Dr K V M Achuta Ramiah Asst. Professor CSS Department K L University

Dr K V M Achuta RamiahAsst. Professor CSS DepartmentK L University

LEARNING AND TEACHING

Placing the learner at the

centre of educational Practice

LEARNER

Supervising advanced studies: Learner interaction with the subject is the important thing, Teacher facilitates

Topics in the workshopTopics in the workshop

Learning StylesLearning Styles

Strategies of EffectiveStrategies of Effective TeachingTeaching

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Why do teachers get poor Why do teachers get poor evaluation?evaluation?

What we teach What they learn

ReasonReason Teaching styleTeaching style Learning StyleLearning Style

Gap between the twoGap between the two

A MismatchA Mismatch

Have control over teaching Have control over teaching style style

Different Learning Sources Different Learning Sources of Studentsof Students

Students LearnStudents Learn

–One fourth One fourth from teacherfrom teacher

–One fourth One fourth from self studyfrom self study

–One fourth One fourth through discussion through discussion with with

classmatesclassmates

–One fourth One fourth from own from own experienceexperience

Make at least this part effective

Types of TeachersTypes of Teachers

Types of TeachersTypes of Teachers

–Mediocre teacher Mediocre teacher Gives InformationGives Information

–Good teacher Good teacher Explains Explains conceptsconcepts

–Better teacher Better teacher DemonstratesDemonstrates

–Great teacherGreat teacher INSPIRESINSPIRES

Aristotle inspired Alexander the Great toconquer the world at 23 years of age

Learning StyleLearning Style Is the way in which each learner begins to Is the way in which each learner begins to

-concentrate on-concentrate on-process-process-absorb -absorb -and retain new and difficult information.-and retain new and difficult information.

Everybody learns in his individual way, but without Everybody learns in his individual way, but without being aware of this, i.e. being unaware of his being aware of this, i.e. being unaware of his preferences, he can’t learn efficiently – sometimes preferences, he can’t learn efficiently – sometimes learning is even impossible.learning is even impossible.

Why Is It Important to KnowStudents’ Learning Styles?

Students process information differently

If educators teach exclusively to one style, students’ comfort level may be diminished

If only taught in one style, students may lose mental dexterity to think in different ways.

We should address the learning needs of all students

Ideal Teaching Style

Adapting your Teaching Style,

To a variety of Learning Styles,

Without letting your own over-ride!

http://www.irishmethodist.org/serve/education/teacher.jpg

FOUR DIMENSIONSFOUR DIMENSIONS ofof Learning Styles Learning Styles

There are There are nono goodgood and and nono bad bad learning styles.learning styles.

Visual - Verbal (Input Modality)

Sensor-IntuitiveSensor-Intuitive

(Perception)

Active–ReflectiveActive–Reflective

(Info Processing)

Sequential-GlobalSequential-Global

(Understanding pattern)

Learning Styles Learning Styles based on PERCEPTIONbased on PERCEPTION

Sensing Learners Intuitive Learners

1. Focus on External input (See, hear, taste, touch, smell)

2. Practical 3. Observant (Notice details of environment) 4. Concrete thinking (facts, data hands-on-work)

5. Learn through repetition (drills, numerous examples, replication of experiments)

1. Focus on Internal input (thoughts, memories, images)

2. Imaginative

3. Look for meanings (miss details)

4. Abstract thinking (theories, math models)

5. Like variety in learning experiences (bored with repetition)

Learning Styles Learning Styles based on PERCEPTIONbased on PERCEPTION

Sensing Learners Intuitive Learners

6. Methodical

7. Like working details

8. Complaint about the courses: No apparent connection to the real world

9. Problem with exams: run out of time

6. Quick

7. Like working with concepts

8. Complaint about the courses: “Plug & Chug” (Lots of memorization, repetitive formula substitution)

9. Problem with exams: careless mistakes

Learning Styles based on Input Modality

Visual Learners Verbal Learners“Show me”

- Pictures

- Diagrams

- Sketches

- Schematics

- Flow charts

- Plots

“Explain it to me”

- spoken words

- written words, symbols (seen, but translated by brain into their vocal equivalents)

Learning Styles based on INFORMATION PROCESSING

Active Learners Reflective Learners

1.Tend to process actively (doing something physical with the presented material, then reflecting on it)

2. Think out Loud

3. “Let’s try it out and see how it goes”.

