Richard Felder: Resources in Science and Engineering Education Richard Felder's Home Page Richard M. Felder Dr. Richard Felder and Rebecca Brent's blog. Teaching strategies If you have dropped into this Course Design Tutorial from somewhere else, you might wish to start at the introduction, overview, or table of contents. If you are working through the tutorial, you should have completed Part 2.1 before beginning this section. At this stage of the tutorial, you have set overarching goals, organized content, and developed a course plan with ideas for how to give students the practice that will make it possible for them to achieve the course goals. In this section of the tutorial, you will make choices about what you will have students do in order to learn the course content and practice the goals. Start by downloading the worksheet (Microsoft Word 22kB Jun16 05) that goes with this part, and use it as you work through the sections below. Student Learning An enormous amount has been written in the last two decades about research on how people learn. Research shows clearly that a person must be engaged to learn. What messages can we take home for course design?
Learning Style Models Learning Style Models Different people learn in different ways. This is the basis of the study of learning styles. People have different learning styles based on personality types. The Myers-Briggs Type Indicator is based on the teachings of Carl Jung. Kolb's Learning Style Model also uses four areas to determine a student's learning style. The Herrmann Brain Dominant Instrument is a learning style based on the idea that one side of the brain is dominant over the other. The final learning model style is the Felder-Silver Model, also called the Felder-Silverman Model. Understanding the learning models, and how they can be applied to both students and in the workplace, provides an efficient tool for making sure students are being taught in a way that fits their needs and that employees or team members are working in ways that allow them to use their strengths.
How to Accommodate Different Learning Styles | Center for Access and Success | Student Affairs | UMass Dartmouth We all have a way in which we best learn. Odds are, every student in your class has a different preferred learning style, which can make it difficult for you to be the most effective teacher. However, by trying to incorporate various methods into your teaching, you may be able to reach the majority of your students. At the college level, it is expected that students have an idea of how to adapt to most teachers, although it cannot hurt to help them out a little! Below we have the three major learning styles and ways in which you can accommodate them. Source: VAK Test Visual Learning Style Characteristics Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. Tips for Accommodating Auditory Learning Style Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises.
Learning Styles | Official Dunn & Dunn Online Assessments, Surveys & Community - MindShift explores the future of learning in all its dimensions, covering cultural and technology trends, innovations in education, groundbreaking research, education policy, and more. Visit website Edutopia is dedicated to transforming the learning process by helping educators implement strategies. Visit website Sperm: 15 Crazy Things You Should Know - Sperm: 15 crazy things you should know - Pictures When it comes to sperm, people always seem to have an agenda. Some want to kill sperm cells. Some want to buy or sell them. Some fret over their failure to get the job done. Why can't we just appreciate sperm for the amazing little wrigglers that they are?
Online Teaching Activity Index : Lesson Template Goals & Objectives: What will the students be able to do after doing what to what level. What are the knowledge, skills, and attitudes gained. Goals are included as a broad learning statement and objectives as specific items to be learned. These will vary depending on the questions that are asked. Students will acquire / demonstrate knowledge of a given topic X ... ... during active participation in a discussion forum, both answering x questions and replying to y other posts on the topics assigned within an 80% achievement level as determined by the discussion rubric. Prerequisites: What must students already know before beginning this lesson? Materials and Resources: What needs to be prepared in advance by the teacher? What does the student need to bring to the lesson? Guiding Questions for this Activity: Is there a main question being answered by the lesson? Activity Outline and Procedure: How will the materials be presented? Teaching Strategies: Accommodations: Timeline: Back to Top
Learning styles Learning style is an individual's natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn.[1] The idea of individualized learning styles originated in the 1970s, and has greatly influenced education.[2] Proponents of the use of learning styles in education recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Although there is ample evidence for differences in individual thinking and ways of processing various types of information, few studies have reliably tested the validity of using learning styles in education.[2] Critics say there is no evidence that identifying an individual student's learning style produces better outcomes. David Kolb's model[edit] David A. David Kolb’s Experiential Learning Model (ELM) [5] 1. 2. 3. 4. Learning Modalities[edit] 1. 2. 3. Descriptions of Learning Modalities: 1. 2. 3.
Kolb's Learning Styles and Experiential Learning Cycle | Simply Psychology The terms “Reflective Cycle” and “Experiential Learning Cycle” are often used interchangeably when referring to this four-stage learning process. The main idea behind both terms is that effective learning occurs through a continuous cycle of experience, reflection, conceptualization, and experimentation. Concrete Experience – the learner encounters a concrete experience. This might be a new experience or situation, or a reinterpretation of existing experience in the light of new concepts.Reflective Observation of the New Experience – the learner reflects on the new experience in the light of their existing knowledge. Of particular importance are any inconsistencies between experience and understanding.Abstract Conceptualization – reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience).Active Experimentation – the newly created or modified concepts give rise to experimentation. Why These Four Stages? 1. 2. 3. 4.
NNAT The Naglieri Non-Verbal Ability Test® (NNAT®, NNAT2®) is frequently used as a screening test for gifted program entry. The NNAT® is also used in conjunction with standardized achievement testing to see whether or not children are working up to their potential. The NNAT® is a short (about 30 minutes actual test time), multiple choice test, with no reading. As the test name suggests all questions are presented non-verbally - pictures and figures are used rather than words. The NNAT® is sometimes referred to as a matrix reasoning test because of the format in which the questions are presented. The developer of the test, Pearson Assessment Services Inc, markets it as a culture fair test which is not language dependent. There are seven different levels of the NNAT® for administration from Kindergarten to Gr 12. Tests include up to four different types of questions - pattern completion, reasoning by analogy, serial reasoning and spatial visualization. Suggestions for Preparation
Slack List Online Teaching Activity Index : Hypothetical Discussion Activity Goals & Objectives: In general, hypothetical discussions are on the upper end of Bloom's taxonomy. Students usually analyze and/or evaluate a given situation. Prerequisites: The answer to this question will vary depending on the needs of the lesson. Materials and Resources: What needs to be prepared in advance by the teacher? What does the student need to bring to the lesson? Guiding Questions for this Activity: Is there a main question being answered by the lesson? Activity Outline and Procedure: Questions or situations are posed to the student. Teaching Strategies: What are some tips to help the lesson run smoothly? Accommodations: What accommodations may be needed for students with disabilities or other special needs? Timeline: Typically, about 3 days should be provided at a minimum between the time a question is posed and the time an answer is required. Ideas for Activity Evaluation and Teacher Reflection: How did the students like the lesson? How was student learning verified? Back to Top
e-learning 2.0: All You Need To Know One of the strongest, but least hyped, uses of web 2.0 technologies over the past couple of years has been e-learning. We've covered this topic extensively on Read/WriteWeb - and so we're pleased to bring you this overview of e-learning 2.0, including the leading web apps and sites in this niche, and predictions for its future. In August Steve O'Hear (now last100 editor) wrote an introduction to e-learning 2.0. He noted that teachers and students are embracing web technologies such as blogging and podcasting. According to Steve, the traditional approach to e-learning has been to employ the use of a Virtual Learning Environment (VLE), software that is often cumbersome and expensive - and which tends to be structured around courses, timetables, and testing [examples listed below]. Examples of e-learning 2.0 apps and websites edublogs.org and wikispaces.com are two examples of blog and wiki resources for e-learning. Google, Microsoft, Apple, IBM - active in e-learning 2.0 Conclusion