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3D Teaching and Learning V2

This is an overview of many of the important elements of teaching and learning. You will quickly see that the environment is complex. It is complex as any purposeful conversation between two people, and can be rendered simple by listening.
by

Glenn Thaxton

on 25 November 2013

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Transcript of 3D Teaching and Learning V2

Memory, Understanding, Application
Homework, Tests, Discussion
Encode
Encode
Decode
Decode
Environmental Factors
Heating / Cooling / Noise
Windows / Clutter
Cell phones / Computers
Seating
Builders and Boomers
Generation X and Boomers
Generation Y
Teaching and Learning is complex and fragile. Both student and faculty need to understand their role.
Plus, there is always more than one student...
Teaching and Learning
What will you remember tomorrow?
Discussion Break
Strategy
Reinforces learning which has been introduced in previous learning activities
Promotes social contact with peers and teachers as a way of learning with and from each other
Promotes communication skills
Develops cooperation
Encourages leadership skills among group participants
Success factors
Active participation among group members
A faculty leader comfortable with facilitation rather than domination of the discussion
Collaborative Learning
with small groups or teams
Move from simple questions to those that require more thought
Avoid yes/no questions – use open-ended questions
Don’t ask, “Do you understand?”. Ask questions which require students to demonstrate understanding
Don’t insult students with simple or highly complex questions.
If a student asks a question that was already answered, don’t embarrass the student by saying “we covered that”, consider asking another student to answer the question
When a student asks a question, avoid moving toward the student. This tends to exclude others from the interaction. Consider moving away from the student to draw others into the discussion
Good questioning skills are part of the artistry of teaching
Ask only one question at a time
If you ask a question and get an answer, you can ask others what they think. “Do you agree, Bob?” is a good way to get students involved
If you decide to call on a student, first ask the question, pause, and then call on the student. This keeps everybody’s attention since they don’t know who will be called upon to answer the question
Never go around the room in an obvious order asking questions
Give students “thinking time” after asking a question. If there are no responses to your question, don’t answer your own question. Re-phrase the question or ask another, simpler question.
Good questioning skills are part of the artistry of teaching
Develop effective questioning skills
Develop active listening skills
Promote collaborative learning using small groups or teams
Write concepts or key terms on the board before they are covered and refer back to them frequently as the topic is covered
Be consistent and predictable
Use Repetition
Do 1 Minute Drills. Quickly name several terms, define them, and ask students individually repeat.
Teach Back. Teach a short concept and have the students teach each other the same concept in short intervals.
Group Response.
Have the class repeat something out loud as a group.
Strategies that help
People with learning disabilities are generally of average or above average intelligence
Learning disabilities
create a “gap” between one’s ability and performance
can affect one’s ability to read, write, speak, or compute math, and can impede social skills
are not the result of economic disadvantage, environmental factors or cultural differences
cannot be cured and do not go away, but individuals can learn to compensate for and overcome areas of weakness
Facts about Learning Disorders
10% of all students have learning disorders
35% of students with learning disabilities do not finish high school
The majority of students with learning disabilities (62%) are not fully employed one year after graduating from high school
Learning disabilities and substance abuse are the most frequently cited impairments that inhibit a person’s ability to gain and retain employment
Learning Disorders
Preview the program
Provide focus, write keywords on board to check off when viewing
Select and view short 3-5 minute segments that are most relevant to today’s lesson
Leave the lights on
Use pause, rewind and, if sound is not relevant turn it off
Ask questions
Have a follow-up activity
Special Notes on the Use of Video
When we return, we will learn about multiple learning styles. We will also spend a few moments on learning disorders
.
Frequently ask if they understand what is being asked of them and what is going right or wrong with the class
Get students to write short in-class reaction papers
Assign out-of-class speakers or events and have students write critical summaries
Require each student to bring in a “good” discussion question covering the material of the day before
Have part of the course be via individual learning contracts, or have them sign contracts on the first day
Get Feedback
Relate class work to student goals and careers
Use case studies or problems-based learning with topics of interest to students
Provide real work examples where possible. Connect it to their trade.
GPS - Remind students about where they are and where they are headed frequently.
Show reasons to come back every hour of class
Provide Relevance
Use 15-20 minute lectures separated by small-group study sessions supported by study guides
The guided lecture, in which students listen to a 15-20 minute presentation without taking notes, followed by their writing for 5 minutes what they remember, and spending the remainder of the class period in small groups discussing the material
Have teams present material not covered in class
Use questions that are open-ended requiring critical or creative thinking
Use of games, simulations and role play
Use Facilitation with Lectures
Addressing the Needs of the Adult Learner
Use Facilitation with Lectures
Provide Relevance
Allow a Sense of Control
Get Feedback
Give Feedback
The Adult Learner
Adults are autonomous and self-directed.
Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base.
Adults are goal-oriented.
Adults are relevancy-oriented.
Adults are practical, focusing on the aspects of a lesson most useful to them in their work.
As do all learners, adults need to be shown respect.
The Adult Learner
“If we teach today as we taught yesterday, we rob our children of tomorrow” – John Dewey, 1912

