slides onslides_on_teaching. teaching

8/13/2019 Slides onSlides_on_teaching. Teaching

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Outline of PresentationOutline of Presentation

#1#1--#6:#6: Planning to teach a new (to you) course.Planning to teach a new (to you) course.

#7#7--#12:#12: Giving lectures using a blackboard.Giving lectures using a blackboard.

#13#13--#18:#18: Giving lectures using a laptop (like this).Giving lectures using a laptop (like this).

--


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1. Why are you taking this course?1. Why are you taking this course?

WRONG ANSWERSWRONG ANSWERS: : ..

Translation: Because we (the faculty) say so.Translation: Because we (the faculty) say so.

Because you need to know this material.Because you need to know this material.

, ., . To keep you off the streets.To keep you off the streets.


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BETTER ANSWERSBETTER ANSWERS: :

transforms, which you will use in your futuretransforms, which you will use in your future . .

Because this course will teach you how to doBecause this course will teach you how to do

,,optics, biomedical, or civil engineering JOBS.optics, biomedical, or civil engineering JOBS.


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At University of Michigan, a 4At University of Michigan, a 4- -hour course costshour course costsabout $6500 in tuition for outabout $6500 in tuition for out- -of of--state students.state students.

Students have a right to know why they shouldStudents have a right to know why they should. .

Following is what I do for the freshman courseFollowing is what I do for the freshman course

,,basics of design and technical communication.basics of design and technical communication.


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So you want to be an EE...

Most important: To know math & physics

(good grades in your engineering courses)

learned in all of your engineering courses

our o : ectr ca ng neer, o v ous y. Which statement/statements is/are wrong?


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So you want to be an EE...

Most important: To know math & physics

(good grades in your engineering courses)

learned in all of your engineering courses

our o : ectr ca ng neer, o v ous y. ALL of the above statements are WRONG!


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U-M EE Alumni Say That:

Most important in their professional experience


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2 Oral communication skills


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2 Oral communication skillsr tten commun cat on s s4 Engineering problem-solving ability5 Math, science,and engineering skills (yes, 5th )


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2. Dont rely on course prerequisites2. Dont rely on course prerequisites

You saw the sampling theorem in a previous course,You saw the sampling theorem in a previous course, . .

(a) They took the course a year ago and have forgotten;(a) They took the course a year ago and have forgotten;

,, (c) It was covered differently, quickly, or not at all!(c) It was covered differently, quickly, or not at all!


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2. Dont rely on course prerequisites2. Dont rely on course prerequisites

doesnt mean theydoesnt mean they learnedlearned the sampling theorem.the sampling theorem.

You only fully learn the contents of a courseYou only fully learn the contents of a coursewhen you take thewhen you take the nextnext course after that one.course after that one.

You mustYou must reteachreteach material from previous course,material from previous course,


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3. Tips for problem sets (homework)3. Tips for problem sets (homework) ..

Students should immediately know how to do it.Students should immediately know how to do it.. .

22ndnd and later problems should be harder; someand later problems should be harder; somerequirerequire several conceptsseveral concepts be used together to solvebe used together to solve

studentsstudents buildbuild something and use their skills.something and use their skills.


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3. Tips for problem sets (homework)3. Tips for problem sets (homework) ,,

always involves filtering a realalways involves filtering a real- -world signal;world signal;. .

Requires programming, so it will take longer.Requires programming, so it will take longer.

More satisfying to students when they finish it.More satisfying to students when they finish it.


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3. Tips for problem sets (homework)3. Tips for problem sets (homework) ..

Make itMake it possiblepossible for the students to start early:for the students to start early:

If a set is due Friday, should be able to start itIf a set is due Friday, should be able to start itover the weekend; finish after Monday lecture.over the weekend; finish after Monday lecture.

DONT require material from Wed. lecture!DONT require material from Wed. lecture! ..

BeBe availableavailable to them by email that evening.to them by email that evening.


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4. Tips for exams4. Tips for exams ..

Students should immediately know how to do it.Students should immediately know how to do it.. .

Dont give students something theyDont give students something they havent seenhavent seen ..xams s ou e earn ng exper ences.xams s ou e earn ng exper ences. Students should look at exam afterwards and beStudents should look at exam afterwards and be

angry that they missed any questions. If they stillangry that they missed any questions. If they stilldont know how to do it, question was too hard.dont know how to do it, question was too hard.


