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 http://libguides.consortiumlibrary.org/ENGR151

and do the preliminary work (due October 16th).

Chapter 3

Understanding the Teaching/Learning

Process

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)

Levels of Intellectual Skills – Bloom’s Taxonomy

Remembering Understanding Applying Analyzing Evaluating Creating

High School

College

CollegeJunior/Senior

How Do We Learn?

Receiving new knowledge

Processing new knowledge

Learner Types

Sensing learner vs. Intuitive learner Visual learner vs. Verbal learner Active learners vs. Reflective learners Sequential learners vs. Global learners

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?

You are primarily responsible for creating your learning experience

Just make sure the way you study is compatible with your preferred learning styles

Metacognition – Improve Your Learning

Observe your learning

– I struggle with homework

Feedback what you observe

– I need to seek helpMake changes to improve your learning

process– Join a study group

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!

How to Become an“Expert” Learner

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

TOP SECRET

see textbook page 122

How to Become an“Expert” Learner

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

TOP SECRET

see textbook page 122

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.

Learning is a Reinforcement Process

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

When What To Do

see textbook page 123/4

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

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 topicMake sure you note the important conclusions in your journal. Make a heading:Date: 10/02/2012 Group Discussion –Engineering Study vs. High School

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

Assignments due by Monday 10/8

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 (email submissions will not be accepted)

Hand in your attendance form!