teaching and learning in higher education training...

©2016 Center of Teaching & Learning Development (CTLD), King Abdulaziz University, All rights reserved. No part of this training slides may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic methods, without the prior written permission of CTLD

Teaching and Learning in Higher

Education Training Package

Topics of this Training Session _________________________________

2

Session I Effective Learning strategies

Session II Strategy of Large group Teaching

Session III Strategy of Small group Learning

EFFECTIVE LEARNING STRATEGIES

Eman Aldigs , PhD

Use of effective learning strategies according to

scientific bases and the rules and requirements of NCAAA

THE MAIN GOAL

• Identify the difference between learning & teaching

• Define different effective learning strategies

• Demonstrate learners needs

• Apply different methods of teaching on different learning domains

• Adopt effective learning strategies

By the end of this Session you will be able to: __________________________________________

• What is teaching?

• What is learning?

• Adults Learners Need

• Effective teachers

• Effective Teaching

Topics _________________________________






re-think WHAT TEACHING IS about?

Teaching is the activity of facilitating learning.

The best approach to understanding the nature of teaching is establishing a

harmonious relationship between teacher, student and subject

What is Teaching? _________________________________

• Immediate usefulness

• Relevance

• Safe

• Engaging

• Respectful

Our Students

• Surfers and scanners – NOT readers and digesters

• Expect constant and IMMEDIATE FEEDBACK

• Want DIRECTNESS over subtlety

• Technologically savvy BUT crave personal contact

• Always hurried – know what they want

• Want to learn

Our Faculty

• Redefine traditional values

• Hard-working

• Passionate (can change the world)

• BELIEVE IN HIERARCHY

• May find it difficult to adapt to more flexible arrangements

WHAT IS THE PURPOSE OF TEACHING?

HELP the student to:

Create an interest in learning for the topic in particular and more knowledge in general

“WHAT DO THE STUDENTS NEED TO LEARN?”

WHAT IS THE PURPOSE OF TEACHING?

Acquire, retain and utilize the knowledge

Achieve appropriate skills and use them with confidence

Develop proper life - long learning habits and attitudes






Topics _________________________________






WHAT IS LEARNING?

Learning is a process resulting in some change or modification in the

learners' way of thinking, feeling and doing.

The change may be temporary or permanent.

PARADIGM SHIFT

Old – Instruction Paradigm

An educational institution exists to provide instruction

New – Learning Paradigm

An educational institution exists to produce learning

Learning Model _______________________________

Learning is APPLIED and not simply assessed

Process

Input Output Skills

Data

Facts

vocabulary

Essay

Poster

Play

paper Building Pre-Requisite

Knowledge Application of Skill or

Concept

Building Relevance

knowledge

“Student VOICE and CHOICE – Motivation”

ZEA 2012

20

“The way we learn is to

CONNECT it to something else “

INFORMATION ASSOCIATIONS

MEMORY CONNECTIONS

THINKING LEARNING

The path to learning _______________________________






Topics _________________________________






LEARNING = CONNECTIONS

• Nothing we learn can stand in isolation

• New learning has to be related to what we already know

• Only the student themselves can make the information their own

• Nothing we learn can stand in isolation

• New learning has to be related to what we already know

• Only the student themselves can make the information their own

LEARNING = CONNECTIONS

The teacher must carefully think through the instructional sequence and build

in opportunities for the students to interact with the information in a

relevant and meaningful manner

ADULT LEARNERS

learn best when they feel a “need to know”

