1 Scientists Teaching Science Barbara Houtz January 13, 2014
2 Instructional Design The systematic design of materials, activities, and interactive environments for learning. Broadly informed by educational psychology theories and research. The major educational psychology theories are based on behavioral, cognitive, and social cognitive perspectives.
3 Behavioral Perspective Based on the principles of operant conditioning: Reinforcement: a consequence that causes a behavior to occur with greater frequency. Punishment: a consequence that causes a behavior to occur with less frequency. Extinction: the lack of any consequence following a response; causes a behavior to occur with less and less frequency.
4 Cognitive Perspective Considers traits, beliefs, memories, motivations, and emotions. Describes memory structures that determine how information is perceived, processed, stored, retrieved, and forgotten. Problem solving is a fundamental characteristic of learning.
5 What are you thinking right now?
6 Dale, E. (1969) Audiovisual methods in teaching, third edition. New York: The Dryden Press; Holt, Rinehart and Winston.
7 Your Examples of Poor Instruction
8 Purpose of this Workshop Understand that even if you are an expert in your subject, you can still be a poor teacher. Learn some basic information about different methods to keep your students interested and learning. Learn a few basic facts about instruction and designing a course.
9 Objectives 1. Know about four major learning styles and their characteristics. 2. Compare methods of instruction that meet the needs of learners. 3. Identify some steps in preparing a course (curriculum design).
10 Learning Domains 1. Cognitive: knowledge or mind based 2. Psychomotor: skill based 3. Affective: belief or behavior based
11 Learning Styles There are several different theories about learning styles.
12 A benchmark definition of learning styles is characteristic cognitive, effective, and psychosocial behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. Learning styles are considered by many to be one factor of success in higher education. But there is no agreement on which single method is the best way to categorize them. When the majority of information is presented in formats that are misaligned with learning styles, students may spend more time manipulating material than they do in comprehending and applying the information. (Romanelii, Bird, & Ryan, 2009)
14 What s Your Learning Style? THINK PAIR - SHARE Use the VARK questionnaire to find your learning style(s). Or search VARK on your phone and choose questionnaire to take it online. Pair up with the person next to you. After finding your major learning style, discuss it with your partner. Share information about things you each do to learn new ideas or concepts. After Fleming, 1995
15 METACOGNITION Is thinking about your own thinking. You have determined what you need to do to learn and remember information. Once you realize how you learn, you can come to understand that others may learn in different ways. This helps you vary your instruction to meet the needs of your audience.
16 For Visual Learners Use books with graphs, illustrations, tables, flowcharts, diagrams, or photographs. Don t just talk: SHOW the important points. The use of uncrowded slides and images is important.
17 For Auditory Learners Speak clearly and slowly. Encourage your students to ask and answer questions. Hold large and small group discussions; hearing others talk helps them remember. Make sure you repeat the key points. Your students may ask questions that repeat your statements because it helps them to remember better.
18 For Read/Write Learners Provide extensive written material for information. On slides or a board, write the key information in words. Ask for written summaries or explanations if possible. Post written summaries of key ideas at the end of a lesson or activity.
19 For Kinesthetic Learners Break up a lecture with small group discussions where people have to move about. Provide opportunities for people to handle equipment when learning important skills. Use concrete personal examples, simulations, or roleplaying activities whenever possible.
20 You Can t Do It All Do you think you need to try to meet the needs of all four types at the same time? You will still mostly talk/lecture. Problems arise when an instructor uses one predominant style, and a student has a conflicting style of learning. This is the student who just doesn t seem to get it, no matter how many times you try to teach them.
21 Review What s one way to help: read/write learners? visual learners? auditory learners? kinesthetic learners? Keep in mind you can extend or enhance your lecture with different activities.
22 Designing Your Instruction What else can you do besides lecture? What other assessments can you assign other than reading and answering questions?
23 Alternatives to Lecturing Computer simulations. Small group discussions. Guest speakers. Panel discussion. Group discussion based on assigned reading or relevant questions. Case study. Videos or short demonstrations.
