Best Instructional Practices I
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Review of Monday (closed book) Individually - What did you learn/ What were the objectives? (1 min) With your neighbor (groups of 4) or with the whole group (groups of 3) – Compare your lists and add details (2 minutes) Share with group Best Practices 2004 Engineering Engineering Education 1 Engineering Engineering Education Best Practices Brian Hoyt & Timothy Raymond Engineering Design & Course Design Analogy Best Practices 2004 Engineering Engineering Education 3 Engineering Design & Course Design Analogy Engineering Design Process Course Design Process Needs Analysis Define Course Goals Problem Definition/Get Specs Develop Course Outcomes Devise Solutions Select Instructional Practices Fill In Details Develop Instructional Materials Predict Performance Test Instructional Materials Build Implement Instructional Activities Measure Performance & Check Vs. Specs Assess Outcomes Best Practices 2004 Engineering Engineering Education 4 Engineering Design & Course Design Analogy Engineering Design Process Course Design Process Needs Analysis Define Course Goals Problem Definition/Get Specs Develop Course Outcomes Devise Solutions Select Instructional Practices Fill In Details Develop Instructional Materials Predict Performance Test Instructional Materials Build Implement Instructional Activities Measure Performance & Check Vs. Specs Assess Outcomes Best Practices 2004 Engineering Engineering Education 5 Best Practices--Outcomes Participants will be able to: Identify several “best practices” in engineering education. Apply “best practices” in the design of their courses. Apply learning style theory in the design of course material Define the differences between active, collaborative, cooperative and problem based learning. Best Practices 2004 Engineering Engineering Education 6 Your Turn First Jot down a quick list of the “best teaching practices” you can think of. (1 minute) Turn to a neighbor and compare your lists. (2 minutes) Be ready to share your thoughts with the group. Best Practices 2004 Engineering Engineering Education 7 Best Practices Outcomes Learning Style Theory Active Learning Collaborative Learning Cooperative Learning Problem-Based Learning Best Practices 2004 Engineering Engineering Education 8 Best Practices Outcomes Learning Style Theory Active Learning Collaborative Learning Cooperative Learning Problem-Based Learning Best Practices 2004 Engineering Engineering Education 9 Outcomes (aka Behavioral Objectives) Should be given to students. Should be: Specific Attainable Measurable Linked to a performance time frame Should state the conditions of performance. Should be used to develop assessment measures. Best Practices 2004 Engineering Engineering Education 10 Bloom’s Taxonomy of Educational Outcomes (Cognitive Domain) 6. Evaluation Judge, select, critique, justify, optimize 4. Analysis 5. Synthesis Classify, predict, model, derive interpret Propose, create, invent, design, improve 2. Comprehension 3. Application Explain, paraphrase Calculate, solve, determine, apply 1. Knowledge List, recite Words Not to Use: Understand, Learn, Know, Comprehend, Appreciate Why Write Objectives? Identify critical course material organize presentation allot appropriate time per topic Identify & delete extraneous course material Facilitate construction of in-class activities, out-of-class assignments, and tests assure comprehensive coverage exercise all Bloom levels Provide a study guide for students Tell faculty colleagues what they can expect students who pass this course to know teachers of follow-on courses new instructors curriculum planning committees accreditation coordinators Best Practices Outcomes Learning Style Theory Active Learning Collaborative Learning Cooperative Learning Problem-Based Learning Best Practices 2004 Engineering Engineering Education 15 “Types” Felder/Silverman Learning Style Inventory (Kolb) Myers-Briggs Type Indicator Herrmann Brain Dominance Instrument Perry Type Indicator others Best Practices 2004 Engineering Engineering Education 16 The “Why?” Best Practices 2004 Engineering Engineering Education 17 Why Learn Learning Styles? In your color groups - Determine who got up earliest today. Best Practices 2004 Engineering Engineering Education 18 Why Learn Learning Styles? In your color groups - Determine who got up earliest today. The person to their right will be the Note-Taker for the group. Best Practices 2004 Engineering