extreme teaching: learning styles, presentation techniques, creativity, and active learning college...
TRANSCRIPT
EXTREME TEACHING:EXTREME TEACHING:Learning Styles, Presentation Techniques, Learning Styles, Presentation Techniques,
Creativity, and Active LearningCreativity, and Active Learning
College of DuPageCollege of DuPageMonday, April 7, 2003Monday, April 7, 2003
Randy Burke HensleyRandy Burke Hensley
University of Hawaii at ManoaUniversity of Hawaii at Manoa
808.956.2474808.956.2474
[email protected]@hawaii.edu
AGENDAAGENDA
INTRODUCTION: A STORYINTRODUCTION: A STORY THE STUDENT: WHERE ARE WE STARTING?THE STUDENT: WHERE ARE WE STARTING? LEARNING STYLESLEARNING STYLES PRESENTATION TECHNIQUESPRESENTATION TECHNIQUES CREATIVITYCREATIVITY ACTIVE LEARNINGACTIVE LEARNING CONSTRAINTS AND SOLUTIONSCONSTRAINTS AND SOLUTIONS REFLECTION: REFLECTION: how will you change because of the information?how will you change because of the information?
WHAT ARE STUDENTS LIKE?WHAT ARE STUDENTS LIKE?
THE POSITIVESTHE POSITIVES THE NEGATIVESTHE NEGATIVES THE DESIREDTHE DESIRED
THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #1#1
KNOWLEDGE OF LEARNING STYLES, EFFECTIVE KNOWLEDGE OF LEARNING STYLES, EFFECTIVE PRESENTATION TECHNIQUES, CREATIVITY, AND PRESENTATION TECHNIQUES, CREATIVITY, AND ACTIVE LEARNING ARE THE BRIDGES BETWEEN ACTIVE LEARNING ARE THE BRIDGES BETWEEN HOW STUDENTS ARE AND HOW WE WANT THEM HOW STUDENTS ARE AND HOW WE WANT THEM TO BETO BE
LEARNING STYLESLEARNING STYLES
AN INVENTORYAN INVENTORY AN ACTIVITYAN ACTIVITY
LEARNING STYLESLEARNING STYLES
THE VISUAL STUDENT IS….THE VISUAL STUDENT IS…. THE AUDITORY STUDENT IS….THE AUDITORY STUDENT IS…. THE TACTILE STUDENT IS…THE TACTILE STUDENT IS… THE KINESTHETIC STUDENT IS...THE KINESTHETIC STUDENT IS...
OTHER OTHER LEARNING STYLE LEARNING STYLE ATTRIBUTESATTRIBUTES
REFLECTIVE/IMPULSIVEREFLECTIVE/IMPULSIVE SERIALIST/HOLISTICSERIALIST/HOLISTIC ABSTRACT/CONCRETEABSTRACT/CONCRETE COMPETITION/COOPERATIONCOMPETITION/COOPERATION HEMISPHERE PREFERENCEHEMISPHERE PREFERENCE STRUCTURAL NEEDSSTRUCTURAL NEEDS
LEARNING STYLE HINTSLEARNING STYLE HINTS
FIND YOUR STYLEFIND YOUR STYLE MATCH STUDENT STYLE SOME OF TIMEMATCH STUDENT STYLE SOME OF TIME CONTENT CONTENT DOESN’T DOESN’T DICTATE LEARNING DICTATE LEARNING
STYLE NEEDSTYLE NEED WRITTEN DOCUMENTSWRITTEN DOCUMENTS PICTURESPICTURES INVOLVEMENTINVOLVEMENT REVIEW/FOLLOW-UPREVIEW/FOLLOW-UP
PEDAGOGICAL SHIFTSPEDAGOGICAL SHIFTS
SHORT PRESENTATIONSSHORT PRESENTATIONS REFLECTIONREFLECTION APPLICATIONAPPLICATION EXPLORATIONEXPLORATION ASSESSMENTASSESSMENT
MOTIVATION!MOTIVATION!
EXTRINSIC: EXTRINSIC: engages in learning for the sake of engages in learning for the sake of attaining a reward or avoiding punishmentattaining a reward or avoiding punishment
INTRINSIC: INTRINSIC: engages in learning out of curiosity, engages in learning out of curiosity, interest, or enjoyment in order to achieve their own interest, or enjoyment in order to achieve their own goalsgoals
THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #2#2
TEACHER = TEACHER = IT OUGHTA IT OUGHTA BE INTRINSICBE INTRINSIC
STUDENT = STUDENT = IT GOTTA IT GOTTA BE EXTRINSICBE EXTRINSIC
REALITY = REALITY = IT’S A IT’S A DYNAMICDYNAMIC
PRESENTATION SKILLSPRESENTATION SKILLS
THE PRESENTATION SKILLS SURVIVOR THE PRESENTATION SKILLS SURVIVOR GAME!!!!!!!!!!!!!GAME!!!!!!!!!!!!!
