LECTURE 4

Understanding the
Teaching/Learning
Process

MHA,2015,AAiT

Outline

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
Dont be hung up on the idea of seeking
help
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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)
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Levels of Intellectual
Skills Blooms
Taxonomy

Remembering
Understanding
Applying
Analyzing
Creating
Evaluating
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How Do We Learn?

Receiving new knowledge

Processing new knowledge

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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
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Sensing-Intuitive

"Sensing learners tend to like learning facts, intuitive learners often

prefer discovering possibilities and relationships."
"Sensors often like solving problems by well-established methods and
dislike complications and surprises; intuitors like innovation and
dislike repetition. Sensors are more likely than intuitors to resent
being tested on material that has not been explicitly covered in
class."
"Sensors tend to be patient with details and good at memorizing facts
and doing hands-on (laboratory) work; intuitors may be better at
grasping new concepts and are often more comfortable than sensors
with abstractions and mathematical formulations."
"Sensors tend to be more practical and careful than intuitors; intuitors
tend to work faster and to be more innovative than sensors."
"Sensors don't like courses that have no apparent connection to the
real world; intuitors don't like 'plug-and-chug' courses that involve a
lot of memorization and routine calculations."

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Visual-Verbal

"Visual learners remember best what

they seepictures, diagrams, flow charts,
time lines, films, and demonstrations.
Verbal learners get more out of words
written and spoken explanations."
"Everyone learns more when information
is presented both visually and verbally."

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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
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Active-Reflective

"Active learners tend to retain and understand

information best by doing something active with it
discussing or applying it or explaining it to others.
Reflective learners prefer to think about it quietly first."
"'Let's try it out and see how it works' is an active
learner's phrase; 'Let's think it through first' is the
reflective learner's response."
"Active learners tend to like group work more than
reflective learners, who prefer working alone."
"Sitting through lectures without getting to do anything
physical but take notes is hard for both learning types,
but particularly hard for active learners."

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Sequential-Global

"Sequential learners tend to gain understanding

in linear steps, with each step following logically
from the previous one. Global learners tend to
learn in large jumps, absorbing material almost
randomly without seeing connections, and then
suddenly 'getting it.'"
"Sequential learners tend to follow logical
stepwise paths in finding solutions; global
learners may be able to solve complex problems
quickly or put things together in novel ways
once they have grasped the big picture, but they
may have difficulty explaining how they did it."
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Index of Learning
Styles
Questionnaire

Recommend taking Index of Learning Styles

Questionnaire
www.engr.ncsu.edu/learningstyles/ilsweb.htm
l
Youll choose one of two preferences for 44
items that cover the ways you prefer to
receive and process new knowledge
Youll immediately
receive the scored results
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Learning Styles Results

If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale.
If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale
and will learn more easily in a teaching environment which favors that dimension.
If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale.
You may have real difficulty learning in an environment which does not support that preference.
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Metacognition
Improve Your
Learning

Plan your learning

Monitor your
learning

Evaluate your
learning and make
changes
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17 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
Have a larger repertoire of learning strategies from
which to choose
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More Characteristics
of
Expert Learners

Know not only what to learn, but how to learn

Plan their approach to learning
Monitor their learning while its 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
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Learning is a
Reinforcement Process
When

What To Do

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
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Overview of the
Teaching Process
Teaching modes
Large

lectures
Small lectures
Recitations
One-on-one
tutoring
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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-wayi.e.,

from the teacher to the student

Relatively

little learning
takes place
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Five Aspects of Teaching Styles

Note: Teaching styles most prevalent in math/science/engineering

courses are underlined
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
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Inductive Start with
applications; proceed to fundamentals

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
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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 dont my professors use

a variety of teaching styles?
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Mistakes Students Make

Mistakes Students Make

Strategies for Overcoming Them

Assume engineering study will be like Work to understand and adjust to the
high school.
differences between high school and collegelevel engineering study.
Program yourself for failure through
too many commitments.

Create a life situation that enables you to

devote adequate time and energy to your
studies.

Spend little time on campus.

Immerse yourself in the academic environment

of the institution.

Neglect studying.

Schedule study time. Devote significant time

and energy to studying.

Delay studying until test is announced. Master the material presented in each class
prior to next class.
Study 100% alone.

Study collaboratively with other students.

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Mistakes Students Make

(continued)
Mistakes Students Make

Strategies for Overcoming Them

Come to each lecture unprepared.

Review notes, read text, and attempt problems

prior to each lecture.
Avoid professors.
Interact regularly with professors outside the
classroom.
Cut classes and/or dont get the most Attend classes and practice good listening
out of lectures.
skills. Ask questions in class.
Fail to take notes or take notes but fail Take effective notes and use a systematic
to use the notes properly in the
learning methodology to study from notes.
learning process.
Skim over the material in an assigned Use reading for comprehension methodology to
chapter in a rush to get to the assigned understand the general concepts thoroughly
homework problems.
before attempting problems.
Fail to solve assigned problems.
Solve not only assigned problems but extra
Dont approach problems using a
problems; use systematic problem solving
systematic problem solving method.
methods.
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Dont 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
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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.
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PART II
Making the Most Out of
How You Are Taught

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Ouline

Early course preparation

Preparing for lectures
During your lectures
Making effective use of
your professors
Utilizing tutors and other
academic resources
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Early Course Preparation

Start of a course can be

likened to the start of a race

Using the course syllabus

Acquiring textbooks and other

materials

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Preparing for
Lectures

Review notes, read text,

attempt problems, formulate
questions
Little like warming up for a
physical workout
Makes lectures a
reinforcement rather than an
initial exposure
Small effort can have a big
payoff
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During Your Lectures

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Sit near the front

Be here now
(concentrate)
Practice good
listening skills
Take good notes
Ask questions in class
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Listening Skills
Poor Listener

Good Listener

Tunes out uninteresting and boring topics.

