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Systems Course - Lecture 1

Systems Course - Lecture 1. Cognitive Issues and Levels of Learning. Part I. Cognitive Issues. Objectives of Lecture. To get an understanding of effective learning To show what leads to effective learning To get an understanding of how temperament affects learning

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Systems Course - Lecture 1

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  1. Systems Course - Lecture 1 Cognitive Issues and Levels of Learning

  2. Part I Cognitive Issues

  3. Objectives of Lecture • To get an understanding of effective learning • To show what leads to effective learning • To get an understanding of how temperament affects learning • To show resources for information on personal learning

  4. Importance of 17 Dimensions on Student Achievement • Teacher’s stimulation of interest _____ • Teacher’s Enthusiasm for Teaching _____ • Teacher’s Knowledge of Subject _____ • Teacher’s Course Organization _____ • Teacher’s Presentation Clarity _____ • Teacher’s Sensitivity to Class Progress _____ • Communication Skills _____ • Clarity of Course Objectives _____

  5. Importance of 17 Dimensions on Student Achievement • Value of Text _____ • Value of Supplements _____ • Relevance of Subject _____ • Teacher Fairness/Quality of Exams _____ • Nature/Quality/Frequency of Feedback _____ • Teacher’s Encouragement of Discussion _____ • Course’s Intellectual Challenge _____ • Teacher’s Concern for Students _____ • Teacher’s Availability and Helpfulness _____

  6. Well Prepared Easy to Understand Explains Clearly Summarizes Major Points Easy to Outline Careful Answers Objectives for Each Class Knows if Understanding Organization and Clarity

  7. Four Dimensions Underlying MBTI

  8. Faculty and UG Business Student Comparisons

  9. Summary • UG students are primarily ESTJ • Professors are primarily INTJ • Master’s Students are combination • I (Dr. Richards) am ENTP

  10. Homework Assignment #1Due on September 11 at the beginning of class.Follow the instructions and hand in one page answering the questions in Word format. • Go to www.keirsey.com. • Using temperament sorter, determine your personal classification. What is it? • One you have gotten your classification, identify at lease three people (listed) who share your classification. • Identify several traits associated with your classification. • Do you agree with the classification generated by the exercise? Explain.

  11. Part II Levels of Learning

  12. Levels of Learning • Rote Level • Concepts: List, State, Itemize, Identify • Exercise Solving: Apply, use, Solve, Compute • Meaningful Level • Translate and Be Bi-Lingual • Students will be able to: • Explain in Own Words, Paraphrase • Illustrate, Interpret, Extrapolate, Translate Among Three Languages • Transform, Predict, Extend, Interpolate

  13. Levels of Learning (cont.) • Integrated Level • Interrelate Concepts: How Similar and Different? How Ideas are Interconnected? • Students Will Be Able to: • Connect, Link, Compare and Contrast • Distinguish, Differentiate, Organize • Integrate

  14. Levels of Learning (cont). • Critical Thinking Level • “Go beyond the Known” • Students Will Be Able to: • Analyze, Decompose, Distinguish • Modify, Propose, Design • Evaluate Critically, Judge.

  15. Which Level is Appropriate for Us? • Rote Level - not interested in. • Meaningful/Integrated - YES!. • Critical Thinking - YES!

  16. Why? • Retention is poor at rote level but much better at higher levels. • Rote skills are not sufficient for success in life today. Must be able to use rote knowledge and skills in a meaningful, integrated way. • Critical thinking is the gateway to upper management and corporate success.

  17. Summary • In specifying learning objectives, appropriate levels of learning must be identified and addressed. • Retention and comprehension are enhanced when techniques involving higher levels of learning are used. • Meaningful, Integrated Learning, and Critical Thinking are keys to success.

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