Teaching Techniques

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COURSE SCHEDULE
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY
MONDAY
Admin Gift
Admin Gift
Admin Gift
Admin Gift
800
Demo Class I
Lab III Practice Class 1
Design of Instruction
Lab IV Practice Class 2
Rapport
Making it Work
Learning Styles
1000
Assessment
Learning Objectives
ASCE Initiatives
Graduation
1200
Lunch/Tour
Lab IIIB
Working Lunch
Admin Gift
Planning A Class
Teacher Performer
Intro to ETW
Lab V Practice Class 3
200
Questioning
Chalkboard
Demo Class III
Lab IA
Teaching Assessment
Learning To Teach
Lab II Objectives
400
Demo Class II
NonVerbal
Principles of Teaching Learning
Class Prep Working Dinner
Dinner Tour
Class Prep Working Dinner
600
Hudson River Cruise
Lab I Team- Building
Class Prep
2
Seminar XI
Organizing a Course Systematic Design of
Instruction
Fred Meyer
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Learning Activity
Situation Your university has just made
proficiency in sustainability a new graduation
requirement. Your department head has asked you
to develop and teaching a new course on
sustainability. Group Task List the first three
things you will do to develop this course.
Study Guide, page 53
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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
5
Systematic Design of Instruction
Course Goals
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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
CE300 Statics
Apply the equations of equilibrium to analyze
forces on rigid bodies
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Systematic Design of Instruction
Instructional Analysis
Course Goals
Entry Level Characteristics
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How the Course Fitsinto the Curriculum
Statics
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Entry Level Characteristics

• Knowledge and skills students must bring prior to
  beginning instruction
• Identify where the knowledge and skills are
  obtained (prerequisites)
• Other characteristics of the learners

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Entry Level Requirements
CE300 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
CE300 Statics

• Calculate external reactions for rigid bodies in
  2D equilibrium
• Draw free body diagrams for rigid bodies in 2D
  equilibrium
• Analyze 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
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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 course
  objectives.
• Use absolute (not relative) standards of
  achievement.
• Could 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
ASCE ExCEEd Teaching Workshop 2010
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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, VII, VIII)
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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 with respect to Course
  Objectives
• Course surveys
• Instructor self-assessment
• Time surveys
• Data comparison with previous years
• Program Assessment
• Student performance with respect to Program
  Outcomes
• Graduate performance with respect to Program
  Objectives
• Maps course contributions to Program Outcomes
• Aggregates course assessment results at program
  level

Classroom assessment techniques (Seminar IX)
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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
31
Seminar XI
Systematic Design of Instruction
Questions?