4. Tend to jump in prematurely

5. Like group work

1. Tend to process reflectively (thinking about the presented material, then doing something with it)

2. Work introspectively

3. “Let’s think it though and then try it”.

4. Tend to delay starting

5. Like solo or pair work

Learning Styles based on

UNDERSTANDING PATTERN

Sequential Learners Global Learners1. Build understanding in logical sequential steps

2. Function with partial understanding of information

3. Make steady progress

4. Explain easily

5. Good at analytical thinking

1. Absorb information randomly, then synthesize the Big picture

2. Need the Big picture (interrelations, connections to other subjects and personal experience) in order to function with information

3. Large leaps in understanding with little progress between them

4. Can’t explain easily

5. Synthesis, holistic thinking

Learning Styles - Helping Learners

Visual

Verbal

Sensory

Intuitive

Active

Reflective

Sequential

Global

Input modality

Perception

Information Processing

Understanding pattern

Visual

Verbal

Linear

Sweeping

Active

Passive

Concrete

Abstract

Learning Style

Teaching Style

Approaches to LearningApproaches to LearningSurface Approach

Deep Approach

Strategic Approach

Relying on rote memorization and mechanical formula

substitution and making little or no effort to understand

the material being taught

Probing and questioning and exploring the limits of

applicability of new material

Doing whatever is necessary to get the highest grade they can, taking a Surface Approach and a Deep Approach

when necessary

The MismatchThe Mismatch

All engineers are All engineers are SensorsSensors rather most technical rather most technical undergraduates are. undergraduates are.

Most professors are Most professors are IntuitorsIntuitors..

LEARNING OBJECTIVES:LEARNING OBJECTIVES: BLOOM’S TAXONOMY BLOOM’S TAXONOMY

A way to quantify and bridge theA way to quantify and bridge the

Gap between learning andGap between learning and

teaching styles.teaching styles.

BLOOM’S TAXONOMYBLOOM’S TAXONOMY

KNOWLEDGE

SKILL ATTITUDE

COGNITIVE DOMAIN

PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

Bloom’s TaxonomyBloom’s Taxonomy Taxonomy of Cognitive ObjectivesTaxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of Means of expressing qualitatively different kinds of

thinkingthinking Adapted for classroom use as a planning toolAdapted for classroom use as a planning tool Continues to be one of the most universally applied Continues to be one of the most universally applied

models models Provides a way to organize thinking skills into six Provides a way to organize thinking skills into six

levels, from the most basic to the higher order levels, from the most basic to the higher order levels of thinkinglevels of thinking


KNOWLEDGE

SKILL

ATTITUDE

COGNITIVE DOMAIN

PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN


KNOWLEDGE

SKILL ATTITUDE

COGNITIVE DOMAIN



KNOWLEDGE

SKILL ATTITUDE

COGNITIVE DOMAIN


Bloom’s Levels: Cognitive DomainBloom’s Levels: Cognitive Domain

Perception: The ability to use sensory cues to guide motor activity.

Set: Readiness to act. It includes mental, physical, and emotional sets.

Guided Response: The early stages in learning a complex skill that includes imitation and trial and error.

Mechanism: This is the intermediate stage in learning a complex skill.

Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns.

Origination: Creating new movement patterns to fit a particular situation or specific problem.

The Psychomotor domain The Affective domain Receiving Phenomena: Awareness, willingness to hear, selected attention.

Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon.

Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior.

Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.

Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.

