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The Rocket BOOM…ahhhh…. USMA, rah rah! USMA, rah rah! HOORAH, HOORAH Army, rah! TEACH, TEACH, TEACH!

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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The Rocket BOOM…ahhhh…. USMA, rah rah! USMA, rah rah! HOORAH, HOORAH Army, rah! TEACH, TEACH, TEACH!

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  1. The Rocket BOOM…ahhhh…. USMA, rah rah! USMA, rah rah! HOORAH, HOORAH Army, rah! TEACH, TEACH, TEACH!

  2. 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

  3. Seating Assignments 2 1 3 4 5 6 Front of Room Team Name Team Name Team Name Team Name Team Name Team Name

  4. Welcome back to the ExCEEd Teaching Workshop Joe Hanus Steve Ressler Al Estes Ron Welch

  5. 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

  6. Seminar III An Introduction toLearning Styles Joe Hanus

  7. 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.

  8. Learning Style Dimensions(Felder’s Model) • Perception • Input • Organization • Processing • Understanding sensory- intuitive visual- verbal inductive- deductive active- reflective sequential- global

  9. Learning Style DimensionsPerception sensory- intuitive Sights, sounds, physical sensations (Practical and methodical) Ideas, insights, memories (Abstract and imaginative)

  10. Learning Style Dimensions Input visual- verbal Pictures, diagrams, graphs, demonstrations Sounds, written and spoken words, formulas

  11. 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)

  12. Learning Style DimensionsProcessing active- reflective Learn by thinking things through Learn by interacting with others

  13. 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)

  14. 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.

  15. 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

  16. 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.

  17. Most Engineering Instruction Favors: sensory - intuitive visual - verbal inductive- deductive active - reflective sequential -global

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

  19. 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...

  20. Classroom Assessment Technique #3 Minute Paper 5

  21. Seminar III An Introduction toLearning Styles

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