Transcript Lecture 2a
The Interactive Lecture 1 ADDRESSING DIFFERENT LEARNING STYLES BA 9200 Course Overview 2 Teaching Philosophy Students Abilities Course Level and Scope Desired Learning Levels Write Course and Topic Objectives How Students Learn Select Effective Teaching Methods The Lecture Testing and Grading Active Learning Learning Objectives 3 After this session, you should be able to: 1. Explain the four dimensions of MBTI in your own words. 2. Link personality types and learning preferences. 3. Design an Interactive Lecture that incorporates various learning preferences among students. 4. Create a concept map and an opening application. Four Dimensions Underlying MBTI 4 Dimension Energy Option 1 Extravert “Learn by Speaking” Option 2 Introvert “Learning by Thinking” Four Dimensions Underlying MBTI 5 Dimension Option 1 Option 2 Energy Perception / Data Collection Sensing “Why Before What” Intuitive “See the Big Picture” Four Dimensions Underlying MBTI 6 Dimension Option 1 Option 2 Thinking “Show Me the Objectives ” Feeling “Group Time” Energy Data Collect Decision Making Four Dimensions Underlying MBTI 7 Dimension Option 1 Option 2 Energy Perception / Data Decisions Preference Judger “Set Deadlines” Perceptor “Procrastinator’s Club” Faculty and UG Business Student Comparisons 8 UG Business Business Faculty Population 80% 70% 60% 50% 40% 30% 20% 10% 0% Extravert Sensing Thinking Judging Breakdown of 16 Styles for Undergraudates 9 ST SF NF NT IJ 2 IP 4 Relatively Rare Combinations EP Most Likely EJ 1 3 The Lecture Outline 10 Introduction Sensing (Why before What) Opening Application Lecture Outline Thinking State Objectives Body Extravert 25 minute rule TAPPS Summary Introvert 2 minute paper Concept map The Introduction 11 Straight Lecture Introduction Body Summary Interactive Lecture Them What You Create Interest Plus Are Going To Tell Share Expectations Them Plus Tell Them Application-Opening (Hook) for Probability 12 Male Female Total Promoted 80 40 120 Not Promoted 30 50 80 Total 110 90 200 Is there Gender Discrimination in promotions ? Application-Opening (Hook) for Lecture on Cognitive Biases 13 From 1998 – 2001, in which year did the least plane crashes occur? The least deaths in such crashes? Who Will Invest More? A Person Who Makes $50,000 or One Who Makes $40,000 Plus a $10,000 Bonus? The Size of the State of Georgia Demo. The Body 14 Straight Lecture Interactive Lecture Introduction Them What You Are Going To Tell Them Create Interest Plus Share Expectations Plus Tell Them Body Tell them Plus have them tell each other Summary The Lecture Outline 15 Introduction Sensing (Why before What) Opening Application Lecture Outline Thinking State Objectives Body Extravert 25 minute rule TAPPS Summary Introvert 2 minute paper Concept map Extraverted Students and the 25-Minute Rule 16 Maximize Student-to-Student Interaction. Student Talk-Time. Use Structured Small Group Exercises. Avoid “Free Rider” and “Rich Get Richer Effects.” Example: Thinking Aloud Paired Problem Solving (TAPPS) Thinking Aloud Paired Problem Solving (TAPPS) 17 Uses Explainer and Listener (Polite Questioner). Quiet Phase, Interaction, Teacher Closure. Explainer Explains Concept or Exercise. Listener Seeks Clarification, Disagrees, or Gives Hints. Teacher Manages Learning Exercise. The Summary 18 Straight Lecture Introduction Them What You Are Going To Tell Them Interactive Lecture Create Interest Plus Share Expectations Plus Tell Them Body Tell them Plus have them tell each other Summary Tell them you told them Have them uncover key ideas The Lecture Outline 19 Introduction Sensing (Why before What) Opening Application Lecture Outline Thinking State Objectives Body Extravert 25 minute rule TAPPS Summary Introvert 2 minute paper Concept map Introverted Students and Concept Maps 20 What the teacher does: Distribute a list of “Nodes” that describe topic. Have students build a map using those Nodes plus any additional Nodes they may wish to include. Knowledge Nodes in Data Mining 21 Data Cleaning Sample Time Frame Data Visualization Binary Dependent Outcome Period Validation Sample Discriminant Analysis KS Test Neural Networks Initial Client Meeting Classification Trees Monitoring Reports Social Network Analysis Logistic Regression Market Basket Analysis Concept Map by a Student 22 Introverted Students and the 2-Minute Paper 24 Most Important Idea? Major Confusion? Relate to Previous Material? Value to Me (Student)? Develop a Prototype Question. How Am I (Teacher) Doing? Additional Readings 25 Brightman, H. and R. Hightower. “Improving Teaching in the EMBA Classroom: Some Empirical Findings”. Organizational Behavior Teaching Review, 14(1), pg. 115-130, 1989. Brightman, H. “GSU Master Teacher Program – On Learning Styles”. Myers, I. and M. McCaulley. Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Consulting Psychologists Press, Palo Alto, CA. 1985. BA 9200 Course Overview 26 Teaching Philosophy Students Abilities Course Level and Scope Desired Learning Levels Write Course and Topic Objectives How Students Learn Select Effective Teaching Methods The Lecture Testing and Grading Active Learning