Engineering Education 19 Why Learn Learning Styles? In your color groups - Determine who got up earliest today. The person to their right will be the Note-Taker for the group. Note-Taker will record all responses that are brainstormed by the group. Take 2 minutes for this. Best Practices 2004 Engineering Engineering Education 20 Why Learning Styles are Important Make the learning process more discussable Provides a context for addressing the instructor—student impedance mismatch that all too often exists Helps students’ understanding their own learning processes Others Best Practices 2004 Engineering Engineering Education 21 Kolb and Learning Styles The “What?” Best Practices 2004 Engineering Engineering Education 22 2 Main Elements of Learning Perceiving new information -- How we take things in Processing new information -- How we make things a part of us Best Practices 2004 Engineering Engineering Education 23 Perceiving Information Feeling (Intuitive) Thinking (Sensing) Best Practices 2004 Engineering Engineering Education 24 Processing Information Doing (Active) Best Practices 2004 Watching (Reflective) Engineering Engineering Education 25 Kolb and Learning Styles Feeling Doing Watching Thinking Best Practices 2004 Engineering Engineering Education 26 Kolb and Learning Styles Concrete Experience (CE) Quadrant 4 Active Experimentation (AE) Quadrant 3 Quadrant 1 Quadrant 2 Reflective Observation (RO) Abstract Conceptualization (AC) Best Practices 2004 Engineering Engineering Education 27 Kolb and Learning Styles Four learning styles 2 for perception 2 for processing Only dealing with the preferred methods of perceiving and processing Best Practices 2004 Engineering Engineering Education 28 What are Your Preferred Learning Styles? To take the inventory go to: http://trgmcber.haygroup.com/LSI/defaultnew.asp?oz=157 To see the results again later go to: http://trgmcber.haygroup.com/LSI Best Practices 2004 Engineering Engineering Education 29 The Results Best Practices 2004 Engineering Engineering Education 30 The Results Best Practices 2004 Engineering Engineering Education 31 Type 1 Learners STRENGTH: Innovation and imagination; they are the idea people GOALS: Self involvement in important issues, bringing unity to diversity FAVORITE QUESTION: Why? PRIMARY CONCERN: Personal meaning Best Practices 2004 Engineering Engineering Education 32 Type 1 Learners Like to Integrate experience .... with self Listen and share ideas View ideas from many perspectives Work for harmony Be personally involved Be innovative Clarify values Best Practices 2004 Dislike .... Timed tests, pop quizzes No student interaction Insensitive teachers Individual work Skill development Lack of thinking time Coverage rather than depth Colorless environments Engineering Engineering Education 33 Type 2 Learners STRENGTH: Creating concepts and models GOALS: Self-satisfaction and intellectual recognition FAVORITE QUESTION: What? PRIMARY CONCERN: Information Best Practices 2004 Engineering Engineering Education 34 Type 2 Learners Like to .... Dislike .... Integrate observations into what is known Seek continuity Know what experts think Think through ideas Think linearly Work with detail Critique information and collect data Best Practices 2004 Information out of sequence Multiple authorities Pass/fail grading Criticisms Group projects Disorganization Unknown expectations Engineering Engineering Education 35 Type 3 Learners STRENGTH: Practical application of ideas GOALS: To bring view of the present into line with future security FAVORITE QUESTION: How? (How does it work?) PRIMARY CONCERN: Need to try things for themselves Best Practices 2004 Engineering Engineering Education 36 Type 3 Learners Like to .... Dislike .... Integrate theory and practice Test theories and apply common sense Solve "down-to-earth” problems Think strategically Use skills Know how things work Best Practices 2004 Reading from books Memorization Confined nature of lectures Lack of application Restricted environments Group work Lack of hands-on work Labs that don't work Written assignments Engineering Engineering Education 37 Type 4 Learners STRENGTH: Action, carrying out plans GOALS: To make things happen, to bring people to action FAVORITE QUESTION: What if? (What can this become?) PRIMARY CONCERN: Need to adapt to their own life situations to make more of what they learn Best Practices 2004 Engineering Engineering Education 38 Type 4 Learners Like to .... Dislike .... Integrate experience and