1. Good Morning! Announcements
Please pick up an Attendance Form.
Check your grades on blackboard and read the feedback on your homework assignments.
Check blackboard/Course Materials for Q&A of commonly asked questions.
Take the Library Audio tour (has to be taken by October16th) and go to
and do the preliminary work (due October 16th).

2. Understanding the Teaching/Learning Process
Chapter 3
Understanding the Teaching/Learning Process

3. What is Learning? Learning is the process of acquiring
New knowledge and intellectual skills
(Cognitive learning)
New manual or physical skills
(Psychomotor learning)
New emotional responses, attitudes, and values
(Affective learning)

4. Levels of Intellectual Skills – Bloom’s Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
High School
College
In order of increasing complexity
Remembering – recall relevant knowledge from memory
Understanding – Construct meaning from oral, written, and graphic messages
Applying – Carrying out or using a procedure
Analyzing – Breaking material into parts; determine how parts relate to each other and overall structure
Evaluating – Making judgements based on criteria/standards through checking and critiquing
Creating – Putting elements together to form a functional whole; reorganize elements into a new pattern or structure
College
Junior/Senior

5. How Do We Learn?
Receiving new knowledge
Processing new knowledge

6. Learner Types Sensing learner vs. Intuitive learner
Visual learner vs. Verbal learner
Active learners vs. Reflective learners
Sequential learners vs. Global learners
Ask students to raise hands for each category (score 3 or higher for each pair)

7. Learner Types Sensing learner vs. Intuitive learner
Visual learner vs. Verbal learner
Active learners vs. Reflective learners
Sequential learners vs. Global learners
Traditional lecture format in engineering
So what if your are a sensing, visual, active and global learner type?

8. You are primarily responsible for creating your learning experience
Just make sure the way you study is compatible with your preferred learning styles

9. Metacognition – Improve Your Learning
Observe your learning
I struggle with homework
Feedback what you observe
I need to seek help
Make changes to improve your learning process
Join a study group
Point out that acting is the important part, just observing and feedback is not sufficient!

10. The Secret to Success: Become an Expert Learner
Warning:
Do NOT reveal the next slides to freshman engineering students or you risk that they all will be successfully graduating in engineering!

11. How to Become an “Expert” Learner
Confidential
TOP SECRET
How to Become an “Expert” Learner
see textbook page 122
Control the learning process rather than become a victim of it
Be active, not passive, in your approach to learning
Be motivated (e.g., enjoy learning, have short-term and long-term goals, etc.)
Be disciplined (e.g. learn good habits and use them consistently)
Be more aware of yourself as learner (e.g. know your own strengths and weaknesses)
Initiate opportunities to learn
Set specific learning goals

12. How to Become an “Expert” Learner
Confidential
TOP SECRET
How to Become an “Expert” Learner
see textbook page 122
Have a larger repertoire of learning strategies from which to choose
Know not only what to learn, but how to learn
Plan your approach to learning
Monitor your learning while it’s happening
Reflect more upon your own learning
Evaluate the effectiveness of learning approaches and strategies
Use learning strategies selectively
Attribute failures to correctable causes
Attribute successes to personal competence

13. Teaching in College
The information passes from the notes of the professor to the notes of the student without passing through the mind of either one.
What is the solution? See next slide

14. Learning is a Reinforcement Process
see textbook page 123/4
When What To Do
Before class Prepare for the lecture by reviewing notes, reading text, attempting a few problems, formulating some questions
During class Attend lecture, concentrate intently, take detailed notes, ask questions
After class, but before next Review and annotate notes, reread text; work assigned
class meeting problems, work extra problems, meet with a study partner or study group to go over material and problems
In preparation for test or exam Review notes; review text, rework problems, meet with a study partner or study group to go over material and problems
In preparation for final exam Review notes, reread text, rework problems, meet with a study partner or study group to go over material and problems

15. Don’t Be Hung Up on the Idea of Seeking Help
Primary sources of “help” with your academic work
Your peers
Your professors
Campus resources
Students who seek help:
Get the most out of college
Grow the most academically
Are the happiest
CONFIRMED by
Research

16. Group Discussion - Differences Between Engineering Study and High School
In your group, brainstorm a list of the major differences between the teaching/learning process you experienced in high school and the teaching/learning process you will encounter in university-level math/science/engineering study. Once you have a list of differences, discuss strategies for adjusting to each item on the list.
Appoint a leader to keep the discussion on topic
Make sure you note the important conclusions in your journal.
Make a heading:
Date: 10/02/2012
Group Discussion –Engineering Study vs. High School

17. Peer Evaluation of Journals
Exchange your journal with another student
Evaluate the other journal based on:
three strengths
three areas for improvement
three insights
Write the evaluation inside the journal you are evaluating and print your name at the beginning and sign it at the end.
Peer evaluation is meant to improve each others journals

18. Assignments due by Monday 10/8
Hand in your attendance form!
Read Chapter 4 of the textbook
Note your opinions of the sections in your journal
Note questions, issues or perspectives you have/gained
Exam 4 (blackboard), make sure you read Chapter 4 of the textbook first
Homework #4:
a) List the major differences between the teaching/learning process you experienced in high school and the teaching/learning process you will encounter in university-level math/science/engineering study based on the in-class group discussion. Write 1-2 page(s) outlining strategies for adjusting to each item on the list.
b) Pick two items from the left column of the list of “mistakes students make” on page 130 and write down a commitment how you will implement the required changes mentioned in the right column (1 page).
Homework #4 needs to submitted as doc(x) or pdf file through blackboard ( submissions will not be accepted)