24 Time it s a matter of minutes Don t look at the time for instruction as one solid piece of time. Break up your instruction into smaller increments.
25 Housekeeping, 3 Summary, 5 Introduction, 2 Lecture, 25 Lecture, 20 Activity, 5 Time Management: 1 hour class
27 Alternative Assessments Group projects (provide plenty of time to complete and grade). Assign readings from popular news sources on new scientific findings (for younger students). You Tube video projects. Large hadron rap: Allow students to create poems, songs, or animations about basic scientific processes. Have a grad student grade student projects.
28 Curriculum Design There are many different models, all backed by research. Find what works best for you and the way you approach a problem. Details come first Big picture comes first, details come later Everything organized before you start Lots of room for spontaneity
29 Understanding by Design Start at the end: A backwards design model that centers on the idea of first identifying the desired results, and then working backwards to develop instruction.
30 Decide What You Want to Accomplish Identify the big ideas you want students to remember after your class is over. Establish your goals. big, fundamental concepts you want students to understand Write your learning objectives. specific ways students will demonstrate they ve learned the information
32 Writing Objectives Examples in your STS packet. Difficult to do at first it needs practice before it becomes easier to do. Helps you organize to what degree or level of proficiency you want students to remember content.
33 Select Your Instructional Methods Ask yourself: What are the students going to do?, not What am I going to do? Vary your methods to promote understanding by increasing attention and interest.
34 Develop Your Assessments Larger classes require more simple assessments (multiple choice tests, short essay questions). Smaller classes can have a variety of assessments. Write your final exam or create the final project before you begin teaching. it will help keep you on track for where you want to end the course, instead of letting you get bogged down in content
35 Prepare Your Lecture Notes LAST! You have your course goals and objectives to guide you. You can pace the course better. You know what will be on your tests and assessments. You can use all the above to create your syllabus.
36 More Information Can be found in the STS packet: determining the scope of a course writing goals and objectives writing a syllabus pros and cons for alternatives to lecturing how people learn
37 Summary of Workshop Different learning styles Alternatives to lecturing Alternative assessments Backwards design in course development
38 Examples of Teaching Methods Clear objectives stated at the beginning Varied instructional methods large group discussion think-pair-share small group discussion visual aids notes matched lecture movement throughout lecture encouraged interaction between instructor and audience
Learning Styles What is a Learning Style? Learning styles focus on how your brain receives information. No one else learns or processes information exactly the way you do! If you discover how you process
Welcome to Understanding Your Learning Style. This brief workshop is designed to help you gain a preliminary understanding of the different types of learning styles, and study techniques to help you optimize
Learning Styles and what they mean for me V = Visual VARK A = Aural R = Reading/Writing K = Kinesthetic Social or Solitary Discover Your Learning Style Complete The Questionnaire VARK Questionnaire http://www.vark-learn.com/english/page.asp?p=questionnaire
utilize a variety of teaching modalities, such as small group process, lecture, and experiential activities be flexible and meet each learner s needs provide information that will overlap with information
ASSURE Model 1 Running head: ASSURE MODEL Deconstructing the Heinich, Moldena, Russell, and Smaldino Instructional Design Model Angela E. Megaw EDIT 6180 University of Georgia ASSURE Model 2 Unlike most
Getting the Most out of ATI www.atitesting.com What is ATI? ATI is an online resource that will be used throughout the nursing program to help you learn about nursing practice as well as help prepare you
Learning styles Introduction Every student approaches learning in a different way. How we learn as individuals is known as our "learning style". One of the best ways to maximise your learning is to find
Explicit Instruction in Thinking Teaching Specific Skills Project-based learning offers rich opportunities for providing instruction in specific thinking skills and strategies while emphasizing subject
A Taxonomy of Reflection 1. A Taxonomy of Lower to Higher Order Reflection Assume an individual has just completed a task. What types of questions might they use to reflect on the experience? How might