• learn best in a non-threatening & flexible learning environment

• have life experiences & skills to draw upon

• require a variety of teaching methods to meet learning needs

• respond to learning when they feel acknowledged & respected

• learn best in a non-threatening & flexible learning environment

• have life experiences & skills to draw upon

• require a variety of teaching methods to meet learning needs

• respond to learning when they feel acknowledged & respected

Student-Centered Learning _______________________________

• Substitute active learning projects and experiences for lectures

• Hold students responsible for material not yet covered

• Assign open-ended questions and problems

• Use simulations, role-playing

• Use self-paced or cooperative (team) learning

Student-Centered Learning _______________________________

• Substitute active learning projects and experiences for lectures

• Hold students responsible for material not yet covered

• Assign open-ended questions and problems

• Use simulations, role-playing

• Use self-paced or cooperative (team) learning

High performance is never an accident; it is always the result of high

intention, sincere effort, intelligent direction, careful planning, and skillful

execution; it represents the wise choice of many alternatives

Adapted from Willa A. Foster

ROLE OF FACULTY

OLD NEW

Faculty as disciplinary experts

who impart knowledge through

lecture

Faculty as Designers of

learning environments applying

best teaching methods

Actor on stage Coach interacting with a team

Delivering a lecture Designing and playing a team

game

ROLE OF STUDENT

Moves from the role of note taker to active participant in the learning

process

Allows students to take control over their learning and, therefore, forces them

to take more responsibility in the classroom

BENEFITS OF STUDENT-CENTERED LEARNING

Permits opportunities to CONNECT the CONTENT to REAL LIFE

1. Opportunities for higher order thinking

2. Promotes greater student-faculty and student-student interaction

3. Increases student retention

4. Improvement of social interaction skills, greater acceptance of others,

and a greater sense of “community” in the class

5. Alternative forms of assessment

6. Innovation in both teaching and student involvement

CHALLENGES TO IMPLEMENTING A PARADIGM SHIFT

1. Lack of confidence in trying new methods

2. Fear loss of content coverage

3. Loss of control over the class

4. Lack of prepared materials for use in the class

5. The ego of the professor

6. Lack of background or training in the use of active learning approaches

KEY STEPS FOR LONG TERM MEMORY STORAGE

The Learning Pyramid _______________________________

LECTURING

Research has shown that it is impossible for students to absorb all of the

information in a lecture

(limited short term memory)

Student’s Expectations/WANTs

• Solid knowledge base & real-world applications

• Clear & organized presentation of material

• Stimulated, active and participatory

• Know why (how does this activity, reading connect to my future career?)

• Faculty to be enthusiastic, helpful and engaged

• Expect “customer service”

• Face-to-face contact but accept boundaries

• Solid knowledge base & real-world applications

• Clear & organized presentation of material

• Stimulated, active and participatory

• Know why (how does this activity, reading connect to my future career?)

• Faculty to be enthusiastic, helpful and engaged

• Expect “customer service”

• Face-to-face contact but accept boundaries

FACULTY’S CHALLENGES

Time

Keeping up with their field

Dealing with students with varied backgrounds and skill levels

Strategies

• MUST understand learners

• ACCEPT differences among students and between students and faculty

• ENGAGE students in setting goals and expectations

• Be FLEXIBLE, CREATIVE and try not to be surprised by anything that

happens in the classroom!

4 ways LEARNERS in take INFORMATION

Engage at least two of these modalities

OR

Engage one of these modalities coupled with an emotional experience

Active emotional engagement appears to be the KEY to learning.

Sensory channels through which individuals give,

receive, and store information

Engage at least two modalities of learning

OR

Engage one of these modalities + emotional experience






Topics _________________________________






EFFECTIVE TEACHERS

• Formulate specific goals and objectives and then select the best

methods for meeting those objectives

• Share the course objectives with the students to clarify expectations for the

students and open communication

• Work to build RELATIONSHIP with their students

• Establish a productive learning atmosphere

• Use effective communication skills

TOUCH THE HEART, THEN TEACH THE STUDENT

• When a teacher’s sensitivity to students increases, so does the

opportunity to reach them

• Until we connect with students emotionally, we may never be

able to connect with their minds

POSITIVE

Tone

Attitude

Positive Tone _________________________________

• Students come to class expecting us to set the tone

• If the tone we establish is positive and professional, they’ll match that tone

• If our attitude is negative and aggressive, they’ll respond in kind

• Encourage different points of view

• Maintain consistency

• Stimulate students about content

Positive Attitude _________________________________

• Consistently compliment and praise students

• Look for opportunities to find people doing things right and praise

those people so they’ll keep on doing things right

• Praise must be clean

• Try not to include the word “But”