The Six Bloom Levels of The Six Bloom Levels of Cognitive domainCognitive domain

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering

RememberingRemembering

The learner is able to recall, restate and The learner is able to recall, restate and remember learned information.remember learned information.– RecognisingRecognising– ListingListing– DescribingDescribing– IdentifyingIdentifying– RetrievingRetrieving– NamingNaming– LocatingLocating– FindingFinding

Can you recall information?Can you recall information?

UnderstandingUnderstandingThe learner grasps the meaning of information by The learner grasps the meaning of information by

interpreting and translating what has been interpreting and translating what has been learned.learned.– InterpretingInterpreting– ExemplifyingExemplifying– SummarisingSummarising– InferringInferring– ParaphrasingParaphrasing– ClassifyingClassifying– ComparingComparing– ExplainingExplaining

Can you explain ideas or concepts?Can you explain ideas or concepts?

ApplyingApplying The learner makes use of information in a context different The learner makes use of information in a context different

from the one in which it was learned.from the one in which it was learned.

– ImplementingImplementing– Carrying outCarrying out– UsingUsing– ExecutingExecuting

Can you use the information in another Can you use the information in another familiar situation?familiar situation?

AnalysingAnalysingThe learner breaks learned information into its parts to The learner breaks learned information into its parts to

best understand that information.best understand that information.– ComparingComparing– OrganisingOrganising– DeconstructingDeconstructing– AttributingAttributing– OutliningOutlining– FindingFinding– StructuringStructuring– IntegratingIntegrating

Can you break information into parts to explore Can you break information into parts to explore understandings and relationships?understandings and relationships?

EvaluatingEvaluatingThe learner makes decisions based on in-depth The learner makes decisions based on in-depth

reflection, criticism and assessment.reflection, criticism and assessment.– CheckingChecking– HypothesisingHypothesising– CritiquingCritiquing– ExperimentingExperimenting– JudgingJudging– TestingTesting– DetectingDetecting– MonitoringMonitoring

Can you justify a decision or course of action?Can you justify a decision or course of action?

CreatingCreatingThe learner creates new ideas and information The learner creates new ideas and information

using what has been previously learned.using what has been previously learned.– DesigningDesigning– ConstructingConstructing– PlanningPlanning– ProducingProducing– InventingInventing– DevisingDevising– MakingMaking

Can you generate new products, ideas, or ways of Can you generate new products, ideas, or ways of viewing things?viewing things?

Bloom’s Levels: Cognitive DomainBloom’s Levels: Cognitive Domain

RememberingRemembering

UnderstandingUnderstanding

ApplyingApplying

AnalyzingAnalyzing

EvaluatingEvaluating

CreatingCreating

Foundation Level Foundation Level thinking skillsthinking skills

Higher Thinking SkillsHigher Thinking SkillsSynthesis, Creating & Synthesis, Creating & Innovating SkillsInnovating Skills

Blooming QuestionsBlooming Questions

Questioning should be used purposefully to Questioning should be used purposefully to achieve well-defined goals.achieve well-defined goals.

The taxonomy involves all categories of The taxonomy involves all categories of questions.questions.

Typically a teacher would vary the level of Typically a teacher would vary the level of questions within a single lesson. questions within a single lesson.

Lower Order QuestionsLower Order Questions

Lower level questions are those at the Lower level questions are those at the remembering, understanding and lower level remembering, understanding and lower level application levels of the taxonomy.application levels of the taxonomy.

Usually questions at the lower levels are Usually questions at the lower levels are appropriate for:appropriate for:

Evaluating students’ preparation and Evaluating students’ preparation and comprehensioncomprehension

Diagnosing students’ strengths and weaknessesDiagnosing students’ strengths and weaknesses Reviewing and/or summarising contentReviewing and/or summarising content

Higher Order QuestionsHigher Order Questions Higher level questions are those requiring Higher level questions are those requiring

complex application, analysis, evaluation or complex application, analysis, evaluation or creation skills.creation skills.

