Transcript INTRODUCTION - K L University

Dr K V M Achuta Ramiah
Asst. Professor
CSS Department
K L University
LEARNING AND TEACHING
Placing the
learner at the
centre of
educational
Practice
LEARNER
Supervising advanced studies: Learner interaction
with the subject is the important thing, Teacher
facilitates
Topics in the workshop
 Learning Styles
 Strategies of Effective
Teaching
Why do teachers get poor
evaluation?
What we teach
What they learn
Reason
Teaching style
Learning Style
Gap between the two
A Mismatch
Have control over teaching style
Different Learning Sources
of Students
 Students Learn
Make at least this part effective
–One fourth
from teacher
–One fourth
from self study
–One fourth
through discussion
with classmates
–One fourth
from own experience
Types of Teachers
 Types of Teachers
–Mediocre teacher
Gives Information
–Good teacher
Explains concepts
–Better teacher
Demonstrates
–Great teacher
INSPIRES
Aristotle inspired Alexander the Great to
conquer the world at 23 years of age
Learning Style
 Is the way in which each learner begins to
-concentrate on
-process
-absorb
-and retain new and difficult information.
 Everybody learns in his individual way, but without
being aware of this, i.e. being unaware of his
preferences, he can’t learn efficiently – sometimes
learning is even impossible.
Why Is It Important to Know
Students’ Learning Styles?
 Students process information differently
 If educators teach exclusively to one style,
students’ comfort level may be diminished
 If only taught in one style, students may lose
mental dexterity to think in different ways.
 We should address the learning needs of all
students
Ideal Teaching Style
Adapting your Teaching Style,
To a variety of Learning Styles,
Without letting your own over-ride!
FOUR DIMENSIONS
of Learning Styles
Sensor-Intuitive
(Perception)
Visual - Verbal
(Input Modality)
Active–Reflective
Sequential-Global
(Info Processing)
(Understanding pattern)
There are no good and no bad learning styles.
Learning Styles based on PERCEPTION
Sensing Learners
Intuitive Learners
1. Focus on External input
(See, hear, taste, touch,
smell)
1. Focus on Internal input
(thoughts, memories,
images)
2. Practical
2. Imaginative
3. Observant (Notice details of 3. Look for meanings (miss
environment)
details)
4. Concrete thinking (facts,
data hands-on-work)
4. Abstract thinking (theories,
math models)
5. Learn through repetition
5. Like variety in learning
(drills, numerous examples,
experiences (bored with
replication of experiments)
repetition)
Learning Styles based on PERCEPTION
Sensing Learners
Intuitive Learners
6. Methodical
6. Quick
7. Like working details
7. Like working with concepts
8. Complaint about the courses: No
apparent connection to the real
world
8. Complaint about the courses:
“Plug & Chug” (Lots of
memorization, repetitive formula
substitution)
9. Problem with exams: run out of
time
9. Problem with exams: careless
mistakes
Learning Styles based on Input Modality
Visual Learners
“Show me”
Verbal Learners
“Explain it to me”
- Pictures
- spoken words
- Diagrams
- written words,
symbols (seen, but
translated by brain
into their vocal
equivalents)
- Sketches
- Schematics
- Flow charts
- Plots
Learning Styles based on
INFORMATION PROCESSING
Active Learners
Reflective Learners
1.Tend to process actively
(doing something
physical with the
presented material, then
reflecting on it)
1. Tend to process
reflectively (thinking
about the presented
material, then doing
something with it)
2. Think out Loud
2. Work introspectively
3. “Let’s try it out and see
how it goes”.
3. “Let’s think it though and
then try it”.
4. Tend to jump in
prematurely
4. Tend to delay starting
5. Like group work
5. Like solo or pair work
Learning Styles based on
UNDERSTANDING PATTERN
Sequential Learners
Global Learners
1. Build understanding in logical
sequential steps
1. Absorb information randomly,
then synthesize the Big picture
2. Function with partial
understanding of information
2. Need the Big picture
(interrelations, connections to
other subjects and personal
experience) in order to
function with information
3. Make steady progress
3. Large leaps in understanding
with little progress between
them
4. Explain easily
4. Can’t explain easily
5. Good at analytical thinking
5. Synthesis, holistic thinking
Learning Styles - Helping Learners
Learning Style
Visual
Verbal
Teaching Style
Input
modality
Sensory
Intuitive
Active
Reflective
Sequential
Global
Visual
Verbal
Concrete
Perception
Abstract
Information
Processing
Active
Understanding
pattern
Linear
Passive
Sweeping
Approaches to Learning
Surface Approach
Relying on rote memorization and mechanical formula
substitution and making little or no effort to understand
the material being taught
Deep Approach
Probing and questioning and exploring the limits of
applicability of new material
Strategic Approach
Doing whatever is necessary to get the highest grade
they can, taking a Surface Approach and a Deep Approach
when necessary
The Mismatch
All engineers are Sensors rather
most technical undergraduates are.