PRESENTATION SKILLS ADVICEPRESENTATION SKILLS ADVICE
WARM IT UPWARM IT UP USE YOUR ANXIETYUSE YOUR ANXIETY BE YOU....BE YOU....BUT BIGGERBUT BIGGER VARIETY….VARIETY….EVEN IF IT’S JUST A LITTLEEVEN IF IT’S JUST A LITTLE REMEMBER ATTENTION SPANSREMEMBER ATTENTION SPANS EMBRACE THE RISK EMBRACE THE RISK or or IT’S NOT ABOUT IT’S NOT ABOUT
FEELING SAFE(feel knowledgeable)FEELING SAFE(feel knowledgeable)
CREATIVITYCREATIVITY
TWO THINGS TO TWO THINGS TO GET US GET US STARTEDSTARTED
ATTRIBUTES OF CREATIVE PEOPLE(Starko)ATTRIBUTES OF CREATIVE PEOPLE(Starko)
WILLINGNESS TO TAKE RISKSWILLINGNESS TO TAKE RISKS PERSEVERANCE, DRIVE, AND COMMITMENT TO TASKPERSEVERANCE, DRIVE, AND COMMITMENT TO TASK CURIOUSITYCURIOUSITY OPENNESS TO EXPERIENCEOPENNESS TO EXPERIENCE TOLERANCE FOR AMBIGUITYTOLERANCE FOR AMBIGUITY BROAD INTERESTSBROAD INTERESTS VALUE ORIGINALITYVALUE ORIGINALITY INTUITIVE WITH DEEP EMOTIONSINTUITIVE WITH DEEP EMOTIONS INTERNALLY OCCUPIED OR WITHDRAWNINTERNALLY OCCUPIED OR WITHDRAWN
CREATING CREATIVITYCREATING CREATIVITY
THINK OF MANY IDEAS (FLUENCY)THINK OF MANY IDEAS (FLUENCY)
THINK OF VARIED IDEAS (FLEXIBILITY)THINK OF VARIED IDEAS (FLEXIBILITY)
THINK OF UNUSUAL IDEAS (ORIGINALITY)THINK OF UNUSUAL IDEAS (ORIGINALITY)
ADD TO IDEAS TO MAKE THEM BETTER ADD TO IDEAS TO MAKE THEM BETTER (ELABORATION)(ELABORATION)
GROUP ACTIVITYGROUP ACTIVITY
DISCUSS YOUR INSTRUCTIONAL DISCUSS YOUR INSTRUCTIONAL SITUATIONS AND CREATE THE SITUATIONS AND CREATE THE
WILDESTWILDEST METHOD YOU CAN-- METHOD YOU CAN--
NO CONSTRAINTS!NO CONSTRAINTS!
THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #3#3
ACTIVE LEARNING IS ACTIVE LEARNING IS THE CREATION OF THE CREATION OF OPPORTUNITIES FOR OPPORTUNITIES FOR LEARNERS TO LEARNERS TO ENGAGE CONTENT ENGAGE CONTENT FROM MULTIPLE FROM MULTIPLE PERSPECTIVES, PERSPECTIVES, INCLUDING THEIR INCLUDING THEIR OWN, THROUGH OWN, THROUGH EXPERIENCE, EXPERIENCE, PRACTICE, AND PRACTICE, AND APPLICATIONAPPLICATION
WHY NOT ACTIVE WHY NOT ACTIVE LEARNING? LEARNING? (CONSTRAINTS)(CONSTRAINTS)
ACTIVE LEARNING PRINCIPLESACTIVE LEARNING PRINCIPLES
OBERMANOBERMAN– FAMILIAR EXPERIENCES AS BRIDGES TO NEW FAMILIAR EXPERIENCES AS BRIDGES TO NEW
EXPERIENCES (LEARNING TRANSFER)EXPERIENCES (LEARNING TRANSFER)
– APPLYING CONCEPTS TO A PROBLEM(PRACTICE)APPLYING CONCEPTS TO A PROBLEM(PRACTICE)
– THINK CRITICALLY AND ACT CREATIVELY(PROBLEM THINK CRITICALLY AND ACT CREATIVELY(PROBLEM SOLVING)SOLVING)
– EQUILIBRATION(DE-STABILIZING THE FAMILIAR)EQUILIBRATION(DE-STABILIZING THE FAMILIAR)
– GROUP ACTIVITYGROUP ACTIVITY
– REINFORCEMENT(DEFINING SUCCESS)REINFORCEMENT(DEFINING SUCCESS)
– APPLICATION(NEW SITUATION)APPLICATION(NEW SITUATION)
ACTIVE LEARNING LITEACTIVE LEARNING LITE
HENSLEYHENSLEY– EXPERIENCE(what’s in it for me?)EXPERIENCE(what’s in it for me?)