Encourage questions and a high degree of interaction
Use humor
Kindergartners laugh 400x per day
By age 35…an adult laughs 15x per day
100 laughs = 10 minutes on rowing machine
Humors contribution to general health
15 min. of laughter = 8 hrs of meditation
10 min. of laughter = 2 hrs of sleep

Use technology.
You have to be able to use the tools they will use.
Teaching, Laughter, and Technology
Motivational Strategy
Listening, really listening, is critical to the student-teacher relationship
Knowing that the teacher is interested in what the student is saying, makes the student feel cared about and emotionally connected to school
By using active listening with students, you build the relationship of trust and caring essential to student motivation to learn
Active listening steps
Look at the person, and suspend other things you are doing
Listen not merely to the words, but the feeling content
Be sincerely interested in what the other person is talking about
Restate what the person said
Ask clarification questions once in a while
Be aware of your own feelings and strong opinions
If you have to state your views, say them only after you have listened
Active Listening
Ensures proper understanding
Often experiences an inability to organize time
Has trouble taking notes and following instructions
If the instructor speaks to fast, they may have difficulty understanding the lecture and recalling the words
Their inabilities often result in low self-esteem which greatly affects their social skills
The Student with a Learning Disorder
Use hands-on learning (physically engaged) where possible
Provide demonstrations or participation in live events whenever possible
Don’t sit still
Allow students to move around
Arrange the room for maximum utilization and effect for that days level of engagement
Give information in short chunks interspersed with activity (no more than 20 minutes of lecture)
Use role play
Make them feel it
Create a sense of urgency. Use timed response occasionally
Exhibit enthusiasm and energy for the topic
Use "moving" examples when possible
Create a cliff hanger that is answered during the next class
The Hands-On Learner
Boomers are often giving feedback to others and are comfortable with seldom receiving, especially positive feedback.
Xers need positive feedback to let them know they’re on the right track.
Millennial’s are use to praise and may mistake silence for disapproval. They need to know what they’re doing right and what they’re doing wrong.
Give Feedback
1. Give students, wherever possible, options and choices in:
Planning the course
Planning assignments
How to demonstrate learning
How they are evaluated
2. Allow students to pursue their own questions and interests whenever possible (in discussion, on projects, on paper topics…)
3. Give the students topics to present in review of material covered
4. Require each student to take a turn as class discussion leader
5. Have students draft exam questions. You choose the questions and they get points if it is chosen.
6. Require students to do presentations and debates
Allow a Sense of Control
Forgets
about 20-50% within an hour
about 60% within 24 hours
Unless
the learning is meaningful and determined to be useful
related to or supported by experience
the students takes an active role in organizing what is to be learned
the information is reviewed by the student within 24 hours
About the adult learner
http://www.compstrategies.com/staffdevelopment/4cueadlearn/sld002.htm
One Interpretation
Teach the student first and the subject next
Have a sincere desire and personal goal to retain your students
Create a connection between you and your students, and with students and their peers
Communicate that failure is not an option
Help students see the value of education
It starts in the classroom
Faculty Response
Acknowledge good work
Encourage, compliment and praise every student
When a student has a setback, acknowledge it as a learning moment
A student with few successes may have a hard time differentiating between failing a quiz and being a failure
Student Fear
If a student succeeds, their lives will change (change is scary to many people)
Fear of living up to employers, family, or their own expectations
Failure is safer, more familiar, since no one will expect anything from them
So, why do students fail?
Sometimes it’s fear
Attendance
If a student does not call you, “call them”
Reach out to your students and work together to improve attendance
Create an exciting, caring and motivating learning environment
Recognize and adjust for student “frame of reference”
Failure to study
Most withdrawals occur when they realize to complete the program will require commitment, dedication and work
It is instructors job to keep the student interested, wanting to learn and understanding the value of persistence
