Interdisciplinary UndergraduateTeaching and Research

Malcolm Potts, Qatar University, April 2008

5. Teaching Theory

Conflictsfeeling

doing watching

thinking

Experiential Learning Cycle

Kolb Learning Style Inventory

Modes of grasping experienceConcrete Experience (CE)Abstract Conceptualization (AC)

Modes of Transforming ExperienceReflective Observation (RO)Active Experimentation (AE)

Learning Styles

Diverging (CE/RO) Assimilating (AC/RO) Converging (AC/AE) Accommodating (CE/AE)

Learning Styles and Behavior

Learning Styles

Kolb's learning styles

Reflective Observation

Watching

Concrete Experience

Feeling

Active Experimentation

Doing

Abstract Conceptualisation

Thinking

Processing Continuum

how we do things

Perc

epti

on C

onti

nuum

how

we

thin

k ab

out

thin

gs

Assimilating (think and watch)

AC/RO

Diverging (feel and watch)

CE/RO

Converging (think and do)

AC/AE

Accommodating (feel and do)

CE/AE

© concept david kolb, adaptation and design alan chapman 2005-06, based on Kolb's learning styles, 1984

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Classes in Different Disciplines

As an instructor – you have a certain learning style

Your students have learning styles that may be the same, similar or different to your style

How and what you teach is perceived differently by each student

In One Class

How to Assess Achievement?

Lowest level: The novice

Intermediate levels

Highest level: Metacognition

Novice

The lowest level should be what a novice demonstrates when confronted by a problem

Metacognition

Student’s awareness of their own learning skills, performance and habits.

Students not only have to approach the problem correctly, they must demonstrate an understanding of their problem-solving strategies and limitations

Scoring

On a 4-point scale where 4 = expert and

1=novice

The scale is ordinal, not cardinal.

That is, a score of 4 does not mean twice as good as a score of 2