Philosophy, Strategies, Tools, and Methods Consider the - - PowerPoint PPT Presentation

Philosophy, Strategies, Tools, and Methods

Consider the following question:

What issues contribute to undergraduate students leaving engineering?

Now rank the issues in order of concern, where 1 = most important

Inappropriate initial choice Inadequate preparation (HS) Financial problems Poor teaching Curriculum overload and pace

Consider the following question:

What issues contribute to undergraduate students leaving engineering?

Now rank the issues in order of concern, where 1 = most important

Inappropriate initial choice 2 Inadequate preparation (HS) 4 Financial problems 5 Poor teaching 1 Curriculum overload and pace 3

Seymour & Hewitt (1997)

*Seymour, E. and N.M. Hewitt. (1997). Talking about leaving: why undergraduates leave the sciences. Westview Press, Boulder, CO.

Category Switch (%) Stay (%)

• 1. Poor teaching

98 86

• 2. Inappropriate initial choice

94 52

• 3. Inadequate advising/help

81 53

• 4. Lost interest

66 41

• 6. Overload

55 52

• 10. Inadequate preparation

38 37

• 13. Financial problems

32 29

• Outline the components of an effective instructional

strategy

• Construct a framework for teaching & learning
• Describe Lowman’s 2D model of exemplary teaching
• Construct learning objectives using a common rubric
• Assess course outcomes using learning objectives
• Use learning objectives for formative assessment

Instructional Strategy

• Structured organization
• Engaging presentation
• Enthusiasm
• Positive rapport
• Frequent assessment
• Appropriate use of

technology

Instructional Strategy

• Structured organization
• Engaging presentation
• Enthusiasm
• Positive rapport
• Frequent assessment
• Appropriate use of

technology

Instructional Strategy

• Structured organization
• Engaging presentation
• Enthusiasm
• Positive rapport
• Frequent assessment
• Appropriate use of

technology

Instructional Strategy

• Structured organization
• Engaging presentation
• Enthusiasm
• Positive rapport
• Frequent assessment
• Appropriate use of

technology

Instructional Strategy

• Structured organization
• Engaging presentation
• Enthusiasm
• Positive rapport
• Frequent assessment
• Appropriate use of

technology

Instructional Strategy

• Structured organization
• Engaging presentation
• Enthusiasm
• Positive rapport
• Frequent assessment
• Appropriate use of

technology

Instructional Strategy

• Structured organization
• Engaging presentation
• Enthusiasm
• Positive rapport
• Frequent assessment
• Appropriate use of

technology

Framework for Teaching & Learning

• Orientation
• Importance
• Relation to prior

knowledge

• Measurable Standards
• Learning objectives
• Information
• Stimulate Abstraction

Framework for Teaching & Learning

• Models & Examples
• Application
• Familiar and

unfamiliar

• Assessment
• Feedback
• Self-Assessment
• Muddiest point?

Instructional Framework

Principles of Effective Teaching

• Create intellectual excitement
• Build a positive rapport
• Teach around the wheel

Lowman’s 2D Model of Exemplary Teaching

• Intellectual Excitement
• Clear
• Demonstrate mastery
• Stimulating
• Interpersonal Rapport
• Get to know your students
• Show interest in student learning
• Be receptive to student opinion/perspective

* Lowman, J, (1984). Mastering the Techniques of Teaching. Jossey-Bass Publishers, San Francisco, CA.

Differentiating IE from IR

• IE refers almost exclusively to what an

instructor does in the classroom...

• it focuses on the CONTENT
• IR is significantly influenced by teacher-

student interaction outside/inside the classroom...

• it focuses on the LEARNER

Lowman’s 2D Model

Interpersonal Rapport Low Moderate High High

Intellectual Authority Exemplary Lecturer Complete Exemplar

Moderate

Adequate Competent Exemplary Facilitator

Low

Inadequate Marginal Warm & Open

Intellectual Excitement

Index of Learning Styles

Answers may suggest a lot about how your students learn best... and possibly how they should be taught! *Soloman & Felder

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

4 8 11 4 8 11 a b

Visual Verbal

ILS Dimensions - Input

Visual Verbal Pictures, diagrams, graphs, demonstrations, etc. Sounds, written and spoken words, formulas

ILS Dimensions - Perception

Sensory Intuitive Sights, sounds, physical sensations, (practical & methodical) Memories, ideas, insights (abstract & imaginative)

