Effective Teaching: Agenda - Technical University of Denmark · 2005-09-12 · 02908 Seminar Course...

Charlotte, Hanne, Natalia, Niels02908 Seminar Course 1

Effective Teaching: Agenda

• Introduction• Test: Find your own learning style• Different learning styles: Presentation• Results from tests• Group work• Discussion of group work• Planning a course: Presentation• Summing-up


Effective Learning Effective Teaching

• What students learn < what we teach

• How much they learn is determined by:– Native ability– Background– Match between learning and teaching styles

• What can be done? Match teaching styles with learning styles

Effective Teaching!


Purpose of Today

After this session you will be:• able to identify different learning styles• aware of your own learning style, and how

it can affect your teaching• aware of ways to support students with

different learning styles• prepared to structure your teaching to

ensure variation in the choice of teachingmethods


Learning Styles


Learning Styles: Perception

• Sensing– Learn through senses– Prefer real world facts and

observations– Solve problems by well-

established procedures– Don’t mind working with

details

• Intuitive– Learn through memory,

reflection, imagination– Prefer concepts and

interpretations– Don’t mind abstractions and

complexity, bored by details


Learning Styles: Input

• Visual– Learn what they see:

pictures, diagrams, etc.

• Verbal– Get more out of written and

spoken explanations


Learning Styles: Organization

• Inductive– Learn by cases,

numerical examples– Working up from

experiments to theories

• Deductive– Begin with general principles– Deduce consequences and

applications from theories


Learning Styles: Processing

• Active– Trying things out– Discussions, applications– Explaining things to others– Bouncing ideas off others– Prefer working in groups

• Reflective– Think things before trying out– Prefer working individually


Learning Styles: Understanding

• Sequential– Learn gradually, from

details to the overall picture

– Can solve problems withincomplete understandingof the material

– Work is done in logicalsteps, therefore it caneasily be explained

• Global– Need an overall picture to

understand details– Work in an all-or-nothing

fashion: slowly at first, then a sudden breakthrough

– Can’t explain their work easily– Can come up with ideas that

sequential learners can’t


Your Own Learning Style

• Has an influence on your choice of workand occupation

• Can change with age and experience• Often depends on the subject


Planning a Course


Instructional objectivesBloom’s Taxonomy of Educational Objectives

6. Evaluation(determine, optimize, evaluate)

4. Analysis(classify, derive, explain)

5. Synthesis(formulate, design, create)

2. Comprehension(explain, describe, interpret, distinguish)

3. Application(apply, calculate, solve)

1. Knowledge(list, identify, outline)


Text, Syllabus and Policy

• Choosing a Text– How well does text

match syllabus?– Are there visuals and

real life examples?– Self-tests?– Any support materials?– Costs

• Course Syllabus and Policy– Contact information– Prerequisites– Required text– Policies for assignments

and grading


Advice

• General Advice– Establish expectations– Establish communication mechanisms– Find out what students know and want to know– Motivate interest in topic


Conclusion• People have different learning styles

– Sensing vs. Intuitive– Visual vs. Verbal– Inductive vs. Deductive– Active vs. Reflective– Sequential vs. Global

• Effective teaching: Adjust to students’ learning styles– Plan a course such that all learning styles are supported– Use pictures, graphs, etc. together with verbal material– Encourage group work– Integrate labs and lectures

Effective Teaching: Agenda - Technical University of Denmark · 2005-09-12 · 02908 Seminar Course...

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