Interdisciplinary UndergraduateTeaching and Research Malcolm Potts, Qatar University, April 2008 5. Teaching Theory.

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Presentation transcript:

Interdisciplinary UndergraduateTeaching and Research Malcolm Potts, Qatar University, April Teaching Theory

Conflicts feeling doingwatching thinking

Experiential Learning Cycle

Kolb Learning Style Inventory Modes of grasping experience Concrete Experience (CE) Abstract Conceptualization (AC) Modes of Transforming Experience Reflective Observation (RO) Active Experimentation (AE)

Learning Styles Diverging (CE/RO) Assimilating (AC/RO) Converging (AC/AE) Accommodating (CE/AE)

Learning Styles and Behavior

Learning Styles

Classes in Different Disciplines

As an instructor – you have a certain learning style Your students have learning styles that may be the same, similar or different to your style How and what you teach is perceived differently by each student In One Class

How to Assess Achievement? Lowest level: The novice Intermediate levels Highest level: Metacognition

Novice The lowest level should be what a novice demonstrates when confronted by a problem

Metacognition Student’s awareness of their own learning skills, performance and habits. Students not only have to approach the problem correctly, they must demonstrate an understanding of their problem-solving strategies and limitations

Scoring On a 4-point scale where 4 = expert and 1=novice The scale is ordinal, not cardinal. That is, a score of 4 does not mean twice as good as a score of 2