4 8 11 4 8 11 a b 4 8 11 8 11 a b

Visual Verbal Sensory Intuitive

ILS Dimensions - Processing

Active Reflective Learn by doing, working with

• thers

Thinking through things, working alone

4 8 11 4 8 11 a b 4 8 11 4 8 11 a b 4 8 11 8 11 a b

Active Reflective Visual Verbal Sensory Intuitive

ILS Dimensions - Understanding

Sequential Global

Logical progression

• f small incremental
• steps. Solve

problems w/o complete understanding. Orderly and easy to follow solutions. In large jumps and holistically... solve problems in an all or nothing style. Systems thinking and synthesis.

g

4 8 11 4 8 11 a b 4 8 11 4 8 11 a b 4 8 11 4 8 11 a b 4 8 11 8 11 a b

Global Sequential Active Reflective Visual Verbal Sensory Intuitive

ILS Dimensions - Organization

Inductive Deductive

Facts and

• bservations first,

then infer principles (natural human learning style) Principles given first, applications deduced (natural human teaching style)

Learning & Teaching: At Odds

• Most STEM students are...
• Visual
• Sensing
• Active
• Sequential
• Inductive
• Most (STEM) teaching is...
• Verbal
• Intuitive
• Neither active nor

reflective

• Sequential
• Deductive

Put Yourself on the Wheel

4 8 11 4 8 11 a b 4 8 11 4 8 11 a b 4 8 11 4 8 11 a b 4 8 11 8 11 a b

Reflective Active Sequential Global Visual Verbal Sensory Intuitive

Teaching Around the Wheel

The Tools

Think about your last class...

• 1. Can you list what YOU covered?
• 2. Can you list what the STUDENTS learned?

Learning Objectives

Start with action verbs Utilize/emphasize quantifiable language Use complete and simple sentences Consider Bloom’s Taxonomy...

Operational Definition

Lesson Content Stated in Learning Terms

• Describes what the learner should be

able to do after: Completing the reading assignments Attending class (regularly) Completing the assignments

Bloom’s Taxonomy of Educational Objectives*

*Includes refinements by: Anderson, L.W., D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank, R.E. Mayer, P.R. Pintrich, J. Raths, and M.C. Wittrock (2001). A Taxonomy for Learning,“Teaching, and Assessing-A Revision of Bloom's Taxonomy of Educational Objectives.” Addison Wesley Longman. Bloom, B.S., M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl (1956). Taxonomy

• f educational objectives: Handbook 1: Cognitive domain. New York: David McKay.

• steady-state, conservative, scalar,

vector, total head, Reynolds number, and relative roughness.

• the equations of continuity and

momentum.

• continuity to solve for velocity and

discharge.

Exercise

Construct a set of learning

• bjectives for your last class... or

your next class.

• Undergraduate education focuses on the

lower levels of cognitive ability.

• Ideally,

levels should be addressed in every course.

• Ideally,

levels should be assessed in every course.

Exam 1 – Learning Objectives

KEY: Objective No.: Learning objective(s) (level of difficulty) [practiced y/n] {exam problem no.} Level of Difficulty: 1 (easy) – 6 (difficult) 1. Define: steady-state, conservative, scalar, vector, total head, Reynolds number, relative roughness (1) [n] {} 2. Recall: eqns of continuity & momentum (1) [y] {} 3. Apply continuity to solve for velocity, flowrate (discharge) (3) [y] {} 4. Describe relationship between frictional head loss and: pipe length, diameter, and flow velocity (6) [n] {} 5. Differentiate between hydraulically smooth and hydraulically rough pipes (4) [y] {} 6. Identify limitations of Colebrook-White and Swamee-Jain equations (4) [y] {} 7. Identify Type I, Type II, and Type III problems (4) [y] {} 8. Solve a Type III problem (3) [y] {} 9. Differentiate between hydraulic grade line and energy grade line (4) [y] {}

