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Learning, Teaching and Leading Course June 14 1. The reason you came (OK you had to.) This planned 2 hour course will provide you with a better understanding.

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Presentation on theme: "Learning, Teaching and Leading Course June 14 1. The reason you came (OK you had to.) This planned 2 hour course will provide you with a better understanding."— Presentation transcript:

1 Learning, Teaching and Leading Course June 14 1

2 The reason you came (OK you had to.) This planned 2 hour course will provide you with a better understanding of what it takes to learn and what it takes to train/teach others. It is anticipated that the knowledge gained in this course will help you to study better, to prepare and make presentations, lectures, demonstrations, and other forms of learning. June 142

3 Syllabus - Part I 1.Introduction to learning (50 Min) a)Why do all senses matter? b)Group exercise (15 Min) c)Model of Learning 2.Introduction to teaching (40 Min) a)Group exercise – Fruit Salad (15 Min) (Skipped) b)Group exercise - Red Green Show (10 Min) c)How can you teach with each sense (Sight, hearing, smell, taste, and touch)? June 143

4 Syllabus - Part II 4.Leading and Teaching (40 Min) a)Cutting interference b)Using style! c)Gettysburg Address (5 Min) d)Presentation tools 5.Using your knowledge to learn (20 Min) June 144

5 Syllabus - Part I 1.Introduction to learning (50 Min) a)Why do all senses matter? b)Group exercise (15 Min) c)Model of Learning 2.Introduction to teaching (40 Min) a)Group exercise – Fruit Salad (15 Min) (Skipped) b)Group exercise - Red Green Show (10 Min) c)How can you teach with each sense (Sight, hearing, smell, taste, and touch)? June 145

6 Introduction to learning 1 Collaborative studies of the design and evaluation of learning environments, among cognitive and developmental psychologists and educators, are yielding new knowledge about the nature of learning and teaching as it takes place in a variety of settings. In addition, researchers are discovering ways to learn from the ''wisdom of practice" that comes from successful teachers who can share their expertise.* June 146 * How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences,1999)

7 Introduction to learning 2 Research on learning and transfer has uncovered important principles for structuring learning experiences that enable people to use what they have learned in new settings. * June 147 * How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences,1999)

8 Introduction to learning Yuck! Id rather eat rocks and read the phone book then read that! SO – What does it mean to learn in real words? (Lets restart this discussion!) June 148

9 Introduction to learning (in real words!) We are only now beginning to understand learning It is not just a bunch of chemical reactions Learning is adapting your thoughts to match what you observe. – Lets examine this statement June 149

10 Introduction to learning Learning is adapting your thoughts to match what you observe. Does this mean your past affects your learning? (YES) – Learning is affected by cultural norms (Your grandmother is more important to you then just her cookies) – Everyone - even babies - have ideas that affect learning – Everyone will learn in slightly different ways June 1410

11 Introduction to learning Learning is adapting your thoughts to match what you observe. If you dont experience something can you learn from it? (NO) – Good teachers realize this – They have tricks to get students to observe new items. (Yes your teachers really do care!) June 1411

12 Introduction to learning Learning is adapting your thoughts to match what you observe. This bring us to an important question - Can you use this knowledge to help teach? (Of course the answer is YES) June 1412

13 Some other questions What does a rock taste like? What does a stick taste like? Why do you know the answers to these questions? Why is this guy asking such strange questions? (The answer is coming!) June 1413

14 Group exercise #1 The Tell Me Game – Break up into three groups – Each group will go to a different room and work on the exercise – Come back in 15 minutes June 1414

15 Introduction to learning So what have we just learned? The more involved you are in the activity of learning - the better you learn. This is exemplified by the Confucian saying Tell me and I forget Show me and I remember Let me and I understand June 1415

16 Introduction to learning So what have we just learned? The more involved you are in the activity of learning - the better you learn. In effect you have: more observations Learning is adapting your thoughts to match what you observe. June 1416

17 Introduction to learning So now back to the rock and the stick. As babies we learned by using all of our senses. We touched, tasted, looked at, listened to and smelled everything - including rocks and sticks. All of these are efforts to OBSERVE an item (Yes, you tasted rocks and sticks!) June 1417

18 Introduction to learning This leads us to a second Chinese saying about learning Learning is from thin to thick to thin. What does this mean? June 1418