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4. Tips for exams4. Tips for exams --

One problem per page, plenty of room for work.One problem per page, plenty of room for work. ut n gra ng, on t usua y trace t roug worut n gra ng, on t usua y trace t roug wor

(too hard to redo computation from some error).(too hard to redo computation from some error). Wastes much paper and copying expenses.Wastes much paper and copying expenses. I use ONE sheet two sides for m exams. WriteI use ONE sheet two sides for m exams. Write

answers directly on exam, staple extra pages withanswers directly on exam, staple extra pages withan work usuall 1an work usuall 1- -2 a es . MUCH less a er!2 a es . MUCH less a er!


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5. Teaching a course for the 15. Teaching a course for the 1 stst time?time?

Decide what you want toDecide what you want to accomplishaccomplish in course:in course:w at s ou stu ents now ow to o a terwarw at s ou stu ents now ow to o a terwar

ChooseChoose goalsgoals andand objectivesobjectives for the course, e.g.,for the course, e.g.,Ability to design an FIR filter by placing zerosAbility to design an FIR filter by placing zeros

Onl THEN do ou decide whichOnl THEN do ou decide which to icsto ics to coverto cover DecideDecide orderorder so that one topic leads to another;so that one topic leads to another;

. .


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5. Teaching a course for the 15. Teaching a course for the 1 stst time?time?

CUT IT BY ONECUT IT BY ONE- -THIRD (1/3)!THIRD (1/3)! I mean it!I mean it!

The 1The 1stst

time you teach a course youtime you teach a course you alwaysalways putputtoo much material and tasks into it!too much material and tasks into it!

WhenWhen advisinadvisin students: If ou know someone isstudents: If ou know someone isteaching a course for the 1teaching a course for the 1 stst time;time; warn themwarn them !!Dont advise not to take will be unusuall hard.Dont advise not to take will be unusuall hard.


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5. Teaching a course for the 25. Teaching a course for the 2 nn time?time?

Better to teachBetter to teach somesome of the material very wellof the material very well

than to teachthan to teach allall of the material not very wellof the material not very well Emphasize those topics with which you are mostEmphasize those topics with which you are most

comfortable knowled eable and able to teachcomfortable knowled eable and able to teach Coverage will jitter about 10% termCoverage will jitter about 10% term--to to--termterm


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6. Yours isnt their only course6. Yours isnt their only course -- ..

Your course isYour course is only oneonly one of those four or five.of those four or five.

Your course is the most important one they areYour course is the most important one they aretaking (obviously); but students may disagree!taking (obviously); but students may disagree!

Some of those other courses have associatedSome of those other courses have associated labslabs ..


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6. Yours isnt their only course6. Yours isnt their only course

extracurricular activities; interviews; i.e.,extracurricular activities; interviews; i.e., liveslives ..

You have their attention for about 1 night/week.You have their attention for about 1 night/week.Usually this is the night before homework is due.Usually this is the night before homework is due.

Asking too much work of students will result inAsking too much work of students will result in


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--


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7. Why are we learning this topic?7. Why are we learning this topic?

WRONG ANSWERSWRONG ANSWERS: : .. ,, Because courses like this always cover this.Because courses like this always cover this.

,, Because it will be on the exam.Because it will be on the exam. Oh, OK.Oh, OK.

To keep you off the streets.To keep you off the streets.


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8. KISS (Keep It Simple, Stupid!)8. KISS (Keep It Simple, Stupid!) ..

Big help to students looking through their notes.Big help to students looking through their notes. tate w en en ng a top c an start ng anot er.tate w en en ng a top c an start ng anot er.

End of lectureEnd of lecture: Quickly review what youve done.: Quickly review what youve done.You will have to leave time at the end for this.You will have to leave time at the end for this.

Inform students what to ics are reall im ortantInform students what to ics are reall im ortant(no, not everything you cover is really important)(no, not everything you cover is really important)


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8. KISS (Keep It Simple, Stupid!)8. KISS (Keep It Simple, Stupid!)

handouts like the one shown in following slide.handouts like the one shown in following slide. o stap eso stap es eep to a page or two s es o a page.eep to a page or two s es o a page.