Topics _________________________________






Curriculum Planning

Effective Instruction

Teaching

Strategies

Learning

Outcomes

Assessment

Methods

Course Assessment Plan _______________________________

TEACHING and LEARNING STRATEGIES

lecture, class discussion, small group discussion, and videotapes

INSTRUCTIONAL STRATEGIES

This identifies how the curriculum is aligned with the projected outcome

“A set of materials, activities, tools and techniques that are

designed(by instructor) to provide opportunities (for students)

to learn, practice, demonstrate and/or get feedback on their

performance on the performance criteria”

(Inside or outside classroom, with or without instructor)

• Lectures

• Tutorial

• Lab

• Class Discussion

• Thinking-based Activity

• Problem-based Instruction

• Structured case summaries

• Case based discussion

69

• Log books

• Exercises

• Textbook Problems

• Online Discussion

• Project

• Group Project

• Reading/Self study

• Research

Possible Activities _______________________________

In-class activities Out of class activities

o Knowledge

o Cognitive Skills

o Interpersonal Skills & Responsibility

o Communication, Information Technology, Numerical

o Psychomotor

Domains of Learning _______________________________ KSA’s

• Lectures

• Quizzes

• Case Studies

• Questioning

Knowledge & Cognitive Learning _______________________________

DISCUSSION

It is techniques used for pulling knowledge and ideas. It can be applied as

a small groups or larger group discussion composed of 5 to 7 individuals

assigned to discuss a certain topic within certain time limit

Dis-advantages Advantages

1. Discussion can be very time

consuming and unfocused unless the

instructor makes an effort to direct

the flow.

1. The students are actively involved in

processing information and ideas

2. An instructor often has difficulty in

getting the students involved

2. Students can share their

experiences and participate in

making decisions

3. Class size must be restricted 3. It provides means of communication

and feedback between the lecturer and

the learner

SMALL GROUPS

Numbers

• 4 OK

• 5 - 6 is best

• 7 too large

Benefits

• non-talkers are more comfortable sharing

• greater level of self- commitment

• individuals less likely to be ignored

ROLE PLAYING

• Action focus

• Way to practice before doing it “for real”

• Behaviors can be tried in safe environment

• Increases insight into problems

• Diagnosing situations

• Pre-testing problem solutions

• Practicing needed skills

CASE STUDY (TUTORIALS)

• Snapshot of real situations

• Multiple uses for the exploration of issues

• Method to apply content from theory to practice

• Clearly defined tasks

• Simulations

• Assessments

• Role Play

• Demonstration

Simulations are best used to either:

• Introduce students to a new experience

so that they will ask questions

• Give them a chance to practice applying

principles learned by some other method

Simulation _______________________________

ASSIGNMENT SHEET

Provide student with essential materials of a selected topics that can

studied individually as a home work

Disadvantages Advantages

1. Necessitates special educational

competence

1. Enables students to work at his own

peace

2. No group dynamic 2. Facilitates decision-making

3. Not helpful for all types of

students

3. Allow teacher to save time that can

then be spent on more complex activities

DEMONSTRATION

• focus on physical skills

• preparation is critical

• step-by-step

• reinforced verbally

• visible to all

• practice

PROBLEM BASED LEARNING

Define the Problem

What Do We Want Students to KNOW and Be Able to DO?

Problem Analysis Why Can’t They DO It?

Implement Plan What Are WE Going To DO About

It?

Evaluate Did It WORK?

(Response to Intervention –RtI)

PSYCHOMOTOR

• Literature

• Poetry

• Films

• Art

• Guest Speakers

Full length

• Case studies

Snippets

• 5-15 min. segments from full

length films

• You Tube

Films _______________________________

Websites (blackboard)

• Organizations

• Images

• Facts & Statistics

• Resources

Communication, Information Technology, Numerical _______________________________

EVALUATION

So did students learn?

• Exams

• Paper

• Demonstration

• Project or Presentation

INTERPERSONAL SKILLS & RESPONSIBILITY



• Adults Learners Need.

• Effective teachers.

• Effective Teaching.

Topics _________________________________

ACTIVE LEARNING

Engage students in thinking critically or creatively, exploring

personal attitudes and values, giving and receiving feedback,

and reflecting upon the learning process

teaching and learning in higher education training...

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