Turns off quickly.

Works at finding value in all topics. Listens to

discover new knowledge.

Tunes out if delivery is poor.

Judges value of the content rather than the delivery.

Listens for facts and details.

Listens for central themes. Uses them as anchor

points for the entire lecture.

Brings little energy to the listening process.

Works hard at listening; remains alert.

Readily reacts with opposing views to new

ideas. Starts listening to themselves when
they hear something they dont agree with.

Focuses on understanding completely rather than

coming up with opposing views.

Bothered by distractions.

Fights distractions; ignores bad habits of other

students; knows how to concentrate.

Resists difficult material; prefers light

recreational material.

Welcomes difficult material as exercise for the mind.

Interrupted by emotionally-charged words or

ideas.

Does not get hung up on emotionally-charged words

or ideas; listens with an open mind.

Daydreams and lets mind wander off with

slow speakers or gaps in presentation.

Uses extra time to think more deeply about what the

lecturer is saying; summarizes what has been
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Note-Taking

Good notes give you a

record of whats important

Spiral notebook vs. threering binder

Advantages/disadvantages
of taking notes on a
computer

Cornell Note-Taking System

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Asking Questions
in Class

Memory level questions

Convergent thinking questions

are those which represent theanalysis and integration of given or

remembered information. They lead you to an expected end result
or answer.

Divergent thinking questions

are those to which you will most likely find answers in sources
such as books, web sites, and other reference materials.

free to generate independently your own ideas, or

to take a new direction or perspective on a given
topic.

Evaluation thinking questions

are those which deal with matters of judgment, value, and

choice. They are characterized by their judgmental quality.

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Making Effective
Use of Your
Professors

Important roles your professors

can play
Characteristics of your
professors you can count on
Behaviors to avoid
Winning behaviors
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Important Roles for

Your Professors

One-on-one instruction
Academic advising, career
guidance, personal advice
Monitor your progress; hold you
accountable
Give you the benefit of the doubt
on borderline grades
Help you find a summer job
Hire you on their research grant
Serve as a reference
Nominate you for scholarships or
academic awards
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Characteristics of
Your Professors

Believe their areas of technical

specialty are important and
interesting
Chose an academic career over
professional practice; believe
they are outstanding teachers
Are very knowledgeable, and
love to convey what they know
to others
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Behaviors to Avoid

Failing to come to class regularly

Arriving to class late (and especially making a big entrance), and worse,
making a habit of it
Shuffling papers, putting books away, and other "end-of-class" behaviors
before the professor has ended class
Questioning whether some of the homework for the class is just "busy work."
Asking if "we're doing anything important in class" when informing the
professor that you may have to miss a class
Asking about what is happening in class when it is clearly marked on the
syllabus
Allowing your cell phone to ring in class
Text messaging while in class
Holding a private discussion with someone during class
Asking inane or off-topic questions
Eating a meal in class
Telling the professor you went to his/her office for help, but that he/she is
never there
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Behaviors to Avoid

Claiming you did not know an exercise was due, that there was a test,
or any other class work that is clearly identified on the class calendar
Telling the professor you deserve a break because of who you are
Not completing the assigned reading before class
Going to the restroom in the middle of class (unless it's an emergency)
Sleeping during class
Complaining about the workload in class, stating "you know, this isn't
the only class I'm taking"
Wearing inappropriate clothing (or the lack of it) to class
Asking to "borrow" a stapler to staple a homework assignment for the
class. (Would you ask your boss for a stapler to staple a report?)
Turning in assignments that do not follow the class procedure (and
every professor has different guidelines; know them!)
Making excuses for missed exams, class assignments. (Especially don't
use the time-worn dead grandparent excuse, or that youhaveto pick
someone up at the airport)
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Winning Behaviors

Students who take responsibility for their education

Students who have read the assigned reading and
actively participate in class discussion
Students who complete all assigned work on time
Students who sit toward the front of the classroom
Students who visit professors during office hours
Students who do not make excuses
Students who ask for help more than a day before
a test or an assignment due date

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Understanding
What Your
Professors Do

Teaching

Research

Service
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Communicating with Professors

by Email and Text Messaging

Emailing Your Professors

Write from your college or university account
Include the course number in your subject line
Use an appropriate greeting
What to do when you get a reply
Things to avoid
Things to do

Texting Your Professors

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Utilizing Campus
Academic Resources

Academic resource center (tutoring, writing

skills, study skills)
Library (books, periodicals, on-line materials,
reference librarians)
Student computer labs (hardware, applications
software, Internet access, resource materials,
training)
Academic advising (monitor progress; course
selection)
University catalog (Rules and regulations,
college and department information, curricular
requirements, course descriptions)
Registrars office (transcripts, registration
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information) MHA,2015,AAiT

Assignment III

Due Date : Two weeks from today(May

11,2015)
https://docs.google.com/forms/d/123vd8OOqWUTV5FNa3GDgCVt488u1YaGcIgRaUMtwo/viewform?
usp=send_form

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