Most professors are Intuitors.
LEARNING OBJECTIVES:
BLOOM’S TAXONOMY
A way to quantify and bridge the
Gap between learning and
teaching styles.
BLOOM’S TAXONOMY
COGNITIVE DOMAIN
KNOWLEDGE
SKILL
PSYCHOMOTOR DOMAIN
ATTITUDE
AFFECTIVE DOMAIN
Bloom’s Taxonomy
 Taxonomy of Cognitive Objectives
 1950s- developed by Benjamin Bloom
 Means of expressing qualitatively different kinds
of thinking
 Adapted for classroom use as a planning tool
 Continues to be one of the most universally
applied models
 Provides a way to organize thinking skills into six
levels, from the most basic to the higher order
levels of thinking
BLOOM’S TAXONOMY
COGNITIVE DOMAIN
KNOWLEDGE
SKILL
PSYCHOMOTOR DOMAIN
ATTITUDE
AFFECTIVE DOMAIN
BLOOM’S TAXONOMY
COGNITIVE DOMAIN
KNOWLEDGE
SKILL
PSYCHOMOTOR DOMAIN
ATTITUDE
AFFECTIVE DOMAIN
BLOOM’S TAXONOMY
KNOWLEDGE
COGNITIVE DOMAIN
SKILL
PSYCHOMOTOR DOMAIN
ATTITUDE
AFFECTIVE DOMAIN
Bloom’s Levels: Cognitive Domain
The Psychomotor domain
Perception:
The ability to use sensory cues
to guide motor activity.
Set:
Readiness to act. It includes
mental, physical, and emotional
sets.
Guided Response: The early
stages in learning a complex
skill that includes imitation and
trial and error.
Mechanism:
This is the intermediate stage in
learning a complex skill.
Complex Overt Response:
The skillful performance of
motor acts that involve complex
movement patterns.
Origination:
Creating new movement patterns
to fit a particular situation or
specific problem.
The Affective domain
Receiving Phenomena: Awareness,
willingness to hear, selected attention.
Responding to Phenomena: Active
participation on the part of the
learners. Attends and reacts to a
particular phenomenon.
Valuing:
The worth or value a person attaches
to a particular object, phenomenon, or
behavior.
Organization:
Organizes values into priorities by
contrasting different values, resolving
conflicts between them, and creating
an unique value system.
Internalizing values (characterization):
Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner.
The Six Bloom Levels of
Cognitive domain
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
Remembering
The learner is able to recall, restate and
remember learned information.
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Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall information?
Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
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Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Can you explain ideas or concepts?
Applying
The learner makes use of information in a context different
from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
Analysing
The learner breaks learned information into its
parts to best understand that information.
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Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore
understandings and relationships?
Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
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Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?
Creating
The learner creates new ideas and
information using what has been previously
learned.
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Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Can you generate new products, ideas, or
ways of viewing things?
Bloom’s Levels: Cognitive Domain
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Foundation Level
thinking skills
Higher Thinking Skills
Synthesis, Creating &
Innovating Skills
Blooming Questions
 Questioning should be used purposefully to
achieve well-defined goals.
 The taxonomy involves all categories of
questions.
 Typically a teacher would vary the level of
questions within a single lesson.
Lower Order Questions
 Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
 Usually questions at the lower levels are
appropriate for:
 Evaluating students’ preparation and
comprehension
 Diagnosing students’ strengths and weaknesses
 Reviewing and/or summarising content
Higher Order Questions
 Higher level questions are those requiring
complex application, analysis, evaluation or
creation skills.
 Questions at higher levels of the taxonomy are
usually most appropriate for:
 Encouraging students to think more deeply
and critically
 Problem solving
 Encouraging discussions
 Stimulating students to seek information on
their own
Questions for Remembering
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What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Questions for Understanding
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Can you explain why…?
Can you write in your own words?
How would you explain…?
Can you write a brief outline...?
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Can you clarify…?
Can you illustrate…?
Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Questions for Applying
 Do you know of another instance where…?
 Can you group by characteristics such
as…?
 Which factors would you change if…?
 What questions would you ask of…?
 From the information given, can you develop
a set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Question for Analysing
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Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Can you explain what must have happened when...?
What are some or the problems of...?
Can you distinguish between...?
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Questions for Evaluating
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Is there a better solution to...?
Judge the value of... What do you think about...?
Can you defend your position about...?