– PRACTICE(did they get it?)PRACTICE(did they get it?)
– APPLICATION(can they use it?)APPLICATION(can they use it?)
WHY USE ACTIVE LEARNING?WHY USE ACTIVE LEARNING?
ASSESSMENTASSESSMENT LEARNING DEMONSTRATED TO THE LEARNER LEARNING DEMONSTRATED TO THE LEARNER
BYBY THE LEARNER THE LEARNER TEACHER LEARNINGTEACHER LEARNING LEARNING STYLESLEARNING STYLES ADDRESSING LEARNING DOMAINS(ADDRESSING LEARNING DOMAINS(affective, cognitive, affective, cognitive,
behavioral)behavioral)
INFORMATION LITERACYINFORMATION LITERACY
INFORMATION LITERACYINFORMATION LITERACY
BRUCEBRUCE– ABILITY TO USE INFORMATION TECHNOLOGY FOR ABILITY TO USE INFORMATION TECHNOLOGY FOR
INFORMATION RETRIEVALINFORMATION RETRIEVAL
– ABILITY TO FIND INFORMATIONABILITY TO FIND INFORMATION
– EXECUTING A PROCESSEXECUTING A PROCESS
– CONTROLLING INFORMATIONCONTROLLING INFORMATION
– ABILITY TO BUILD A PERSONAL KNOWLEDGE BASE IN A NEW ABILITY TO BUILD A PERSONAL KNOWLEDGE BASE IN A NEW AREA OF INTERESTAREA OF INTEREST
– WORKING WITH KNOWLEDGE AND PERSONAL WORKING WITH KNOWLEDGE AND PERSONAL PERSPECTIVES SO THAT NOVEL INSIGHTS ARE GAINEDPERSPECTIVES SO THAT NOVEL INSIGHTS ARE GAINED
– USING INFORMATION WISELY FOR THE BENEFIT OF OTHERSUSING INFORMATION WISELY FOR THE BENEFIT OF OTHERS
HOW TO DESIGN ACTIVE LEARNINGHOW TO DESIGN ACTIVE LEARNING
IDENTIFY OUTCOMESIDENTIFY OUTCOMES(assessment)(assessment)
APPLY ACTIVE LEARNING PRINCIPLESAPPLY ACTIVE LEARNING PRINCIPLES SELECT FROM METHOD REPERTOIRE(SELECT FROM METHOD REPERTOIRE(techniques)techniques)
ESTABLISH TIMINGESTABLISH TIMING PREPARE FOR CHANGEPREPARE FOR CHANGE IDENTIFY LEARNING INDICATORS(IDENTIFY LEARNING INDICATORS(assessment)assessment)
DISCUSS AND PRACTICEDISCUSS AND PRACTICE
CATEGORIES FOR ACTIVE LEARNING CATEGORIES FOR ACTIVE LEARNING TECHNIQUESTECHNIQUES
THINKINGTHINKING
TALKINGTALKING
WRITINGWRITING
USINGUSING
GROUP ACTIVITYGROUP ACTIVITY
CARDS IN YOUR POCKET: CARDS IN YOUR POCKET: APPLY ACTIVE APPLY ACTIVE LEARNING PRINCIPLES AND DESIGNING ACTIVE LEARNING PRINCIPLES AND DESIGNING ACTIVE LEARNING TO YOUR EXAMPLELEARNING TO YOUR EXAMPLE
WHY NOT ACTIVE LEARNINGWHY NOT ACTIVE LEARNING(solutions)(solutions)
WATCH OUT FOR:WATCH OUT FOR:
CLASS CULTURECLASS CULTURE
LESS IS MORELESS IS MORE
SURPRISES (PLAN B)SURPRISES (PLAN B)
THE WORLD ACCORDING TO RANDY THE WORLD ACCORDING TO RANDY #4#4
IT’S MESSY….IT’S MESSY….
ENJOY IT!ENJOY IT!
REFLECTION:REFLECTION: How will you change because How will you change because of the information?of the information?
THANK YOU!THANK YOU! THANK YOU THANK YOU THANK YOU THANK YOU
THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANKS THANKS THANKS THANKS THANKS THANKS THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOUTHANK YOU THANK YOU
MAHALO!MAHALO!