4

5

6

Front of Room

Team Name

Team Name

Team Name

Team Name

Team Name

Team Name

slide4

Welcome back to the

ExCEEd Teaching Workshop

Joe Hanus

Steve Ressler

Al Estes

Ron Welch

slide5

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

slide6

Seminar III

An Introduction toLearning Styles

Joe Hanus

learning styles
Learning Styles
  • The Big Idea:
    • People learn in different ways.
  • So what?
    • Characterize these differences in terms of the dimensions of the learning process.
    • Use this theoretical framework to guide the planning and delivery of instruction.
learning style dimensions felder s model
Learning Style Dimensions(Felder’s Model)
  • Perception
  • Input
  • Organization
  • Processing
  • Understanding

sensory- intuitive

visual- verbal

inductive- deductive

active- reflective

sequential- global

learning style dimensions perception
Learning Style DimensionsPerception

sensory- intuitive

Sights, sounds, physical sensations

(Practical and methodical)

Ideas, insights, memories

(Abstract and imaginative)

learning style dimensions input
Learning Style Dimensions Input

visual- verbal

Pictures, diagrams, graphs, demonstrations

Sounds, written and spoken words, formulas

learning style dimensions organization
Learning Style Dimensions Organization

inductive- deductive

Facts and observations first, then infer principles

(Natural human learning style)

Principles given first,

then deduce applications

(Natural human teaching style)

learning style dimensions processing
Learning Style DimensionsProcessing

active- reflective

Learn by thinking things through

Learn by interacting with others

learning style dimensions understanding
Learning Style DimensionsUnderstanding

sequential- global

Learn in a logical progression of small incremental steps

(Solve problems without complete understanding)

Learn in large disconnected jumps

(Solve problems—all or nothing)

don t misinterpret the skit
Don’t Misinterpret the Skit
  • There are 32 learning styles, not two.
  • A learning style preference can be strong or weak.
  • A learning style preference can change:
    • With time...
    • And possibly even with subject matter.
learning style preferences

Undergrads

59%

39%

73%

25%

37%

63%

50%

47%

75%

24%

Faculty

You

Learning Style Preferences

Sensing

36%

TBD

Intuitive

61%

TBD

Visual

73%

TBD

Verbal

26%

TBD

Inductive

TBD

58%

Deductive

TBD

40%

Active

38%

TBD

Reflective

60%

TBD

Sequential

70%

TBD

Global

27%

TBD

consequences of teaching learning mismatches
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.
slide17

Most Engineering Instruction Favors:

sensory - intuitive

visual - verbal

inductive- deductive

active - reflective

sequential -global

so what
So What?
  • Give all students opportunities to learn in their preferred modes some of the time.
  • Vary:
    • Organization
    • Teaching techniques
    • Learning activities
slide19

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...

slide21

Seminar III

An Introduction toLearning Styles