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).

Understanding the Teaching/Learning Process 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 In order of increasing complexity Remembering – recall relevant knowledge from memory Understanding – Construct meaning from oral, written, and graphic messages Applying – Carrying out or using a procedure Analyzing – Breaking material into parts; determine how parts relate to each other and overall structure Evaluating – Making judgements based on criteria/standards through checking and critiquing Creating – Putting elements together to form a functional whole; reorganize elements into a new pattern or structure College Junior/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 Ask students to raise hands for each category (score 3 or higher for each pair)

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 help Make changes to improve your learning process Join a study group Point out that acting is the important part, just observing and feedback is not sufficient!

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 Confidential TOP SECRET How to Become an “Expert” Learner see textbook page 122 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

How to Become an “Expert” Learner Confidential TOP SECRET How to Become an “Expert” Learner see textbook page 122 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

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. What is the solution? See next slide

Learning is a Reinforcement Process see textbook page 123/4 When What To Do 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

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 topic Make 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 Hand in your attendance form! 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)