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
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
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
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
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,
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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 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
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.
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
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
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
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
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
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
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.
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
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...
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
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
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.
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
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
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
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
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
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
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
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
METACOGNITION & NOTE-TAKING PURPOSE IS EVERYTHING A teacher s purpose affects everything about learning. It determines: what s important, what s remembered, & what comprehension strategy a student uses.
Ecological foundations Conceptual awareness: issues and values Investigation skills Evaluation skills Environmental action skills Which, if any, of the following environmental education goals are addressed
Study Strategies Used By Successful Students Test performance not only reflects how much one studied in the hours and days right before the test but also how well the person has been studying throughout
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
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?
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
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,
Lesson Duration: Approximately 10 hours Performance Objective: Lesson Plan Course Title: Web Technologies Session Title: Website Administration Following the completion of this lesson, students will understand
Concept-Mapping Software: How effective is the learning tool in an online learning environment? Online learning environments address the educational objectives by putting the learner at the center of the
Jennifer M. Scagnelli Comprehensive Exam Question (O Bannon) Instructional Technology - Fall 2007 Instructional design is a system of procedures used to plan and develop instructional materials and activities
: UWE HE ESSAY PREPARATION AND PLANNING AIMS OF WORKSHOP: Student Handout (A) To identify and explore different learning styles To explore and try out some strategies for essay planning Pre session Preparation
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,
EVALUATION OF A COMPUTER-BASED, ASYNCHRONOUS ACTIVITY ON STUDENT LEARNING OF LEADERSHIP CONCEPTS Barry L. Boyd, Assistant Professor Theresa Pesl Murphrey, Visiting Assistant Professor Texas A&M University
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
Instructional Design Philosophy Executive Summary Instructional Design Principles: MindLeaders training is based on sound principles from research in instructional design, adult learning, and information
Curriculum Development in 6 easy steps for busy Med-Ed types Joanne Lynn MD Curriculum Development in MedEd Medical educators are often charged to plan educational experiences without specific training
Year 12 preparation tasks: Psychology Your research: You and your friend have been chatting about ways that you can remember more information when revising for your exams. Your friend tells you that when
Best Practices in Online Course Design For the Instructor Mark Timbrook Minot State University, Office of Instructional Technology 4/24/2014 Best Practices in Online Course Design Best Practices in Online
Communications & Public Speaking SKILL Project Proficiency Proposal April 2009 - Revised as suggested by the 4-H County Council July 2009 - Final Proposal Chesney Johnson Potter Valley 4-H Communications
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
Course Evaluation: A Tool for Faculty How to Use: The following recommendations are "Best Practices". The purpose of this evaluation tool is to provide an opportunity for online faculty to receive helpful
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
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
IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System OVERVIEW Module 7 in Medical Terminology Online accompanies Chapter
NOTE-TAKING Rutgers School of Nursing WHEN TO TAKE NOTES BEFORE DURING AFTER I. Before Class: Preparation (mental and physical) Read Textbook BEFORE Class Start Taking Notes BEFORE Class The SQ3R Method
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
Adult Learning Styles: How the VARK learning style inventory can be used to improve student learning. Vanessa Marcy, MMSc,PA-C Marcy. V.(2001), Adult Learning Styles: How the VARK learning style inventory
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
The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults S. Joseph Levine, Ph.D. Michigan State University email@example.com One of a series of workshop handouts made
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.**,
What is Differentiated Instruction? for Science Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction
TCL Center for Teaching and Learning Instructional Development Support Center (IDSC) Microsoft PowerPoint: Best Practices Nimitz 107 (410) 2932508 Objectives This workshop is for faculty members who already
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.
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:
Teaching Writing to Students with Learning Disabilities by Bruce Johnson In order to meet the needs of students with learning disabilities, I have made some changes in the way I teach writing to composition
1 Section I Focus and Motivation Section II Input G.L.A.D. Resource Book (Guided Language Acquisition Design) Table of Contents Pages Cognitive Content Dictionary 3-4 Exploration Report. 5-7 Observation