principles and practical applications of effective instruction for engineering educators
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Universidad del Norte Barranquilla, Colombia July 25-26, 2013. Autar Kaw Professors of Mechanical Engineering University of South Florida. Principles and Practical Applications of Effective Instruction for Engineering Educators. Introductions. - PowerPoint PPT PresentationTRANSCRIPT
Universidad del NorteBarranquilla, Colombia
July 25-26, 2013
Autar KawProfessors of Mechanical Engineering
University of South Florida
“If you don’t let a teacher know at what
level you are—by asking a question, or
revealing your ignorance—you will not
learn or grow. You can’t pretend for
long, for you will eventually be found
out. Admission of ignorance is often the
first step in our education!” ~ Steven
Covey 1990
Seven Traits of Highly Effective Educators
Bloom’s TaxonomyTeaching Course and ABETLearning MethodsSeven Strategies for Smart Teaching
5
Circuit 1 This one is for reactive attention
Circuit 2 This one sets our mind to concentrate on something
Multitaskers fire up striatium needed for procedural learning. Not bad if you want to be on an assembly line.
Focused learners rely on hippocampus needed for learning abstract rules to novel problems. Needed for learning mathematics and programming based work.
Multitasking is important for “doing”
Being focused is important for “learning”
So put your phone away and stop browsing!
Multitasking is a myth
Foerde, K., Knowlton, B.J., & Poldrack, R.A. (2006). Modulation of competing memory systems by distraction. Proceedings of the National Academy of Sciences, 103, 11778-83.
Dalton Conley, Wired for Distraction: Kids and Social Media, read http://www.time.com/time/magazine/article/0,9171,2048363,00.html#ixzz1Vc4qOPov
A. A copy of what is in the instructor’s mind is the goal for what should be in the student’s mind after instruction
B. Information is transmitted from the instructor to student
C. Students retain a processed version of the material perceived by the student
D. None of the above options are true
25% 25%25%25%
Learning results from what the student does and thinks.
Learning results ONLY from what the student does and thinks.
A teacher can advance learning only by influencing what the student does to learn.
- Herbert Simon
A. Students reread the material
B. Lecture time increasesC. Activity time increasesD. None of the above
Students
rere
ad the m
ate...
Lectu
re time in
crease
s
Activit
y time incre
ases
None of the ab
ove
0% 0%0%0%
Organized Understands Importance of First Day of
Class Uses Teaching Tools Effectively Demonstrates Respect for Students Gives Rapid Feedback Asks Questions Has High Expectations
Exercise: Rank in order you would think students think these are important!
1. Organized2. Understands Importance of First Day of Class3. Uses Teaching Tools Effectively4. Demonstrates Respect for Students5. Gives Rapid Feedback6. Asks Questions7. Has High Expectations
Exercise: Rank in order you would think students think these are important!
• Ask questions and immediately call for volunteers• Call on students cold• Turn class into Power Point shows• Fail to provide variety in instruction• Have students work in groups with no individual
accountability• Fail to establish relevance• Give tests that are too long• Get stuck in a rut• Teach without clear learning objectives• Disrespect students
Felder, R.M., Brent, R., “The ten worst teaching mistakes”, Chemical Engineering Education, Vol. 42, No. 4, pp. 201-202, 2008