Capacity
Determine whether capacity or learning difference
So, why do students fail?
Ever feel like a students frame of reference is just to hard to overcome?
Daily objectives visible and covered at the start of class
Use charts, graphs, pictures or other visual aids when instructing visual learners
Use of color with visual learners (can increase memory retention by 25%)
Provide outlines of reading assignments and lectures which cover key points to guide their study and take notes on
Encourage the use of notes and flashcards for review of material, vocabulary and terminology
Encourage highlighting and underlining key concepts
Use PowerPoint with missing information that the student can fill in throughout the lecture
Play PowerPoint games - ie Jeopardy
The Visual Learner
The Cone classifies instructional messages in terms of greater or lesser concreteness and abstractness
The greater the abstraction, the harder it is to remember and learn.
1946, 1st Edition of Audiovisual Methods in Teaching, 1954, 2nd Edition of Audiovisual Methods in Teaching,
1969, 3rd Edition of Audiovisual Methods in Teaching
Dale’s Cone of Experience
Is more than just concentration and trying harder…
Reaching the Learner and Breaking through the Noise
Where do you get your news?
Television
Friends and Relatives
Frame of Reference
Generational Differences
Newspaper
Internet
B.
B.
B.
A.
A.
A.
6. What is a family?
5.How many games do you know that can be played by yourself?
4. What is happening in these pictures?
3. When you wrote a report, what tool did you use?
2. How many channels did you get? Who governed the content?
1. What tool best describes how you communicated with friends while growing up?
Frame of Reference
Generational Differences
A little flexibility in how we teach
sometimes benefits more than the student…
Robert Kennedy
George Bernard Shaw
Alexander Graham Bell
Sylvester Stallone
Mozart
Gen. George Patton
Wright Brothers
Leonardo de Vinci
Cher
Whoopi Goldberg
Gen. Westmoreland
Tom Cruise
Charles Schwab
Henry Winkler
F. Scott Fitzgerald
Wal Disney
John Lennon
Louis Pasteur
Henry Ford
Jules Verne
…and many others
Albert Einstein
Nelson Rockefeller
Galileo
Thomas Edison
Attention Deficit and Learning Disorders
A few that made it…
Getting to Know the Environment
Where do you get your information?
Be Organized
Make time for fun
Keep Students Engaged
Keep it interesting and relevant.
Stay a few minutes after class to answer individual student questions
Make the Room Yours
(cc) image by nuonsolarteam on Flickr
Be in the classroom 10 minutes before class to welcome students
Greet students by name when possible
Write the objectives of the day on the whiteboard before class
Establish class rules in first session and remain consistent
Move around the classroom
Demonstrate / model professional manner
Start class on-time and end on-time
Have your lesson plan prepared well in advance
Follow the curriculum
Present your lesson in a logical manner.
Periodically restate important points
Keep your material interesting, practical, and relevant
Explain key terms and reinforce them during the lesson
Intersperse lecture with student centered activities
Periodically check for understanding
Ask questions of students
Stimulate student participation
Address each learning style
Display enthusiasm
Connect course material to career application
Set the Stage
Break Through the Noise
Library?
Power Teaching
Maybe its time for a short break.
In the next session we will examine the impact of frame of reference on both the student and teacher, and what we can do to get a higher level of engagement.
On a piece of paper make a table like this one:
A-
B-
C-
D-
As we go through each question, put a mark by the best answer for you.
Break up into groups and complete the next form. You may want to complete the forms individually and compare notes afterward. Once complete, consolidate the comments by generation and see what you discover.
Break up into generational groups and complete this form. You may want to complete the forms individually and compare notes afterward. Once complete, consolidate the comments by generation and see what you discover.
...or your generation
Here is what researchers have discovered. How much of this do you believe is true?
Traditionalist
Boomer
Gen x
Millennials
You don't have to tell me which ones you answered yes to, but I would like to know how many yes answers you have.
$283/month
Ave monthly tuition payment per student
$146 DA, MA
$289 LMRT
Not all our students are at the poverty line, but some are. We have to take into account their frame of reference to effectively communicate.
Hand out Learning Style questionnaire for everyone to complete.
Did you learn anything from the exercise?

Do you have any students you might be leaving behind?