Reading decays geometrically with page number.Reading decays geometrically with page number. President Ronald Reagan refused to read past thePresident Ronald Reagan refused to read past the

11stst a e of an memo. Worked for him.a e of an memo. Worked for him. Do you really read 25 page lecture handouts orDo you really read 25 page lecture handouts or


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9. Remember your audience9. Remember your audience ,,

(1(1 stst rule of [also nonrule of [also non- -]technical communication).]technical communication).

Dont have to impress students with knowledge;Dont have to impress students with knowledge;they know that you are the teacher, not them.they know that you are the teacher, not them.

Dont impress faculty with how much youDont impress faculty with how much you covercover ;;

Major issue for assistant (untenured) professors.Major issue for assistant (untenured) professors.


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9. Remember your audience9. Remember your audience

Afterwards, they should be wondering why theyAfterwards, they should be wondering why they-- . .

Means you did a good job organizing material.Means you did a good job organizing material.

But sometimes they will struggle with a topic.But sometimes they will struggle with a topic.

after teaching a course theafter teaching a course the secondsecond time.time.


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9. Remember your audience9. Remember your audience

StudentsStudents think think they understand it, but theythey understand it, but they dontdont

Students realize theStudents realize the dontdont understand it andunderstand it andthat they have to dig deeper into it and struggle;that they have to dig deeper into it and struggle;

Students finally realize they understand it whenStudents finally realize they understand it when. .


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10. Have patience (and right now!)10. Have patience (and right now!) . .

You will have to show students how to use them.You will have to show students how to use them.

Dont assume they see how to apply a topic, evenDont assume they see how to apply a topic, evenif they can work a simple problem with it.if they can work a simple problem with it.

You will need to explain how topics interYou will need to explain how topics inter- -relate.relate.


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11. Carefully define notation11. Carefully define notation . .

A shortA short glossaryglossary at the beginning of lecture toat the beginning of lecture torev ew notat on can e very e p u to stu entsrev ew notat on can e very e p u to stu ents- -they can refer to it while reading through notes.they can refer to it while reading through notes.

Alwa s iveAlwa s ive unitsunits dimensions of variables. Unitsdimensions of variables. Unitsalways tell a story; very often they tell the answeralways tell a story; very often they tell the answer

put equations in dimensionless form if possible.put equations in dimensionless form if possible.


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Dimensional Analysis ExampleDimensional Analysis Example

GOALGOAL: Determine formula for the period of a: Determine formula for the period of aswinging pendulum,swinging pendulum, without any physicswithout any physics !!

MODELMODEL: : Period=(massPeriod=(mass)a()a(

length)length)bbgg

ccwherewhere

g=acceleration of gravity (32 ft/secg=acceleration of gravity (32 ft/sec 22) and) anda,b,c are unknown constants to be found.a,b,c are unknown constants to be found.

SOLUTIONSOLUTION: Equate exponents on both sides: Equate exponents on both sidesof the formula using dimensional analysis:of the formula using dimensional analysis:


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Dimensional Analysis ExampleDimensional Analysis Example..

time=(mass)time=(mass) aa(length(length )b)b (length/time(length/time 22))cc

Mass:Mass: a=0a=0 . Len th:. Len th: 0=b+c0=b+c . Time:. Time: 1=1=--2c2c .. Solve:Solve: a=0, b=1/2, c=a=0, b=1/2, c=- -1/21/2

Actually:Actually: Period=2Period=2 [Length/g][Length/g]

22 dimensionless dimensionless--cant infer dimensionally.cant infer dimensionally.


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12. Involve audience in the lecture12. Involve audience in the lecture..

Most raise hands Most raise hands : ask can you work a problem: ask can you work a problem,,

Also do thisAlso do this after presenting a topicafter presenting a topic ..

AskAsk simple questionssimple questions during lecture. Usuallyduring lecture. Usually


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--


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13. Dont go too long if using slides13. Dont go too long if using slides

Gives students time to ask questions oneGives students time to ask questions one--on on--one.one.

Gives students time to o to the bathroom talk toGives students time to o to the bathroom talk toother students in class, check or send messages.other students in class, check or send messages.

Good time for a break in this lectureGood time for a break in this lecture- -right now!right now!


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15. Dont put too much on one slide15. Dont put too much on one slide . .

