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Prin College Teach

by: Ali Greenfelder

Prin College Teach EDCI 943

Ali Greenfelder
GPA 3.98

Victoria Clegg

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Victoria Clegg
Class Notes
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This 28 page Class Notes was uploaded by Ali Greenfelder on Monday September 28, 2015. The Class Notes belongs to EDCI 943 at Kansas State University taught by Victoria Clegg in Fall. Since its upload, it has received 16 views. For similar materials see /class/214967/edci-943-kansas-state-university in Curriculum and Instruction at Kansas State University.

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Date Created: 09/28/15
Learning Styles from Penn State website Teaching amp Learning with Technology Information about learning styles can serve as a guide to the design of learning experiences that either match or mismatch students39 styles Rationale Information about students39 learning style is important to both instructors and students because Instructors need to understand their students39 learning styles in order to adapt their teaching methods accordingly Students who know their own learning style become better learners Instructors will better understand the differences among the students If an instructor39s learning style differs from that of many of his or her students the instructor may need to make adjustments in how material is presented VARK Learning Styles Fleming amp Mills The acronym VARK stands for Visual Aural Readwrite and Kinesthetic sensory modalities that are used for learning information Visual V This preference includes the depiction of information in charts graphs flow charts and all the symbolic arrows circles hierarchies and other devices that instructors use to represent what could have been presented in words Aural Auditory A This perceptual mode describes a preference for information that is quotheardquot Students with this modality report that they learn best from lectures tutorials tapes group discussion speaking web chat talking things through Read write R This preference is for information displayed as words Not surprisingly many academics have a strong preference for this modality This preference emphasizes text based input and output reading and writing in all its forms Kinesthetic K By definition this modality refers to the quotperceptual preference related to the use of experience and practice simulated or realquot Although such an experience may invoke other modalities the key is that the student is connected to reality quoteither through experience example practice or simulationquot Index of Learning Styles quotILSquot Felder amp Soloman Active and reflective learners Active learners tend to retain and understand information best by doing something active with it discussing or applying it or explaining it to others Reflective learners prefer to think about it quietly first quotLet39s try it out and see how it worksquot is an active learner39s phrase quotLet39s think it through firstquot is the reflective learner39s response Active learners tend to like group work more than reflective learners who prefer working alone Sitting through lectures without getting to do anything physical but take notes is hard for both learning types but particularly hard for active learners Sensing and intuitive learners Sensing learners tend to like learning facts intuitive learners often prefer discovering possibilities and relationships Sensors often like solving problems by well established methods and dislike complications and surprises intuitors like innovation and dislike repetition Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class Sensors tend to be patient with details and good at memorizing facts and doing hands on laboratory work intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations Sensors tend to be more practical and careful than intuitors intuitors tend to work faster and to be more innovative than sensors Sensors don39t like courses that have no apparent connection to the real world intuitors don39t like quotplug and chugquot courses that involve a lot of memorization and routine calculations Visual and verbal learners Visual learners remember best what they see pictures diagrams flow charts time lines films and demonstrations Verbal learners get more out of words written and spoken explanations Everyone learns more when information is presented both visually and verbally Sequential and global learners Sequential learners tend to gain understanding in linear steps with each step following logically from the previous one Global learners tend to learn in large jumps absorbing material almost randomly without seeing connections and then suddenly quotgetting itquot Sequential learners tend to follow logical stepwise paths in finding solutions global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture but they may have difficulty explaining how they did it MeyersBriggs Type Indicator quotMBTIquot MBTI assigns four personality dimensions to individuals depending on how they perceive and interact with their environment Introvert I vs Extrovert E Introverts tend to prefer to focus on inward thoughts and feelings and may prefer a quiet environment for learning and to listen rather than talk in class Extraverts often prefer to talk aloud and are more comfortable interacting with others These learners may prefer collaborative learning thinking aloud andor class discussion Faculty vs Students Brightman no date quotThe majority of undergraduate students are extraverts Based on data from the Center for Applied Psychological Type CAPT between 56 and 58 of over 16000 freshman students at three state universities were extraverts Interestingly over 83 of college student leaders were extraverts while over 65 of Phi Beta Kappas were introverts The majority of university faculty are introvertsquot Thinking T vs Feeling F Thinking students tend to prefer to use objective impersonal facts to make decisions and form opinions Thinking students may be more comfortable with personal conflicts than other students Thinking students may prefer concrete language working directly with data