What will you do differently?
In the next session, we will discuss why students fail and a variety of techniques for reaching those students before its too late. We'll focus on the adult learner.
Let's take a short break.
and wake up...
A Random Collection of BGO's
Students don't like anyone to share their information with another student. No phone numbers, grades, or behavior you don't like.
Students don't like to be made fun of. They like you to praise in public and correct in private.
Students don't like to be talked out of their dreams.
Students need you to keep a professional distance. Take the stance of a coach, not a father, mother, priest or boyfriend...
Students don't really care about your vacation, or your personal stories (unless they are directly relevant to what is being taught).
Students need a model. Don't get compulsive about whether they like you. Care about their success and model professionalism in everything you do.
Students don't want to hear you talk about what I am doing wrong. Never air grievances with each other or the school in front of students.
Empathy is a good thing, but never avoid doing the right thing.
Never look for a gas leak with a match.
Cognitive Fluency
This is not an exhaustive list. Every thing you say and do will be held against you.
7. Impartial Evaluation of Students; Quality of Examinations:
concepts emphasized in class are those emphasized in exams
exams cover material on which students expect to be tested
exams require student to do more than recall factual information
exams allow student to adequately demonstrate what was learned in the course
exams require synthesis of various parts of the course
the instructor tells students how they will be evaluated in the course
grades are based on a fair balance of course requirements and content
students are satisfied with the way they have been evaluated
students are quizzed frequently
instructor announces tests and quizzes in advance
instructor uses more than one type of evaluation device
5. Availability and Helpfulness:
instructor encourages students to see him/her if in difficulty
instructor is readily available to students outside class for consultation
instructor has rapport with students
special 'group help' sessions are provided for students who need it
instructor is conscientious in keeping appointments with students
instructor is willing to give personal assistance
6. Enthusiasm (for Subject or for Teaching):
instructor seems interested in teaching the course
instructor's ability to convey interest and enthusiasm for subject matter
instructor is dynamic and energetic
Reference:
Feldman, K.A. (1988) "Effective College Teaching from the Students' and Faculty’s' View: matched or mismatched priorities?" Research in Higher Education . 28 (4). 291-344.
3. Knowledge of the Subject:
instructor demonstrates comprehensive knowledge of his/her subject
instructor knows the current research and literature in his/her field
instructor knows his/her field of specialization very well

4. Clarity and Understandability:
instructor explains clearly and attempts to answer all questions
students are able to follow and understand class lectures/presentations
instructor relates concepts in a systematic manner that helps understanding
instructor uses well chosen examples to clarify points
instructor summarizes major points
instructor interprets abstract ideas and theories clearly
1. Sensitivity to, and Concern with, Class Level and Progress:
instructor communicates effectively at a level appropriate to students' understanding
textbook is of appropriate difficulty for the student
instructor seems to be concerned with whether students learn the material
instructor determines if one student's problem is common to others
instructor realizes when students are bored or confused

2. Preparation; Organization of the Course:
instructor is well prepared for class
instructor organizes the course in a logical manner
the course organization assists students in developing basic concepts
new information is presented logically, and is related to ideas already introduced
students perceive the instructor as well-organized
lectures are easy to outline
What Constitutes Good Teaching?
Findsounds.com searches the web for sounds in several formats. When sound is found click on show page for mostly free downloads.
Requires a gmail account, but provides confidential phone number for student contact.
Other Tools
PowerPoint produces an acceptable 2D presentation with lots of features and is easy to use.
Prezi.com is free to educators and produces an amazing 3D presentation but requires a longer learning period.
Tools Used Here
Youtube.com is full of free movies that can be integrated into your presentations.
Microsoft Movie Maker can be used to modify a Youtube to suit your presentation. You will need a gmail account.
Anywhere on the web. Do a google.com image search for the word you need as a picture.
Tools Used Here
Google Voice
Sounds
Visual Metaphors
Movies
Word Clouds
Thinkbuzan.com is used in this presentation.
Thebrain.com creates highly interactive concept maps that are great for Smartboards.
Concept Diagrams
Presentation Software
When we come back, we'll look at some techniques for reaching them.
Before you get to comfortable. Which is the teacher?
Putting it all together...
“Education is the kindling of a flame, not the filling of a vessel.”

