View
256
Download
0
Category
Preview:
Citation preview
In theory, there is no difference between theory and practice. But, in practice, there is."
Yogi Berra
Learning objectives for this lesson
Identify characteristics of “Millennials,” and generate ideas on how to effectively teach this generation of engineering students
Identify diverse characteristics of learners , and generate ideas on how to effectively teach and include different types of students in engineering
“Millennials” - and the next generation of college students – are well studied
Beloit College has compiled a list of traits of the next graduating class since 1998. From the Beloit College Mindset List for the Class of 2018: Students heading into their first year of college this year were generally
born in 1996. Among those who have never been alive in their lifetime are Tupac Shakur, JonBenet Ramsey, Carl Sagan, and Tiny Tim. On Parents’ Weekend, they may want to watch out in case Madonna shows up to see daughter Lourdes Maria Ciccone Leon or Sylvester Stallone comes to see daughter Sophia.
For students entering college this fall in the Class of 2018... During their initial weeks of kindergarten, they were upset by endlessly
repeated images of planes blasting into the World Trade Center. Since they binge-watch their favorite TV shows, they might like to
binge-watch the video portions of their courses too. When they see wire-rimmed glasses, they think Harry Potter, not John
Lennon. Celebrity “selfies” are far cooler than autographs. The Daily Show with Jon Stewart has always been the only news
program that really “gets it right.” ….
Beware of “hardening of the references” –students are not the same every year!
What makes Millennials different?
Special –
Sheltered –
Confident –
Team-oriented –
Conventional –
Pressured –
Achieving –From The Teaching Professor Conference, 2007: http://www.teachingprofessor.com/
What are students likely to look like in the next decade?
The Chronicle of Higher Education’s Prospects: Who Will Reach College Age in the Next 14 Years? (Chronicle of Higher Ed, Jan 19, 2014): http://chronicle.com/article//144061/#00/0-1 Interactive maps show population distributions
based on ethnicity and race. Our notion of “majority” and “minority” student
populations will need to shift with the next generation.
Other Aspects of Diversity: Learning Styles
There are many ways to characterize how students best perceive, process and understand knowledge.
But there is much debate about whether “learning styles” actually exist.
Felder-Silverman Learning Style Model
Processing: Active Reflective
Perception: Sensing Intuitive
Input Modality: Visual Verbal
Understanding: Sequential Global
R.M. Felder and L.K. Silverman, "Learning and Teaching Styles in Engineering Education," Engr. Education, 78(7), 674-681 (1988).
Active and Reflective Learners
Active LearnersTend to process
actively (doing something physical with presented material, then reflecting on it)
Think out loud“Let’s try it and see
how it goes”Tend to jump in
prematurelyLike group work
Reflective LearnersTend to process
reflectively (thinking about presented material, then doing something with it)
Work introspectively“Let’s think it through
and then try it”Tend to delay startingLike solo or paired
work
Materials adapted from the National Effective Teaching Institute, with permission (Richard Felder, Rebecca Brent and James Stice)
Sensing and Intuitive Learners
Sensing learners Focus on external input Practical Observant (notice details
of environment) Concrete thinking (facts,
data, hands-on work) Learn through repetition Methodical Like working with details Complaint about courses:
no apparent connection to the real world
Problems with exams: run out of time
Intuitive learners Focus on internal input Imaginative Look for meanings (miss
details) Abstract thinking (theories,
math models) Like variety in learning
experiences (bored with repetition)
Quick Like working with concepts Complaint about courses:
“Plug and Chug” Problems with exams:
Careless mistakes
Visual and Verbal Learners
Visual learners“Show me”Pictures, diagrams,
sketches, schematics, flow charts, plots
Verbal learners“Explain it to me”Spoken words,
written words, symbols (seen, but translated by brain into the oral equivalents)
Sequential and Global Learners
Sequential learners Build understanding in
logical sequential steps Function with partial
understanding of information
Make steady progress Explain easily Good at analytical thinking
(the trees)
Global learners Absorb information
randomly, then synthesize the big picture
Need the big picture (interrelations, connections to other subjects) in order to function with information
Large leaps in understanding with little progress between them
Can’t explain easily Synthesis, holistic thinking
(the forest)
The debate about learning styles
We know learning is hard, and that different concepts/ideas can be learned more easily in different ways. But there is little evidence that characterizing students by learning style is useful for teaching. Whether people can learn better in one way over another is not as important
in the classroom as the meaning we are trying to convey. We want students to learn material based on meaning; that meaning may be
best conveyed visually (i.e. a free body diagram), by text or equation (theory or mathematical method), or audibly (expert testimony)
Watch the commentary on this topic by Dr. Dan Willingham, cognitive psychologist and neurobiologist at UVA:
http://www.youtube.com/watch?v=sIv9rz2NTUkMore from Dr. Willingham (Learning Styles FAQ):http://www.danielwillingham.com/learning-styles-faq.html
A similar word of caution about personality types
“You can prove anything with statistics. I prefer interpreting anecdotes.” ~Carl Jung
Myers-Briggs® Type Inventory (MBTI) is based on Jung’s theories of personality Although very popular (especially in work environments), there is
very little scientific evidence, and no supporting research for MBTI
“Big Five” personality traits are based on research, but many generalizations made to interpret results
Like learning styles, personality types simply provide frameworks to describe the spectrum of students in our classrooms
Regardless of the questions, the answer is: Repetition and balance!
If students are taught only in their less preferred modes, they will be too uncomfortable to learn effectively
If they are taught only in their preferred mode, they will gain skills in those modes but will not develop equally important skills in their less preferred modes (i.e. we will not be developing lifelong learners)
We need to teach in multiple modalities, multiple times
Time for reflection
Watch the YouTube video of Dr. Willingham’s commentary and other materials on his website.
Write a reflection (1 page, double spaced) to defend or disagree with Dr. Willingham’s position. State your stance in the first sentence of your reflection. Clearly explain your understanding of learning styles and how this affects your stance.
Recommended