19 Learning by young adults Learning is from thin to thick to thin. At first, you know VERY FEW DETAILS (THIN) Later, you know LOTS OF DETAILS (THICK) Finally, you see SIMPLE PATTERNS or GENERALIZATIONS(THIN) This concept can be carried further…. To a model by David Kolb June 1419

20 Learning by adults June 1420 Experience Model of David Kolb Learning starts when you experience something new (Thin Knowledge) The richer the experience (more information) The better the learning

21 Learning by adults June 1421 Experience Process Model of David Kolb The new information is combined with all of your previous knowledge (Thin => Thick) This is processing the information

22 Learning by adults June 1422 Experience Process Generalize Model of David Kolb Once you have enough information You can generalize the knowledge (Thick => Thin)

23 Learning by adults June 1423 Experience Process Generalize Apply Model of David Kolb Finally you apply this to everyday life

24 Learning by adults June 1424 Experience Process Generalize Apply Model of David Kolb We will examine this more later today

25 Syllabus - Part I 1.Introduction to learning (50 Min) a)Why do all senses matter? b)Group exercise (15 Min) c)Model of Learning 2.Introduction to teaching (40 Min) a)Group exercise – Fruit Salad (15 Min) (Skipped) b)Group exercise - Red Green Show (10 Min) c)How can you teach with each sense (Sight, hearing, smell, taste, and touch)? June 1425

26 Teaching (LEADING!) adults June 1426 Experience Process Generalize Apply Use learning model to develop teaching techniques Each step important Start with experience and go around the circle

27 Introduction to teaching What is Experience? How do you get an experience? How do you make a rich experience? What gets in the way of a rich experience? June 1427 Experience

28 Introduction to teaching You are born with this ability How do babies learn? – They use all of their senses Touch Taste Scent Sound Sight June 1428 Experience

29 Group exercise #2 & #3 #2 - Fruit Salad (Skipped) – Small groups – Each person should taste at least once #3 - The Red Green Show – One group June 1429 Experience

30 Group exercise #2 & #3 Our exercises showed Senses matter! June 1430 Experience

31 Introduction to teaching How can you teach with touch? – Teach someone how to sail a boat 1)Names of parts of the boat 2)Show them the parts of the boat 3)Let them touch the lines/tiller/etc 4)Show them how they work 5)Let them sail the boat – E xamples from class June 1431 Experience

32 Introduction to teaching How can you teach with taste? – Teach someone how to bake a cake 1)Names of baking utensils 2)Show them the how the oven works 3)Show them (and maybe let them taste) the ingredients 4)Show them how how to mix the ingredients 5)Let them taste the mixture 6)Bake the cake 7)Let them taste the cake – E xamples from class June 1432 Experience

33 Introduction to teaching How can you teach with scent? – Teach someone how to buy fresh fish 1)Names of common fish 2)Show them the fish 3)Let them smell fresh fish (no smell) 4)Let them smell old fish (fishy smell) – E xamples from class June 1433 Experience

34 Introduction to teaching How can you teach with sound? – Teach someone how to play a guitar 1)Show them guitars 2)Names of the parts of guitars 3)Let them listen to you play 4) Show them how to play 5)Let them listen to their playing – E xamples from class June 1434 Experience

35 Introduction to teaching How can you teach with sight? – Teach someone how to tie a knot 1) Name of the knot 2) Tell them where the knot is used 3) Show them how to tie it 4) Let them tie the knot – E xamples from class June 1435 Experience

36 Introduction to teaching Did you notice something? Each example used multiple senses June 1436 Experience

37 Introduction to teaching As a teacher (LEADER!), you must provide experiences for your students – Is this the end of your job? (NO!) You need to help your students PROCESS the information that you gave them. FAILURE HERE IS PROBABLY THE BIGGEST REASON WHY STUDENTS DO NOT LEARN June 1437 Process

38 Introduction to teaching What does it mean to PROCESS INFORMATION? Dictionary definition Process: A series of actions, changes, or functions bringing about a result Information: Knowledge derived from study, experience, or instruction Make information useful June 1438 Process

39 Introduction to teaching For information to be useful – We must have a way to retrieve it Think of a library – Books placed randomly Does not work – Books placed in order Works June 1439 Process

40 Introduction to teaching Each person has their own way of ordering knowledge. The best learners have a systematic method Meta-cognition June 1440 Process

41 Introduction to teaching Meta cognition is – Learning to learn - Thinking to think Active control over the learning process This active control includes – Monitoring of progress – Active learning strategies June 1441 Process

42 Introduction to teaching Monitoring of progress – Identify the task – Check the progress – Evaluate that progress – Predict the outcome June 1442 Process

