Principles and Practical Applications of Effective Instruction for Engineering Educators

Universidad del NorteBarranquilla, Colombia

July 25-26, 2013

Autar KawProfessors of Mechanical Engineering

University of South Florida

“If you don’t let a teacher know at what

level you are—by asking a question, or

revealing your ignorance—you will not

learn or grow. You can’t pretend for

long, for you will eventually be found

out. Admission of ignorance is often the

first step in our education!” ~ Steven

Covey 1990

Seven Traits of Highly Effective Educators

Bloom’s TaxonomyTeaching Course and ABETLearning MethodsSeven Strategies for Smart Teaching

5

Circuit 1 This one is for reactive attention

Circuit 2 This one sets our mind to concentrate on something

Multitaskers fire up striatium needed for procedural learning. Not bad if you want to be on an assembly line.

Focused learners rely on hippocampus needed for learning abstract rules to novel problems. Needed for learning mathematics and programming based work.

Multitasking is important for “doing”

Being focused is important for “learning”

So put your phone away and stop browsing!

Multitasking is a myth

Foerde, K., Knowlton, B.J., & Poldrack, R.A. (2006). Modulation of competing memory systems by distraction. Proceedings of the National Academy of Sciences, 103, 11778-83.

Dalton Conley, Wired for Distraction: Kids and Social Media, read http://www.time.com/time/magazine/article/0,9171,2048363,00.html#ixzz1Vc4qOPov

A. A copy of what is in the instructor’s mind is the goal for what should be in the student’s mind after instruction

B. Information is transmitted from the instructor to student

C. Students retain a processed version of the material perceived by the student

D. None of the above options are true

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Learning results from what the student does and thinks.

Learning results ONLY from what the student does and thinks.

A teacher can advance learning only by influencing what the student does to learn.

- Herbert Simon

A. Students reread the material

B. Lecture time increasesC. Activity time increasesD. None of the above

Students

rere

ad the m

ate...

Lectu

re time in

crease

s

Activit

y time incre

ases

None of the ab

ove

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Organized Understands Importance of First Day of

Class Uses Teaching Tools Effectively Demonstrates Respect for Students Gives Rapid Feedback Asks Questions Has High Expectations

Exercise: Rank in order you would think students think these are important!

1. Organized2. Understands Importance of First Day of Class3. Uses Teaching Tools Effectively4. Demonstrates Respect for Students5. Gives Rapid Feedback6. Asks Questions7. Has High Expectations

Exercise: Rank in order you would think students think these are important!

• Ask questions and immediately call for volunteers• Call on students cold• Turn class into Power Point shows• Fail to provide variety in instruction• Have students work in groups with no individual

accountability• Fail to establish relevance• Give tests that are too long• Get stuck in a rut• Teach without clear learning objectives• Disrespect students

Felder, R.M., Brent, R., “The ten worst teaching mistakes”, Chemical Engineering Education, Vol. 42, No. 4, pp. 201-202, 2008