INFORMATION FOR LEARNING: MAKING IT YOUR OWN Active listening: notetaking in lectures DCU Student Learning Resources Office of the Vice-President for Learning Innovation and Registrar 2 INFORMATION FOR
STUDENT SUCCESS WORKSHOPS DISCOVER YOUR LEARNING STYLE! What This Workshop Will Cover An introduction to learning styles in general; Characteristics of the four styles covered in this workshop (visual,
Janet Russell CNDLS Workshop Goals: 1) Teaching vs. Learning goals Participants will be able to distinguish between teacher-centered and student-centered learning goals. 2) Articulate a set of learning
Bag It! A Quick and Remarkably Easy Instructional Design Process. 1 Bag It! A Quick and Remarkably Easy Instructional Design Process. By: Sharon L. Bowman, M.A. President, Bowperson Publishing & Training,
Basic Computer Skills Module 4 Introduction to Microsoft PowerPoint 2010 Basic Computer Skills Module 4 Introduction to Microsoft PowerPoint 2010 Summary Goal(s): This unit includes lessons on how to use
Module 6; Managing Large Classes Approaches to Language Teaching: Extension; Video Length: Approximately 11 Minutes; Notes to the Trainer; For best results, have participants go through the readings for
ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching
Writing Effective Learning Objectives Elaine Van Melle, PhD and Sheila Pinchin, MEd Office of Health Sciences Education Faculty of Health Sciences Queen s University September 2008 How to Write An Effective
Learning Styles and Memory Sandra E. Davis Auburn University Abstract The purpose of this article is to examine the relationship between learning styles and memory. Two learning styles were addressed in
34 Human Resource Certification Preparation Program Learning Although this story may not be entirely accurate, it does illustrate the process of retroactive inhibition in which new learning may interfere
New Faculty Orientation 2012 CLASSROOM MANAGEMENT & LEARNING STYLES LEARNING AND TEACHING This student-centered perspective is a hallmark of the CSUDH approach to teaching. We strive to empower instructors
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
Lesson Plan Course Title: Computer Maintenance Session Title: Disaster Recovery and Preventative Maintenance Lesson Duration: 3 to 4 one-hour sessions with 1 additional one-hour session for the exam (Lesson
Learning Style Adaptations Created by Ida Hoelscher Title III Academic Skills Coordinator Sul Ross State University How do you learn? Learning starts at birth. Culture plays a role in how you learn, as
International Journal of Learning and Teaching Vol. 1, No. 2, December 2015 Identifying Learning Styles in EFL Classroom Huda Suliaman Alqunayeer and Sadia Zamir Qassim University, Al-Qassim, Kingdom of
Page 1 Index Section 1 - Characteristics of the Successful Online Student... 4 Section 2 Course Navigation... 8 Appendix A Reading Tips... 12 Appendix B Writing Tips... 13 Appendix C Study Tips... 14 Appendix
LESSON 7: LEARNING MODELS INTRODUCTION mobility motivation persistence sociological Think about your favorite class. Does the teacher lecture? Do you do experiments or go on field trips? Does the teacher
Quantum Learning in the Classroom New Haven 2007 As a school, we have spent the past year trying to implement the Quantum Learning approach in our classrooms. Quantum Learning focuses on using teaching
Teacher Development Workshop BUSINESS STUDIES GRADE 11 CONTENTS PAGE CONTENTS PAGE... 2 PROGRAMME OF ASSESSMENT FOR GRADE 11... 4 EXAM REQUIREMENTS FOR GRADE 11... 5 TEACHING BUSINESS STUDIES GRADE 11...
Credit and Qualification Framework Assessment Definitions 1. Case Studies Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply
Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to
Using Learning Preferences to Engage Students Procedure Procedures 1 Write the following questions on the board: -What do you do to learn new vocabulary words? -What do you do to learn new grammar? -What
Five ways to reduce PowerPoint overload by Cliff Atkinson and Richard E. Mayer Executive Summary Many people have had enough of PowerPoint. That s no surprise to many of us who have seen PowerPoint slides
Design Document for Online Course Cynthia Stoner 11/2611 Course/Program Title: HRD 110 Freshman Seminar Course goals: This Freshman Seminar course will include introductions to technology and support services
What are Learning Styles? Information enters your brain three main ways: sight, hearing and touch, which one you use the most is called your Learning Style Visual Learners learn by sight Auditory Learners
Portfolio Information Practicum in Architectural Design Lesson Plan Performance Objective Upon completion of this assignment, the student will be able to create a portfolio to document personal knowledge
An Introduction to Pedagogy and Learning Styles Valerie O LoughlinO Grand Summarizer What IS Pedagogy? Def: the art, science or profession of teaching Word origin: Greek word paidagogos paid=child, agogos=
Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?