43 Introduction to teaching Typical active learning strategies – Allocate needed resources to learning – Determine order of steps to learn – Set intensity/speed needed to learn Specific active learning strategies depend on the subject June 1443 Process

44 Introduction to teaching Expert teachers know the structure of their disciplines, and this knowledge provides them with cognitive roadmaps that guide the assignments they give students* As a teacher/leader you must understand your subject (What, where, when, why, how & impact) June 1444 Process *How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)

45 Teaching History History = abundance of data History often taught as: Memorize event dates & locations » (What, Where & When) This ignores: – Why? – How? – Impact/implications for today (generalization) June 1445 Process

46 Teaching History One needs to ask questions such as: – What is history?* – How do we know the past?* – What does it mean to write history From this one learns: How evidence influences history How/why past and present events are linked Implications (generalizations) June 1446 Process *How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)

47 Teaching Mathematics Math = over abundance of formula Often taught as: Memorize formula (What and When) Math is taught as pure science This ignores: – Where, how and why? (Math is a physical science!) – Impact on other physical sciences (generalization) June 1447 Process

48 Teaching Mathematics One needs to ask questions such as: – What are physical examples of the math? – Negative numbers floors below ground – Positive numbers floors above ground – Multiplication a fast way to add » 4 tents, 6 stakes/tent => 24 tent stakes From this one learns: How math and other sciences are linked Implications (generalizations) June 1448 Process

49 Teaching Science Science = abundance of processes Often taught as: Memorize processes (What and how) This ignores: – Why? – Real life examples (Where and when) – Impact on your life (generalization) June 1449 Process

50 Teaching Science One needs to ask questions such as: – Can you describe this is real life? – Why is this important? From this one learns: Gets physical picture Implications (generalizations) June 1450 Process

51 Introduction to teaching In each example – Need to ask Who What Where When Why Impact BUT the questions are different for each June 1451 Process

52 Introduction to teaching And what have we just done? Generalized the teaching process June 1452 Process

53 Introduction to teaching Generalization – See patterns in knowledge – Allows one to learn faster – Allows one to remember better Requires ability to see patterns June 1453 Generalize

54 Introduction to teaching Generalization – See patterns in knowledge – Allows one to learn faster – Allows one to remember better The problems – Not all subjects have the same issues/patterns – Not all people see the same patterns June 1454 Generalize

55 Introduction to teaching Generalization problems – The leader/teacher will have to: Understand the subject See patterns in the subject Know how to lead students to see patterns – Ask the correct questions – Employ the correct senses – Use the correct examples – Show how the patterns can be applied June 1455 Generalize

56 Introduction to teaching And what have we just done? We have tied application to learning – Application can be: Homework Projects Hands-on experiences June 1456 Apply

57 Introduction to teaching Applications in classrooms – History Create a society – Science Carry out an experiment – Mathematics Use physical examples of math June 1457 Apply

58 Introduction to teaching What have just seen are: – Examples – Only a small fraction of what might work DO NOT JUST COPY – You have to understand the students needs June 1458 Apply

59 Teaching adults - Recap June 1459 Experience Process Generalize Apply Used learning model to examine teaching techniques Each step important Started with experience and went around the circle

60 Syllabus - Part II 4.Leading and Teaching (40 Min) a)Cutting interference b)Using style! c)Gettysburg Address (5 Min) d)Presentation tools 5.Using your knowledge to learn (20 Min) June 1460

61 Leading and teaching June 1461 Experience Process Generalize Apply Use this to lead & teach Remember Each step important

62 Leading and teaching People experience by senses Remember how babies learn? – They use all of their senses Touch Taste Scent Sound Sight June 1462 Experience

63 Leading and teaching How do some teach? – Monotone uni-directional sound – Monotone uni-directional pictures BORING!!! June 1463 Experience

64 Leading and teaching For us to actually experience something – We need to be mentally involved Pay attention No outside disturbances Funny smells / extra noise are out Intellectually stimulating Monotone sights/sounds are out You need to make sure this occurs June 1464 Experience

65 Leading and teaching No outside disturbances What should you consider? June 1465 Experience

66 Leading and teaching No outside disturbances Noise/ Acoustics – Loud fans or other noise – Cellular phones and pagers Lighting Temperature Table and seating – Poor quality – Poor arrangement – space June 1466 Experience