Questions at higher levels of the taxonomy are Questions at higher levels of the taxonomy are usually most appropriate for:usually most appropriate for:

Encouraging students to think more deeply Encouraging students to think more deeply and criticallyand critically

Problem solvingProblem solving Encouraging discussionsEncouraging discussions Stimulating students to seek information on Stimulating students to seek information on

their owntheir own

Questions for RememberingQuestions for Remembering What happened after...?What happened after...? How many...?How many...? What is...?What is...? Who was it that...?Who was it that...? Can you name ...?Can you name ...? Find the definition of…Find the definition of… Describe what happened after…Describe what happened after… Who spoke to...?Who spoke to...? Which is true or false...?Which is true or false...?

(Pohl, (Pohl, Learning to Think, Thinking to LearnLearning to Think, Thinking to Learn, p. 12), p. 12)

Questions for UnderstandingQuestions for Understanding Can you explain why…?Can you explain why…? Can you write in your own words? Can you write in your own words? How would you explain…?How would you explain…? Can you write a brief outline...?Can you write a brief outline...? What do you think could have happened next...?What do you think could have happened next...? Who do you think...?Who do you think...? What was the main idea...?What was the main idea...? Can you clarify…?Can you clarify…? Can you illustrate…?Can you illustrate…? Does everyone act in the way that …….. does?Does everyone act in the way that …….. does?


Questions for ApplyingQuestions for Applying

Do you know of another instance where…?Do you know of another instance where…? Can you group by characteristics such Can you group by characteristics such

as…?as…? Which factors would you change if…?Which factors would you change if…? What questions would you ask of…?What questions would you ask of…? From the information given, can you develop From the information given, can you develop

a set of instructions about…?a set of instructions about…?


Question for AnalysingQuestion for Analysing

Which events could not have happened?Which events could not have happened? If. ..happened, what might the ending have been?If. ..happened, what might the ending have been? How is...similar to...?How is...similar to...? What do you see as other possible outcomes?What do you see as other possible outcomes? Why did...changes occur?Why did...changes occur? Can you explain what must have happened when...?Can you explain what must have happened when...? What are some or the problems of...?What are some or the problems of...? Can you distinguish between...?Can you distinguish between...? What were some of the motives behind..?What were some of the motives behind..? What was the turning point?What was the turning point? What was the problem with...?What was the problem with...?


Questions for EvaluatingQuestions for Evaluating Is there a better solution to...?Is there a better solution to...? Judge the value of... What do you think about...?Judge the value of... What do you think about...? Can you defend your position about...?Can you defend your position about...? Do you think...is a good or bad thing?Do you think...is a good or bad thing? How would you have handled...?How would you have handled...? What changes to.. would you recommend?What changes to.. would you recommend? Do you believe...? How would you feel if. ..?Do you believe...? How would you feel if. ..? How effective are. ..?How effective are. ..? What are the consequences..?What are the consequences..? What influence will....have on our lives?What influence will....have on our lives? What are the pros and cons of....?What are the pros and cons of....? Why is ....of value? Why is ....of value? What are the alternatives?What are the alternatives? Who will gain & who will loose? Who will gain & who will loose?


Questions for CreatingQuestions for Creating Can you design a...to...?Can you design a...to...? Can you see a possible solution to...?Can you see a possible solution to...? If you had access to all resources, how would If you had access to all resources, how would

you deal with...?you deal with...? Why don't you devise your own way to...?Why don't you devise your own way to...? What would happen if ...?What would happen if ...? How many ways can you...?How many ways can you...? Can you create new and unusual uses for...?Can you create new and unusual uses for...? Can you develop a proposal which would...?Can you develop a proposal which would...?


Sample Unit : TravelSample Unit : Travel

Remembering

How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Understanding

How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.

Applying

Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.

Analysing

Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.

Evaluating

What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..

Creating

Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.