Welcome to Introduction to Psychology PSY 1010, Online Instructor: (this syllabus is only a sample, derived from a syllabus designed by Rickye Heffner, PhD. The final syllabus will be slightly different
The guide contains the following sections and information: s Scoring Components Evaluation Guideline(s) The curricular requirements are the core elements of the course. Your syllabus must provide clear
Syllabus Course: Becoming a Reflective Teacher Presenter: Dr. Robert J. Marzano Credits: 3 Required ebook: Becoming a Reflective Teacher (Robert Marzano with Tina Boogren, Tammy Heflebower, Jessica McIntyre,
Teaching with PowerPoint PowerPoint can be an effective tool to present material in the classroom and encourage student learning. PowerPoint, when effectively planned and used, can enhance instruction.
20+ Innovative (and COOL!) Tools to Enhance Online Instruction and Student Learning https://sites.google.com/site/20cooltoolsfored/home Presenters Julee S. Poole, Ph.D. Kaplan University School of Social
6.3 Active Citizenship A.Civics 8.A.1 CURRICULUM GUIDE 2012/2013 How can students deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion.
Lesson Plan Course Title: Principles of Information Technology Session Title: Understanding Types & Uses of Software Lesson Duration: Approximately 5 hours Performance Objective: Upon completion of this
PSY 211 Psychology of Learning San Diego State University Fall Semester 2010 Tuesday 8:00-9:15 and Online Instructor: B. Charles Tatum, Ph.D. Office: Life Sciences 24B (Basement Level) Phone: (619) 226-7726
F O C U S Challenge? Reaction? Insight? Action Chapter Seven Engaging, Listening, and Note Taking in Class Reading Assignments Chapter 7, pages 151-174 PowerPoint Presentations Chapter 7 FOCUS on Community
Designing Effective Projects: Thinking Skills Frameworks Learning Styles Differences in Learning Today s teacher knows that the ways in which students learn vary greatly. Individual students have particular
SCIENCE INTERACTIVE NOTEBOOK Your Key To Success in Science Interactive Notebook! Even though we may not think it, scientists are very organized. One tool they use to keep organized is a notebook. Their
Learner-Centered Teaching Elizabeth Normandy Teaching and Learning Center Learner-Centered Teaching Learner-centered teaching focuses attention on what the student is learning, how the student is learning,
AP Psychology 2013 2014 Ms. Samuelson Per 6 Contact Ms. S firstname.lastname@example.org Wscacademy.org The school s website has a homework tracking system that will send email reminders to students and
Portfolio Information Practicum in Interior Design Lesson Plan Performance Objective Upon completion of this assignment, the student will be able to create a portfolio to document personal knowledge and
COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The
Transition Planning Considerations: A Strategy for Note Taking PowerPoint Slides to be used in conjunction with the Facilitator s Guide Copyright 2011, East Carolina University. Recommended citation: Bouck,
SCIENCE INTERACTIVE NOTEBOOK Your Key To Success in Science Interactive Notebook! Even though we may not think it, scientists are very organized. One tool they use to keep organized is a notebook. Their
CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of two parts. The first part starts with the definition of learning styles, the importance of understanding the students learning styles, models
New Mexico 3-Tiered Licensure System Requirements & Guidelines for the Preparation of the New Mexico Professional Development Dossier (PDD) for Teachers Prepared by the New Mexico Public Education Department
Characteristics of Auditory Learners: Characteristics of Learning Styles They talk about what to do, about the pros and cons of a situation. They indicate emotion through the tone, pitch, and volume of
Barsch Learning Style Inventory Jeffery Barsch, EdD. Name Date To gain a better understanding of yourself as a learner, it is useful to identify the way you prefer to learn. Learning is easier when study
Workplace mentoring guidelines Mentoring builds the workforce of today, and tomorrow. It involves the sharing of knowledge, skills and best practices - safety, knowledge, attitude and behaviour. Workplace
NCTE ICT in the Classroom Presentation software - focus on literacy & numeracy (Primary) Ref: 12-11 Introduction The purpose of this document is to provide an overview of the benefits of using presentation
Characteristics of Auditory Learners (hearing) 30% of learners Remember what they hear. Talk while they write. Need phonics. May be a sophisticated speaker. Eyes move down and to the right when they are
FALL 2015 COURSES WEBG WEBSTER TESL PROGRAM 1 FALL 2015 COURSES WEBSTER UNIVERSITY SCHOOL OF EDUCATION TEACHING ENGLISH AS A SECOND LANGUAGE ADVISERS: DR. DJ KAISER email@example.com 314-246-7153 DR.
Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well
Active Learning Strategies ORCHESTRATING LEARNER PARTICIPATION IN EDUCATIONAL ACTIVITIES The overall goal of this presentation is to provide faculty with information and strategies to enhance learner participation
Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 1: Army JROTC The Making of a Better Citizen Time: (a) 90-minute block with Part 1 and 2 Teacher: SFC CONNOR
1 Supporting Whole Learners in Developmental English Classes An examination of multi-modal, multi-intelligence teaching methods and classroom activities as applied to a developmental reading and writing
STUDENT SATISFACTION Below are sample student comments from the module feedback questionnaires, in response to the question: Please describe what you liked most about the module and why. The complete set
UNIT I: Knowing the Learner Foundations of Curriculum and Instruction Essential Curriculum Goal 1: Students will review how the needs of children change as they develop. a. Describe typical developmental
AC 2010-424: A STUDY OF PROJECT-BASED STEM LEARNING IN TAIWAN Shi-Jer Lou, National PingTung University of Science and Techno Shun-Yuan Chuang, National Kaohsiung Normal University Hsiang-jen Meng, National
Identifying your learning styles 1 What this short video covers The different learning preferences/ styles How to identify your learning preferences 2 Question What have you given up on because you thought
Note: Social Media is constantly changing This information may not be current. Best Practices for Online Social Networking: Using Technology for State-wide Impact! 1 Agenda Welcome and Introductions New
Turning It Around: Strategies for Working with Culturally Diverse Students Renae Azziz, Ed.S., NCSP Virtuoso Education Consulting Email: firstname.lastname@example.org www.virtuosoed.com Learning Objectives Define
10 Royal Thai Air Force Medical Gazette Vol. 57 No.3 September - December 2011 The Learning needs for Air Cadets and Air Force Student Nurses in the English subject Wg.Cdr. Watcharaporn Paorohit, RN; Ph.D.**,
Using a Curriculum Map: How to Plan Instruction Overview What is a curriculum map? A curriculum map is a plan for how a teacher will teach a specific course. Curriculum maps address the major ideas and
APPLIED ARTS DIVISION School of Health, Education and Human Services Fall, 2015 COURSE OUTLINE ELCC 125 INTERPERSONAL RELATIONSHIPS AND COMMUNICATION SKILLS 45 HOURS 3 CREDITS PREPARED BY: Instructor DATE:
CHAPTER 3 Catering for different types of learner If students enjoy their English lessons, this can provide powerful motivation. Ensuring that lessons are well paced and contain different kinds of activity
Converting a Face-to-Face Course to a Hybrid Course A research paper by Stephanie Delaney For College Teaching EDAD 966 Introduction Hybrid courses blend the best of face-to-face classes with online learning.
Visual, Auditory and Kinesthetic Approach to Enhance the Information Processing Ability in Teaching Learning Teaching Chemistry C. Girija Navaneedhan, Assistant Professor, Sree Satha College of Education
Your consent to our cookies if you continue to use this website.