67 Leading and teaching Intellectually stimulating What should you consider? June 1467 Experience

68 Leading and teaching Intellectually stimulating – Keeping the audience interested – Keeping the audience involved YOU NEED TO BE HEARD! All of this fits a category EXCITING June 1468 Experience

69 Leading and teaching EXCITING – Belief in your message and yourself – Make it fun Theatre/Run-ons Games/Songs/Skits Humor/Magic/StuntsPrizes – Asking the audience questions In general interacting with the audience June 1469 Experience

70 Leading and teaching Interaction allows: – Provides motivation/interest – Wake up / Energize participants – Break the ice – FUN! – Feedback to you! Learn audience needs! June 1470 Experience

71 Leading and teaching Interaction allows: – Helps the audience PROCESS June 1471 Process

72 Leading and teaching For better processing: – Presentation tools – Pattern breaks! – KIS (keep it simple) – Interact! June 1472 Process

73 Leading and teaching Know your presentation tools – Different tools for different subjects Would you teach: – Sailing with a bike? – Math with a dictionary? June 1473 Process

74 Leading and teaching Example – Gettysburg address - IN POWERPOINT! – (PPT version the work of Peter Norvig) – See: June 1474 Process

75 Leading and teaching What do we see? – Different techniques needed for different subjects June 1475 Process

76 Leading and teaching Presentation tools (Related to senses) Sight and sound tools – Whiteboards, Posters, etc – Computer Presentations, Videos – YOUR VOICE! YOU NEED TO BE HEARD AND SEEN! Touching tools – Hands on Demonstrations! Smell and Taste – Hands on cooking June 1476 Process

77 Leading and teaching Presentation tools (Related to group size) Large group – Lecture/ Talk/ Demonstration – Question and answer sessions Small group – Discussion – Case study / Role playing / Simulation – Brainstorming/Buzz groups – Learning centers – Reflecting June 1477 Process

78 Leading and teaching Presentation tools (Related to use) Problem-solving – Brainstorming Reflection – Directed sequence of questions – Discussions Information – Lecture/Talk – Demonstration - etc June 1478 Process

79 Leading and teaching Presentation tools (Related to use) Other ways to hold the audience – Humor! – Errors! Yes, U Kan teech by maken ah mistake? June 1479 Process

80 Leading and teaching KIS (keep it simple) What more can I say? June 1480 Process

81 Leading and teaching Interact! – Lets you help the audience Process Generalize Apply June 1481 Process Apply Generalize

82 Syllabus - Part II 4.Leading and Teaching (40 Min) a)Cutting interference b)Using style! c)Gettysburg Address (5 Min) d)Presentation tools 5.Using your knowledge to learn (20 Min) June 1482

83 Using your knowledge to learn June 1483 Experience Process Generalize Apply Model of David Kolb You can now use what you have learned to improve your school work Remember each step important for you to learn Start with experience and go around the circle

84 Using your knowledge to learn When learning something new Include: Many Senses and sources Read other books for different views Use sound/vision etc as available Dont get distracted Focus! Block out other experiences YOU can overcome a bad teacher! June 1484 Experience Model of David Kolb

85 Using your knowledge to learn June 1485 Experience Process Model of David Kolb Your next step is to process the new information This is where most students fail in the learning process!

86 Using your knowledge to learn Process the experience Use manageable bits Often this means Outline the information Rewrite notes to explain the information Others should be able to understand! This will improve your grades! Remember to ask What, why, when, where and how June 1486 Experience Process

87 Using your knowledge to learn Once basic questions answered Check fit with other knowledge May need to reprocess Examine implications Typical outcome Less time studying Improved grades June 1487 Experience Process Generalize

88 Using your knowledge to learn June 1488 Experience Process Generalize Apply Model of David Kolb Apply your knowledge Do homework (New experience!) Remember Each step important

89 Overview and wrap up June 1489 Experience Process Generalize Apply Used learning model to examine teaching techniques Each step important Started with experience and went around the circle

90 Overview and wrap up June 1490 Experience Process Generalize Apply Experience uses all senses Presentation should Interact with audience Use multiple senses Tailored to field Tailored to audience

91 Overview and wrap up June 1491 Experience Process Generalize Apply Process => application Depends on field

92 Overview and wrap up June 1492 Experience Process Generalize Apply Process => application Depends on field In general ask: What Why Where When How Implications

93 Overview and wrap up June 1493 Experience Process Generalize Apply Process => application Depends on field Presentation KIS! Lead audience Ask questions Interact with audience HAVE FUN!


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