Benefits of writing Benefits of writing Learning Objectives Learning Objectives

Identify courseIdentify course

Plan syllabusPlan syllabus

Identify Bloom levelsIdentify Bloom levels

Make course more coherent Make course more coherent

Methodology to write Methodology to write Learning ObjectivesLearning Objectives

Identify Bloom levelsIdentify Bloom levels

Higher the level higher is the practice neededHigher the level higher is the practice needed

DO NOT USE DO NOT USE

KNOWKNOW

LEARN LEARN

UNDERSTANDUNDERSTAND

APPRECIATEAPPRECIATE

Example of how to write a Example of how to write a Learning ObjectiveLearning Objective::

E.g. Training program for receptionists E.g. Training program for receptionists

Poorly defined objective is:Poorly defined objective is:- - In this course you will learn how to operate the In this course you will learn how to operate the phone and properly communicate with phone and properly communicate with callers.callers.

operate your phoneoperate your phone know how to greet callersknow how to greet callers understand the procedure for transferring a callunderstand the procedure for transferring a call

Example of how to write a good Example of how to write a good learning objectivelearning objective::

The following performance objectives are The following performance objectives are good examples of the use of observable good examples of the use of observable behaviors. behaviors.

-- After completing this course you will be After completing this course you will be able to:able to:

place a caller on holdplace a caller on hold activate the speaker phoneactivate the speaker phone play new messages on the voice mail systemplay new messages on the voice mail system list the three elements of a proper phone list the three elements of a proper phone

greetinggreeting transfer a call to a requested extensiontransfer a call to a requested extension

Getting StartedGetting Started

Make the students aware of what they don’t Make the students aware of what they don’t know, what they learn and why they learn- know, what they learn and why they learn- share with themshare with them

GIVE THEM LEARNING OBJECTIVESGIVE THEM LEARNING OBJECTIVES

The Learning PyramidThe Learning Pyramid

Lower order thinkingLower order thinking

Students are engaged only in lower-order Students are engaged only in lower-order thinking; i.e. they receive, or recite, or thinking; i.e. they receive, or recite, or participate in routine practice. In no participate in routine practice. In no activities during the lesson do students go activities during the lesson do students go beyond simple reproduction of knowledge.beyond simple reproduction of knowledge.

Higher-order thinkingHigher-order thinking

Higher-order thinking by students Higher-order thinking by students involves the transformation of involves the transformation of information and ideasinformation and ideas. .

This This transformationtransformation occurs when occurs when students combine facts and ideas and students combine facts and ideas and synthesise, generalise, explain, synthesise, generalise, explain, hypothesise or arrive at some hypothesise or arrive at some conclusion or interpretation. conclusion or interpretation.

Strategies of Effective teachingStrategies of Effective teaching

To state a theorem and then toTo state a theorem and then to

Show examples of it is literally toShow examples of it is literally to

Teach backwardsTeach backwards

– – E. Kim Nebeuts E. Kim Nebeuts


Engineering and science are traditionally taught deductively.

The instructor introduces a topic by lecturing on general principles, then uses the principles to derive mathematical models, shows illustrative applications of the models, gives students practice in similar derivations and applications in homework, and finally tests their ability to do the same sorts of things on exams.

- Deductive Teaching


A well-established precept of educational psychology is that people are most strongly motivated to learn things they clearly perceive a need to know.

Simply telling students that they will need certain knowledge and skills some day is not a particularly effective motivator.

A preferable alternative is inductive teaching and learning.

- Inductive Teaching


Simply telling students that they will need certain knowledge and skills some day is not a particularly effective motivator.

A preferable alternative is inductive teaching and learning.



Inductive teaching and learning is an umbrella term that encompasses a range of instructional methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching as they are inductive.



They are all learnercentered (student-centred), meaning that they impose more responsibility on students for their own learning than the traditional lecture-based deductive approach does.

They are all supported by research findings that students learn by fitting new information into existing cognitive structures and are unlikely to learn if the information has few apparent connections to what they already know and believe.


ConclusionConclusion

Instruction is effective to the Instruction is effective to the degree that it succeeds in degree that it succeeds in changing students in changing students in desired desired directionsdirections and not in undesired and not in undesired directions.directions.

Good luck in your efforts for a Good luck in your efforts for a better teaching to learners better teaching to learners

Documents

Dr K V M Achuta Ramiah Asst. Professor CSS Department K L University