Slides areSlides are differentdifferent from handouts:from handouts: SlidesSlides are read and heard in real time in class;are read and heard in real time in class;

HandoutsHandouts are read at leisure more slowl .are read at leisure more slowl .

..


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Slightly Underdetermined H: ProcedureSlightly Underdetermined H: Procedure == TT TT== . .

Rename: H=[HRename: H=[H y] and xy] and x TT=[x=[x TT 1]1]TT in the sequel.in the sequel. 0=Hx=0=Hx= h(i,j)x(j)=h(i,j)x(j)= H(i,k)H(i,k) X(k)=X(k)=HxHx (DFT of H,x).(DFT of H,x).

xx==GwGw wherewhere GG spans right nullspace ofspans right nullspace of HH. . BUTBUT:: GG and vectorand vector w w have dimensions Nhave dimensions N--M. M. ** == --,,

unknownsunknowns ww(k) and K unknowns S(k), or N(k) and K unknowns S(k), or N--


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Slightly Underdetermined H: ProcedureSlightly Underdetermined H: Procedure == TT TT== . .

Rename: H=[HRename: H=[H y] and xy] and x TT=[x=[x TT 1]1]TT in the sequel.in the sequel.

Now y=Hx has become 0=Hx. Using Parseval:Now y=Hx has become 0=Hx. Using Parseval: 0=Hx=0=Hx= h(i,j)x(j)=h(i,j)x(j)= H(i,k)H(i,k) **X(k)=X(k)=HxHx (DFT of H,x).(DFT of H,x).

xx==GwGw wherewhere GG spans right nullspace ofspans right nullspace of HH. .


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16. Dont put much algebra on a slide16. Dont put much algebra on a slide ,, . .

Students eyes glaze over while frantically tryingStudents eyes glaze over while frantically tryingto copy own equat ons you are scr ng.to copy own equat ons you are scr ng.

They will miss or miscopy some equations.They will miss or miscopy some equations. YouYou may miss or miscopy some equations!may miss or miscopy some equations!

Put derivations or examples on aPut derivations or examples on a handouthandout .. o w a s on e nex s eo w a s on e nex s e


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17. Keep examples simple as possible17. Keep examples simple as possible

illustrate the procedure, or the point being made.illustrate the procedure, or the point being made.. .

Use small integers so students can trace throughUse small integers so students can trace throughyour computationsyour computations- -makes them easier to follow.makes them easier to follow.


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17. Keep examples simple as possible17. Keep examples simple as possible --

believe numbers should bebelieve numbers should be realreal--world realisticworld realistic ,,. ., . . .. ., . . .

I disagreeI disagree- -use realuse real- -world numbers inworld numbers in homework homework ..

Use simple numbers inUse simple numbers in lecturelecture (comprehension)(comprehension)


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18. Liven lectures up with sound18. Liven lectures up with sound ..

Keeps students from going to sleep, at least.Keeps students from going to sleep, at least.

Also var back round and format of slidesAlso var back round and format of slidesdark background may make the room too darkdark background may make the room too darkfor students to take notes and sta awake .for students to take notes and sta awake .

. . . .


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--


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19. Use an outline to mark progress19. Use an outline to mark progress,,

with the next topic in lecture highlighted on it.with the next topic in lecture highlighted on it.

Allows audience (and you!) to keep track of timeAllows audience (and you!) to keep track of time(and avoids audience looking at their watches).(and avoids audience looking at their watches).

Also reminds audience of where the next topicAlso reminds audience of where the next topic

should (you hope) have already learned from it.should (you hope) have already learned from it.


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20. Use wisecracks and jokes20. Use wisecracks and jokes, . , .

Makes students look forward to coming to class.Makes students look forward to coming to class.

Can (slightly) help understand the present topic.Can (slightly) help understand the present topic.

Makes students pay attention (if funny enough).Makes students pay attention (if funny enough).


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21. Have fun!21. Have fun!

Ralph Waldo EmersonRalph Waldo Emerson you are ent us ast c, stu ents w e a so.you are ent us ast c, stu ents w e a so.

Enthusiasm is contagious!Enthusiasm is contagious!

Students can alwa s tell how much ou care.Students can alwa s tell how much ou care.

,,

nuts, but they will enjoy taking your course morenuts, but they will enjoy taking your course more


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