Teaching Techniques

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COURSE SCHEDULE
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Admin Gift
Admin Gift
Admin Gift
Admin Gift
Admin Gift
800
Demo Class I
Lab III Practice Class 1
Lab IV Practice Class 2
Lab V Practice Class 3
Interpersonal Rapport
Teaching Learning
ETW Assessment
1000
Graduation
Learning Objectives
1200
Lunch
Lunch
Lunch
Lunch
Teaching Assessment
Lab IV (continued)
Non-verbal Communi- cation
Planning A Class
200
Demo Class II
Chalkboard
Demo Class III
Communi- cation Skills
Intro To ETW
Lab II Objectives
400
Design of Instruction
Learning To Teach
Working Dinner Class Prep
600
Hudson River Cruise
Lab I Team- Building
2
Seminar XI
Organizing a Course Systematic Design of
Instruction
Al Estes
3
Systematic Design of Instruction
Dick Carey, Ch. 1
Instructional Analysis
Gagne, Briggs Wager, Ch. 2
Development and Delivery of Instruction
Criterion-ReferencedTests
Course Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
Assessment and Revision
4
Systematic Design of Instruction
Course Goals
5
Course Goals

• General statement of what students will be able
  to do when course is completed
• Sources of goals
• Institution, department, or program goals
• Needs assessment from program review
• Industry need
• Mandate from the professional organization
• New technology

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Course Goals
EM302 Statics
Apply the equations of equilibrium to analyze
forces on rigid bodies
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How the Course Fitsinto the Curriculum
Statics
8
Systematic Design of Instruction
Instructional Analysis
Course Goals
Entry Level Characteristics
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Entry Level Characteristics

• Skills students must bring prior to beginning
  instruction
• Identify where these skills are obtained
  (prerequisites)
• Specific characteristics of the learners

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Entry Level Requirements
EM302 Statics
Verbal Skills
English
Vector Calculus
Calculus
Computer Skill
Comp. Science
Trig./Geom./Algebra
High School
Forces and FBDs
Physics
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Instructional Analysis

• Identify the learning required in the course
  being designed
• Major concepts
• Subordinate concepts and skills
• Diagram depicting these skills and the
  relationship between them

A Map of the Content Domain
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Instructional Analysis
Equilibrium
Rigid Bodies
Forces
Solving Forces
Types of Forces
Equations of Equilibrium
Members
Vector math Trigonometry Geometry Free body
Diagrams English/SI Units
Particles Rigid Bodies Two force members Types of
Constraints
Concentrated Distributed Moments Couples
2-D Equilibrium 3-D Equilibrium Non-concurrent
Concurrent forces
Types of Structures
Specific Forces
Where Forces Are Applied
Newtons Laws
Trusses Frames Cables Arches
Friction Weight Internal Shear/Moment Diagrams
Line of Action Centroids Moment of Inertia Radius
of Gyration
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Systematic Design of Instruction
Instructional Analysis
Course Goals
Course Objectives
Entry Level Characteristics
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Write Course Objectives

• Specific statements of what learners will be able
  to do
• Based on instructional analysis and entry level
  characteristics

Learning Objectives (Seminar IV)
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Write Course Objectives
EM302 Statics

• Calculate external reactions for rigid bodies in
  2D equilibrium
• Draw free body diagrams for rigid bodies in 2D
  equilibrium
• Calculate member forces in a truss
• Calculate internal pin reactions in a frame
• Calculate internal cable forces for discrete and
  uniformly loaded systems
• Solve static dry friction problems
• Calculate external reactions of rigid bodies in
  3D equilibrium

Demo Classes
16
Systematic Design of Instruction
Instructional Analysis
Criterion-ReferencedTests
Course Goals
Course Objectives
Entry Level Characteristics
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Develop Criterion Referenced Test Items

• Measure learners accomplishment of the
  objectives.
• Use absolute (not relative) standards of
  achievement.
• Include
• Homework Quizzes
• Design problems Final Exam
• Oral presentations Group Exercises
• Laboratory exercises Project Deliverables

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Systematic Design of Instruction
Instructional Analysis
Criterion-ReferencedTests
Course Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
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Develop Instructional Strategy

• Strategy considers
• Pre-instructional activities
• Presentation of information
• Practice and feedback
• Testing
• Follow-up activities
• Strategy Based on
• Knowledge of learning process
• Content to be taught
• Characteristics of learners

Principles of Effective Teaching and Learning
(Seminar II)
Introduction to Learning Styles (Seminar III)
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A Model Instructional Strategy

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking about the subject.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance and provide
  feedback.
• Provide opportunities for self-assessment.

Seminar 1 Learning to Teach
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Implementing the Model

• For a block of instruction (2-5 lessons)
• Student preparation
• Instructor-led lecture and discussion
• In-class individual and group problem-solving,
  with assessment and feedback
• Homework, with assessment and feedback
• One or more exam problems
• A transition from
• Instructor leading to students performing
• Lower to upper levels of Blooms Taxonomy

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Blooms Taxonomy of Educational Objectives
For the Cognitive Domain
judge, critique, justify, verify, assess,
recommend
create, construct, design, improve, produce,
propose
compare, contrast, classify, categorize, derive,
model
calculate, solve, determine, apply
explain, paraphrase
Knowledge
list, recite
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Systematic Design of Instruction
Instructional Analysis
Development and Delivery of Instruction
Criterion-ReferencedTests
Course Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
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Develop and Deliver Instruction

• Develop instruction
• Select textbooks
• Supplemental notes
• Refine homework and design problems
• Prepare labs
• Develop training aids, physical models, computer
  simulations, videos, etc.
• Arrange field trips, guest lecturers, etc.
• Course syllabus

Organize individual classes (Seminar V)
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Develop and Deliver Instruction

• Deliver Instruction
• Office hours / Additional Instruction
• Administer exams and projects
• Grade
• Conduct labs

Classroom presentations ( Seminars VI, VIII, IX)
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Systematic Design of Instruction
Instructional Analysis
Development and Delivery of Instruction
Criterion-ReferencedTests
Course Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
Assessment and Revision
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Types of Assessment

• Assessment of a Program
• Assessment of a Course
• Assessment of Teaching
• Assessment of Student Learning

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Assessment and Revision

• Course Assessment
• Student performance on course requirements
• Time surveys
• Instructor self-assessment
• Course surveys
• Data comparison with previous years
• Program Assessment
• Less frequent
• Evaluates course from higher level and how it
  relates to the rest of the curriculum

Classroom assessment techniques (Seminar X)
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Systematic Design of Instruction
Dick Carey, Ch. 1
Instructional Analysis
Gagne, Briggs Wager, Ch. 2
Development and Delivery of Instruction
Criterion-ReferencedTests
Course Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
Assessment and Revision
30
Seminar XIII
Systematic Design of Instruction
Questions?