― Socrates
Break Time
Dance Break
Educo
Voco
Instruo
http://gthaxton.com/WWW/Teaching%20and%20Learning.html
Wordle.net is very easy to use and produces nice word clouds
Tagxedo.com turns words into pictures that you provide.
Google Chrome Education Applications
A wide variety of interactive teaching tools.
https://chrome.google.com/webstore/category/app/95-academic-resources?hl=en-US
American Dental Association Website focuses on continuing education. http://www.ada.org/375.aspx

Doctor games: http://www.mydoctorgames.com/

Digital human body: https://www.biodigitalhuman.com/

Microsoft education tools: http://www.microsoft.com/education/en-us/teachers/Pages/free-products.aspx

Free test/quiz creator: http://www.easytestmaker.com/default.aspx

Google education resources overall: https://chrome.google.com/webstore/category/app/8-education?utm_source=chrome-ntp-icon

Google Scholar - Would you like to help your learners become better researchers? Nowadays our learners receive a ton of information. How we will help them create a critical ability to assess information? http://scholar.google.com/

Google Sky - Highly recommended for subjects such as astronomy. You can view millions of stars and galaxies. http://www.google.com/sky/

Google Talk - eLearning facilitators and learners can call or send instant messages to their contacts for free. Highly effective for collaborative and synchronous learning! http://www.google.com/talk/

Trimble SketchUp - Would you be interested to create, modify, and share 3D models? With Trimble SketchUp from Google you can do more than that! http://www.sketchup.com/

5.Google VoiceFree voice mail and phone number that can be used for all your phones. Make and receive calls, send and receive SMS texts to and from students anonymously. https://www.google.com/voice
Even More...
https://support.google.com/voice/bin/answer.py?hl=en&answer=115061&topic=1707989&rd=1
http://www.thinkbuzan.com/us/
http://www.tagxedo.com/
Homework:
In our next session, please bring the following:
1. A USB containing:
a resume and a picture of yourself
a PowerPoint presentation
2. Visit some of the sites in this presentation and pick 1 to share with the group in the next session.

Be prepared to:
Share a topic
Learn one or two new teaching tools
Learn a little policy and administrative duties
Discuss, in summary, what makes for good teaching
http://ltcconline.net/greenl/courses/TutorTraining/LearningDisabilities.htm
http://www.ldanatl.org/aboutld/teachers/understanding/strategies.asp
Who is listening?
Erik Erikson's Stages Psychosocial Development
http://www.support4change.com/index.php?option=com_content&view=article&id=47&Itemid=108
http://www.simplypsychology.org/maslow.html
Maslow's Hierarchy of Needs
http://en.wikipedia.org/wiki/Value_(personal_and_cultural)
Personal & Cultural Values
What, if anything, will you use?
Timeline of 27 Year Old
http://www.dynamicflight.com/avcfibook/methods/
More About Teaching Methods and Organizing Material
or take a test at:
http://www.personal.psu.edu/bxb11/LSI/LSI.htm
More about the Objective:
http://en.wikipedia.org/wiki/Bloom's_Taxonomy
Teaching tips index:
http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/teachtip.htm
At moment of interaction...
Role and Responsibility of Teacher
Role and Responsibility of Student
What do you do to reach students from multiple generations in your classroom?
Pause and Reflect
Pause and Reflect
What are you doing to address different learning styles?
Pause and Reflect
What do you teach and how do you provide a more engaged classroom? Give examples.
Pause and Reflect
What motivates you?
What life experiences do you draw on?
What is more important for you, guidance or grades?
How does it feel if you can't participate in decisions?
A few words about motivation...
More on cooperative learning:
http://www.crlt.umich.edu/publinks/clgt_effectiveness
Pause and Reflect
What do you do to impact motivation?
If the instructor
stays behind the desk, or in one location, what does it communicate?
What have you heard that will cause you to think about teaching differently?
Pause and Reflection
What am I doing to create a positive learning environment?
Did I make a personal connection with every student today?
Do I follow a well organized lesson plan?
Do I address each learning style?
Do I frequently connect course content to the students career?
Do I recognize learning or life challenges, and what do I do to proactively provide support?
What do I do to ensure I am teaching every student?
Frequently ask yourself these questions and you will have a shot at being a "Great" instructor.
Divergent thinking and collaboration
Think differently!
Student Expectations
Pause and Reflect
How much do you know about your students?
How much of your needs, values, and frame of reference finds it's way into your classroom. Is it helpful, or does it get in the way?
http://www.leavingtolearn.org/students-expectations/
https://www.facebook.com/EducatorsDiscussionBoard
Post your answer on the online discussion group:
https://www.facebook.com/EducatorsDiscussionBoard
Post your answer on the online discussion group:
https://www.facebook.com/EducatorsDiscussionBoard
Post your answer on the online discussion group:
https://www.facebook.com/EducatorsDiscussionBoard
Post your answer on the online discussion group:
Throughout the presentation there are Pause and Reflect questions. Use the link to the Facebook discussion board to share your thoughts with me. I am very interested. It also provides evidence that you attended and completed the workshop.
your discipline
your school
Full transcript