Do you think...is a good or bad thing?
How would you have handled...?
What changes to.. would you recommend?
Do you believe...? How would you feel if. ..?
How effective are. ..?
What are the consequences..?
What influence will....have on our lives?
What are the pros and cons of....?
Why is ....of value?
What are the alternatives?
Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Questions for Creating
 Can you design a...to...?
 Can you see a possible solution to...?
 If you had access to all resources, how would
you deal with...?
 Why don't you devise your own way to...?
 What would happen if ...?
 How many ways can you...?
 Can you create new and unusual uses for...?
 Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Sample Unit : Travel
Remembering
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
Understanding
How do you get from school to home? Explain the method of travel and
draw a map. Write a play about a form of modern transport. Explain how
you felt the first time you rode a bicycle. Make your desk into a form of
transport.
Analysing
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about “The Little Red Engine” and
make up a play about it. Survey 10 other children to see what bikes they
ride. Display on a chart or graph.
Make a jigsaw puzzle of children using bikes safely. What problems are
there with modern forms of transport and their uses- write a report. Use
a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Evaluating
What changes would you recommend to road rules to prevent traffic
accidents? Debate whether we should be able to buy fuel at a cheaper
rate. Rate transport from slow to fast etc..
Applying
Creating
Invent a vehicle. Draw or construct it after careful planning. What sort
of transport will there be in twenty years time? Discuss, write about it
and report to the class. Write a song about traveling in different forms
of transport.
Benefits of writing
Learning Objectives
Identify course
Plan syllabus
Identify Bloom levels
Make course more coherent
Methodology to write
Learning Objectives
Identify Bloom levels
Higher the level higher is the practice
needed
DO NOT USE
 KNOW
 LEARN
 UNDERSTAND
 APPRECIATE
Example of how to write a
Learning Objective:
 E.g. Training program for receptionists
Poorly defined objective is:
- In this course you will learn how to operate the
phone and properly communicate with callers.
 operate your phone
 know how to greet callers
 understand the procedure for transferring a call
Example of how to write a good
learning objective:
 The following performance objectives are
good examples of the use of observable
behaviors.
- After completing this course you will be
able to:
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place a caller on hold
activate the speaker phone
play new messages on the voice mail system
list the three elements of a proper phone
greeting
 transfer a call to a requested extension
Getting Started
Make the students aware of what they don’t
know, what they learn and why they learnshare with them
GIVE THEM LEARNING OBJECTIVES
The Learning Pyramid
Lower order thinking
 Students are engaged only in lower-order
thinking; i.e. they receive, or recite, or
participate in routine practice. In no
activities during the lesson do students go
beyond simple reproduction of knowledge.
Higher-order thinking
Higher-order thinking by students
involves the transformation of
information and ideas.
This transformation occurs when
students combine facts and ideas and
synthesise, generalise, explain,
hypothesise or arrive at some
conclusion or interpretation.
Strategies of Effective teaching
To state a theorem and then to
Show examples of it is literally to
Teach backwards
– E. Kim Nebeuts
Strategies of Effective teaching
- Deductive Teaching

Engineering and science are
traditionally taught deductively.

The instructor introduces a topic by
lecturing on general principles, then
uses the principles to derive
mathematical models, shows
illustrative applications of the models,
gives students practice in similar
derivations and applications in
homework, and finally tests their
ability to do the same sorts of things
on exams.
Strategies of Effective teaching
- Inductive Teaching
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A well-established precept of
educational psychology is that people
are most strongly motivated to learn
things they clearly perceive a need to
know.
Simply telling students that they will
need certain knowledge and skills
some day is not a particularly
effective motivator.
A preferable alternative is inductive
teaching and learning.
Strategies of Effective teaching
- Inductive Teaching
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Simply telling students that they will
need certain knowledge and skills
some day is not a particularly
effective motivator.
A preferable alternative is inductive
teaching and learning.
Strategies of Effective teaching
- Inductive Teaching

Inductive teaching and learning is an
umbrella term that encompasses a
range of instructional methods,
including inquiry learning, problembased learning, project-based
learning, case-based teaching,
discovery learning, and just-in-time
teaching as they are inductive.
Strategies of Effective teaching
- Inductive Teaching
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They are all learnercentered (studentcentred), meaning that they impose
more responsibility on students for
their own learning than the traditional
lecture-based deductive approach
does.
They are all supported by research
findings that students learn by fitting
new information into existing
cognitive structures and are unlikely
to learn if the information has few
apparent connections to what they
already know and believe.
Conclusion
Instruction is effective to the
degree that it succeeds in
changing students in desired
directions and not in undesired
directions.
Good luck in your efforts for a
better teaching to learners