ENGR 1201 Introduction to Engineering

ENGR 1201 Introduction to Engineering

3. Understanding the Teaching/Learning Process

Chapter Overview

• What is learning? • How do we learn? • Metacognition – Improving your learning process • Learning is a reinforcement process • Understanding the teaching part of the teaching/learning

process • Mistakes students make • Don’t be hung up on the idea of seeking help

ENGR 1201 Introduction to Engineering

What is Learning?

Learning is the process of acquiring: • New knowledge and intellectual skills (Cognitive

learning). • New manual or physical skills (Psychomotor learning). • New emotional responses, attitudes, and values

(Affective learning).

ENGR 1201 Introduction to Engineering

Levels of Intellectual Skills – Bloom’s Taxonomy

• Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

ENGR 1201 Introduction to Engineering

How Do We Learn?

• Receiving new knowledge

• Processing new knowledge

ENGR 1201 Introduction to Engineering

Receiving New Knowledge • What type of information do you

prefer? Sensing learner Intuitive learner

• What sensory channel do you perceive external information most effectively? Visual learner Verbal learner

ENGR 1201 Introduction to Engineering

Processing New Knowledge

• The way you prefer to process new information

Active learners Reflective learners

• The way you progress toward understanding Sequential learners Global learners

ENGR 1201 Introduction to Engineering

Index of Learning Styles Questionnaire

• Recommend taking Index of Learning Styles Questionnaire www.engr.ncsu.edu/learningstyles/ilsweb.html

• You’ll choose one of two preferences for 44 items that cover the ways you prefer to receive and process new knowledge

• You’ll immediately receive the scored results telling you your preferred learning styles

ENGR 1201 Introduction to Engineering

http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Metacognition – Improve Your Learning

• Observe your learning

• Feedback what you observe

• Make changes to improve your learning process

ENGR 1201 Introduction to Engineering

Characteristics of “Expert” Learners

• Control the learning process rather than become a victim of it • Are active, not passive, in their approach to learning • Are motivated (e.g., enjoy learning, have short-term and long-term goals,

etc.) • Are disciplined (e.g. have learned good habits and use them consistently) • Are more aware of themselves as learners (e.g., know their own strengths

and weaknesses) • Initiate opportunities to learn • Set specific learning goals for themselves

ENGR 1201 Introduction to Engineering

More Characteristics of “Expert” Learners

• Have a larger repertoire of learning strategies from which to choose • Know not only what to learn, but how to learn • Plan their approach to learning • Monitor their learning while it’s happening • Are more adaptive because they do self-monitor while learning • Reflect more upon their own learning • Evaluate the effectiveness of learning approaches and strategies • Use learning strategies selectively • Tend to attribute failures to correctable causes • Tend to attribute successes to personal competence

ENGR 1201 Introduction to Engineering

Learning is a Reinforcement Process

Before class Prepare for the lecture by reviewing notes, reading text, attempting a few problems, formulating some questions

During class Attend lecture, concentrate intently, take detailed notes, ask questions

After class, but before next class meeting

Review and annotate notes, reread text; work assigned problems, work extra problems, meet with a study partner or study group to go over material and problems

In preparation for test or exam Review notes; review text, rework problems, meet with a study partner or study group to go over material and problems

In preparation for final exam Review notes, reread text, rework problems, meet with a study partner or study group to go over material and problems

When What To Do

ENGR 1201 Introduction to Engineering

Overview of the Teaching Process

Teaching modes

• Large lectures • Small lectures • Recitations • One-on-one tutoring

ENGR 1201 Introduction to Engineering

Characteristics of Teaching Modes

 Each involves a person who is knowledgeable about a subject (an “expert,” if you will) communicating what he or she knows to a less knowledgeable person (the student)

 Generally, most of the communication is one-way i.e., from the teacher to the student

 Relatively little learning takes place

ENGR 1201 Introduction to Engineering

Five Aspects of Teaching Styles Note: Teaching styles most prevalent in math/science/engineering courses are highlighted in bold type

1. What type of information is emphasized? Concrete – Facts, data, observable phenomena Abstract – Principles, concepts, theories, mathematical

models

2. What mode of presentation is stressed? Visual – Pictures, diagrams, films, demonstrations Verbal – Spoken works, written words

3. How is the presentation organized? Deductive – Start with fundamentals; proceed to applications Inductive – Start with applications; proceed to fundamentals

ENGR 1201 Introduction to Engineering

Five Aspects of Teaching Styles (continued)

4. What mode of student participation is facilitated? Active – Student involved (talking, moving, reflecting, solving problems) Passive – Student as a spectator (watch, listen)

5. What type of perspective is provided on the information presented? Sequential – Step by step progression Global – Content and relevance are provided

ENGR 1201 Introduction to Engineering

Important Questions Related to the Way Your Professors Teach

• What value is it to me to understand how my professors teach?

• What if the way I prefer to learn differs from the way I am taught?

• Why don’t my professors use a variety of teaching styles?

ENGR 1201 Introduction to Engineering

Mistakes Students Make

Mistakes Students Make

Assume engineering study will be like high school

Strategies for Overcoming Them

Work to understand and adjust to the differences between high school and engineering study

Program themselves for failure Create a life situation that enables you to devote adequate time and energy to your studies

Immerse yourself in the academic environment of the institution

Schedule study time. Devote significant time and energy to studying.

Master the material presented in each class prior to next class

Study collaboratively with other students

Spend little time on campus

Neglect studying

Delay studying until test is announced

Study 100% alone

ENGR 1201 Introduction to Engineering

Mistakes Students Make (continued)

Come to each lecture unprepared Review notes, read text, attempt problems prior to each lecture

Interact regularly with professors outside the classroomAvoid professors

Cut classes/don’t get the most out of lectures Attend classes and practice good listening skills. Ask questions in class.

Fail to take notes; or fail to use the notes properly in the learning process

Take effective notes and use a systematic learning methodology to study from notes

Skim over material in an assigned chapter in a rush to get to homework problems

Use reading for comprehension methodology to understand general concepts before attempting problems

Fail to solve assigned problems. Don’t approach problems using a systematic problem solving method

Solve not only assigned problems but extra problems; use systematic problem solving methods

Mistakes Students Make Strategies for Overcoming Them

ENGR 1201 Introduction to Engineering

Don’t Be Hung Up on the Idea of Seeking Help

If I have seen a little further, it is by standing on the shoulders of Giants – Isaac Newton

Primary sources of “help” with your academic work: • Your peers • Your professors

ENGR 1201 Introduction to Engineering

Key Finding

Students who get the most out of college, who grow the most academically, and who are the happiest, organize their time to include interpersonal activities with faculty members, or with fellow students, built around substantive academic work.

ENGR 1201 Introduction to Engineering

Slide Number 1
Chapter Overview
Slide Number 3
Levels of Intellectual Skills – Bloom’s Taxonomy
How Do We Learn?
Receiving New Knowledge
Processing New Knowledge
Slide Number 8
Slide Number 9
Slide Number 10
Slide Number 11
Slide Number 12
Overview of the Teaching Process
Characteristics of Teaching Modes
Five Aspects of Teaching Styles
Slide Number 16
Slide Number 17
Slide Number 18
Slide Number 19
Slide Number 20
Key Finding

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