Feeling students tend to focus on emotions and personal values when making decisions and forming opinions and tend to value group harmony Because students may form options based on emotional reactions or vague intuitions they may need coaching to generate precise commentary or analysis Gender Differences and Student vs Faculty Brig htman no date quotUnlike the two previous sets of preferences CAPT reports that on this dimension the proportion of males and females differ About 64 of all males have a preference for thinking while only about 34 of all females have a preference for thinkingThe majority of university faculty have a preference for thinking CAPT reported that almost 54 of 2282 faculty are thinking Seventy percent of business faculty have a preference for thinkingquot Sensing S vs Intuition 1 Similar to quotsensing studentsquot above these students prefer to focus on established facts known procedures and linear presentations These students tend to have stronger skills in memorizing details However concept maps may be recommended to help these students understand the quotbig picturequot Similar to quotintuitive learnersquot above these learners may see connections between seemingly random sets of data but may not be as strong in remembering details These students may prefer to see the entire framework first and fill in the details later Faculty vs Students Brightman no date quotThe majority of undergraduate students are sensing students Based on data from the Center for Applied Psychological Type CAPT between 56 and 72 of over 16000 freshmen at three state universities were sensing students Interestingly almost 83 of national merit scholarship finalists and 92 of Rhodes Scholars were intuitive students Our own data base indicates that over 65 of business majors are sensing studentsThe majority of university faculty are intuitive CAPT reported that almost 64 of 2282 faculty are intuitivequot Judging J vs Perceptive P Judging students tend to prefer to make immediate decisions based on initial input and may be considered quotdecisivequot A danger for these students is to make a premature conclusion before examining all the data Perceptive students may not make decisions until they process all the data and may be considered quotindecisivequot or quotwanderingquot as they begin more tasks A danger for these students is procrastination as they collect more data Student vs Faculty Brightman no date quotThe majority of undergraduate students are judging students Based on data from the Center for Applied Psychological Type CAPT between 46 and 60 of over 16000 freshmen at three state universities were judging studentsThe majority of university faculty also has a preference for judgingquot TEACHING PHILOSOPHIES A Few Examples The Beginning Although my experience in teaching has been limited over the years I have been a student of for eight years It is these years of study that have taught me how to appreciate in all its forms and genres and in turn enable those around me to appreciate it as well I grew up in seismic California about five miles from the San Andreas Fault I can t remember a time when I didn t know something about earthquakes While in third grade a decent size quake hit our area As I and the other students huddled under our desks watching the classroom lights sway on their poles I knew I wanted to know more about what was happening and why Headliner Statement I believe that teaching is a cooperative endeavor between the instructor and the student In fact the students themselves contribute far more to the learning process than does the instructor Quotes quotI like a teacher who gives you something to take home to think about besides homework Edith Ann The Format Student Development Considerations Creative andA ro riate Learnin S les includin Service Learning and use of Technology Learning together is as Important as Learning Individually El What do I believe about teaching What do I believe about learning What do I struggle with in terms of teaching What is effective teaching Personalities Anyone can take a textbook outline the material and throw it into a PowerPoint presentation It takes a person who is well Versed in the area and who can answer those more difficult or abstract questions to garner student interest and attention I see myself as an emissary of sent to lure students to it Teacher s Role I think problem solving and critical thinking skills are a process and need to be taught to different classes in different ways I would typically use the give them enough information to be dangerous method and let them figure the rest Second I believe that speech communication should be about helping students find their own voice To do this I make as much room as possible for students own opinions and worldviews to enter into the classroom Whether it s extra help in a class or writing job references for students my personal feeling is that I am here to help the students achieve their dreams and goals The Ending An excellent teacher is ready to learn from his her own students I believe that there is no diving line between teaching and learning An excellent teacher is ready to learn from his her own students I believe that there is no dividing line between teaching and learning Finally I believe that as a teacher I myself should be teachable My hope is that I will constantly be listening to feedback and looking for ways to improve my classes I plan to maintain my lectures to keep the information cuttingedge and practical Finally I believe that as a teacher I myself should be teachable My hope is that I will constantly be listening to feedback and looking for ways to improve my classes Finally I feel that by teaching I have a responsibility to encourage the exploration of knowledge I know that students are concerned with grades but I hope that after they take a class from me they get much more out of it than a letter on a piece of paper Finally students are responsible for evaluating and rating the effectiveness of their instructor No other person in the learning environment is better qualified to provide feedback on the effectiveness of teaching Finally


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