• 10. Apply energy equation to solve a Type I problem (3) [y] {}
• 11. Describe and identify minor losses in a pipe system (4) [y] {}
• 12. Determine head loss in noncircular conduits (2) [y] {}
• 13. Formulate an equivalent length (2) [n] {}
• 14. Apply the nodal method to simple pipe networks (3) [y] {}
• 15. Apply the loop method (Hardy Cross) to estimate flow in distributed pipe networks (3) [y] {}
• 16. Differentiate between centrifugal and axial flow pumps (4) [y] {}
• 17. Describe the performance of a pump based on the head and flow coefficients (6) [y] {}
• 18. Define: efficiency, homologous series, specific speed (1) [y] {}
• 19. Select an appropriate pump geometry for a given problem (4) [y] {}
• 20. Apply affinity laws to create pump performance curve (3) [y] {}
• 21. Utilize pump performance curves to determine: flowrate, head gained by pump, pump size (3) [y] {}
• 22. Derive a system curve to determine operating point of a pump (5) [y] {}
• 23. Define: performance curve, system curve, operating point, net positive suction head (1) [n] {}
• 24. Differentiate between series and parallel pump systems, and determine system curves (4) [y] {}

Learning Objectives

Measurable outcomes 3-4 per 50-minute class Exam preparation* Exam analysis*

Exam Preparation

1. Compile all relevant learning

• bjectives into a list

2. Pick/choose the ones you’d like to test on 3. Review lecture notes and assignments for corresponding problems 4. Modify/expand for testing

2. Recall: eqns of continuity & momentum (1 3. Apply continuity to solve for velocity, flow 4. Describe relationship between frictional he {} 5. Differentiate between hydraulically smooth 6. Identify limitations of Colebrook-White an 7. Identify Type I, Type II, and Type III prob 8. Solve a Type III problem (3) [y] {} 9. Differentiate between hydraulic grade line

• 10. Apply energy equation to solve a Type I pr
• 11. Describe and identify minor losses in a pip
• 12. Determine head loss in noncircular condui
• 13. Formulate an equivalent length (2) [n] {}
• 14. Apply the nodal method to simple pipe net
• 15. Apply the loop method (Hardy Cross) to es
• 16. Differentiate between centrifugal and axial
• 17. Describe the performance of a pump based
• 18. Define: efficiency, homologous series, spe

Objective Key: (difficulty) [practiced] {exam problem number}

Summative Assessment

• How well did students

perform by problem?

• How well did students

perform by difficulty?

• How well did students

perform on new questions?

• What level of achievement

was attained for outcomes?

Exam Analysis

• Record exam scores by

problem and by student

• Average scores by

problem and by student

• Refer to objectives key
• List corresponding level
• f difficulty and practice

for each exam problem

Formative Assessment

• Made possible by rubric
• Made possible through

problem-by-problem and student-by-student evaluation

• Other opportunities for

correlation (i.e. attendance, quizzes, etc.)

Lesson Plans

• Organization
• Scheduling
• Learning Objectives
• Content
• Requirements
• Assessment

CE 360 – Lesson 2: Governing Principles – Continuity & Momentum (review) Time Components Detailed Time Breakdown

• Governing Equations (pipe flow)
• Steady-state continuity
• Example problem (instructor-lead)
• Steady-state momentum
• Applications of momentum to force computations

• Discussion of what each “spoke” of the wheel means
• Indication/reflection of tendency toward one end of an axis (PPT notes)
• Implications for student/instructor instruction (delivery and processing)
• Discussion of group ILS results (use transparency on overhead projector)

• bjectives for today’s lesson will be reinforced/evaluated during subsequent homework assignments,

Board Notes

• Organization
• Important notes/

comments/hints

• Example problems
• Use of color
• Calibrated
• 8 boards per 50

minute lecture

Physical Demonstrations

• Students respond to hands-on activities!
• Example:
• Course: EG 360 - Fluid Mechanics
• Subject: Manometry
• Demo: 2 balloons, 1 piece of tubing,

water, and food coloring

• Cost: ~ $10

Verbal & Nonverbal Communication

• You have two very powerful tools in every

classroom...

• The blackboard
• Your voice
• Nonverbal communication can be as (or

more) important

• Varying your SPIT!

Instructional Redux

• The teaching strategy
• Instructional framework
• Teacher as a positive role model
• Principles of effective teaching
• Focus on IE and build IR
• Teacher as a complete exemplar

Instructional Redux

• Filling the toolbox
• Learning objectives
• Board notes
• Using the chalkboard
• Verbal Kung Fu

Outline the components of an effective instructional

strategy

Construct a framework for teaching & learning Describe Lowman’s 2D model of exemplary teaching Construct learning objectives using a common rubric Assess course outcomes using learning objectives Use learning objectives for formative assessment

You’ve been a wonderful class!