application Learn by trial and error Discover new ideas by themselves Get excited by new things Adapt to new situations Reach good conclusions by intuition Take risks Best Practices 2004 Long lectures Teacher-oriented classrooms Standard routines Repetition and drill Assignments without options Knowledge for its own sake Engineering Engineering Education 39 The Learning Population Type 1 Type 2 Type 3 Type 4 Best Practices 2004 10% 40% 30% 20% Engineering Engineering Education 40 What Do We Teach? I teach interpersonal skills! I teach what I know! I teach what I am! I train minds! Best Practices 2004 Engineering Engineering Education 10% 40% 30% 20% 41 Engineering Faculty Profile Type 1 Type 2 Type 3 Type 4 Best Practices 2004 10% 50% 30% 10% focus on relationship focus on facts focus on skills focus on self-discovery Engineering Engineering Education 42 Teaching Styles Type 1-- focus on the personal development of students Type 2 -- focus on the transmission of knowledge Type 3 -- focus on promoting productivity and competence Type 4 -- focus on encouraging experiential learning Best Practices 2004 Engineering Engineering Education 43 The Kolb Cycle as a Model for Teaching – The “How?” Best Practices 2004 Engineering Engineering Education 44 The Kolb Cycle Immediate experience (CE) creates a need for learning, which transfers to reflective observation (RO) of the experience, which is followed by the introduction of concepts (AC) to integrate the immediate experience into what is known, after which testing is induced (AE), which results in new experiences, so the cycle repeats. Best Practices 2004 Engineering Engineering Education 45 Kolb Cycle Concrete Experience (CE) IV What if? Active Experimentation III (AE) How? I Why? II What? Reflective Observation (RO) Abstract Conceptualization (AC) Best Practices 2004 Engineering Engineering Education 46 Quadrant I Answer the question: WHY? Introduce the subject Provide the big picture Provide meaning Generate enthusiasm Show respect and interest Principle role of teacher: MOTIVATOR Best Practices 2004 Engineering Engineering Education 47 Quadrant I Learning Activities Motivational Stories Simulations Class Discussion Group Discussion Journal Writing Interactive Lecture Group Problem Solving Field Trips Best Practices 2004 Formal Lecture, feeling tone Role Playing Socratic Lecture Discussional Lecture Group Projects Group Experiments Subjective Tests Engineering Engineering Education 48 Quadrant II Answer the question: WHAT? Provide information to the student Organize and integrate new material Provide time for thinking and reflection Principle role of teacher: EXPERT Best Practices 2004 Engineering Engineering Education 49 Quadrant II Learning Activities Formal Lecture, thinking tone Lecture with Visual Aides Lecture with Programmed Notes Textbook Reading Assignment Problem Solving by Instructor Best Practices 2004 Demonstrations by Instructor Example Problems from Textbook Independent Research Objective exams Library Search Gathering Data Engineering Engineering Education 50 Quadrant III Answer the question: How? Provide opportunity for students to apply material Help students to develop problem solving patterns Establish a safe learning environment Principle role of teacher: COACH Best Practices 2004 Engineering Engineering Education 51 Quadrant III Learning Activities Example Problems Worked by Students Homework Problems Guided Labs Computer Simulation Field Trips Best Practices 2004 Objective Exams Laboratory Tests Individual Reports Computer Aided Instruction Lecture with Demonstrations Engineering Engineering Education 52 Quadrant IV Answer the question: WHAT IF? Provide opportunities for self discovery Provide opportunities for students to share Evaluate performance Principle role of teacher: EVALUATOR/REMEDIATOR Best Practices 2004 Engineering Engineering Education 53 Quadrant IV Learning Activities Open Ended Problems Problems Prepared by Students Capstone Design Open Ended Laboratories Student Lectures Group Discussion Best Practices 2004 Role Playing Field Trips Student Presentations Subjective Exams Simulations Group Problem Solving Group Project Reports Engineering Engineering Education 54 Your Turn – The “What If?” 1. 2. Pick one of the Learning Outcomes you wrote yesterday. Write down an instructional activity for each of the four quadrants (3 min) 1. 2. 3. 4. 3. Why? What? How? What if? Share your ideas with your group. Best Practices 2004 Engineering Engineering Education 55
