EXTREME TEACHING: Learning Styles, Presentation Techniques, Creativity, and Active Learning

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EXTREME TEACHING: Learning Styles, Presentation Techniques, Creativity, and Active Learning. College of DuPage Monday, April 7, 2003 Randy Burke Hensley University of Hawaii at Manoa 808.956.2474 rhensley@hawaii.edu. AGENDA. INTRODUCTION: A STORY THE STUDENT: WHERE ARE WE STARTING?
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EXTREME TEACHING:Learning Styles, Presentation Techniques, Creativity, and Active LearningCollege of DuPageMonday, April 7, 2003Randy Burke HensleyUniversity of Hawaii at Manoa808.956.2474rhensley@hawaii.eduAGENDA
  • INTRODUCTION: A STORY
  • THE STUDENT: WHERE ARE WE STARTING?
  • LEARNING STYLES
  • PRESENTATION TECHNIQUES
  • CREATIVITY
  • ACTIVE LEARNING
  • CONSTRAINTS AND SOLUTIONS
  • REFLECTION: how will you change because of the information?
  • WHAT ARE STUDENTS LIKE?
  • THE POSITIVES
  • THE NEGATIVES
  • THE DESIRED
  • THE WORLD ACCORDING TO RANDY #1
  • KNOWLEDGE OF LEARNING STYLES, EFFECTIVE PRESENTATION TECHNIQUES, CREATIVITY, AND ACTIVE LEARNING ARE THE BRIDGES BETWEEN HOW STUDENTS ARE AND HOW WE WANT THEM TO BE
  • LEARNING STYLES
  • AN INVENTORY
  • AN ACTIVITY
  • LEARNING STYLES
  • THE VISUAL STUDENT IS….
  • THE AUDITORY STUDENT IS….
  • THE TACTILE STUDENT IS…
  • THE KINESTHETIC STUDENT IS...
  • OTHER LEARNING STYLE ATTRIBUTES
  • REFLECTIVE/IMPULSIVE
  • SERIALIST/HOLISTIC
  • ABSTRACT/CONCRETE
  • COMPETITION/COOPERATION
  • HEMISPHERE PREFERENCE
  • STRUCTURAL NEEDS
  • LEARNING STYLE HINTS
  • FIND YOUR STYLE
  • MATCH STUDENT STYLE SOME OF TIME
  • CONTENT DOESN’T DICTATE LEARNING STYLE NEED
  • WRITTEN DOCUMENTS
  • PICTURES
  • INVOLVEMENT
  • REVIEW/FOLLOW-UP
  • PEDAGOGICAL SHIFTS
  • SHORT PRESENTATIONS
  • REFLECTION
  • APPLICATION
  • EXPLORATION
  • ASSESSMENT
  • MOTIVATION!
  • EXTRINSIC: engages in learning for the sake of attaining a reward or avoiding punishment
  • INTRINSIC: engages in learning out of curiosity, interest, or enjoyment in order to achieve their own goals
  • THE WORLD ACCORDING TO RANDY #2
  • TEACHER = IT OUGHTA BE INTRINSIC
  • STUDENT = IT GOTTA BE EXTRINSIC
  • REALITY = IT’S A DYNAMIC
  • PRESENTATION SKILLS
  • THE PRESENTATION SKILLS SURVIVOR GAME!!!!!!!!!!!!!
  • PRESENTATION SKILLS ADVICE
  • WARM IT UP
  • USE YOUR ANXIETY
  • BE YOU....BUT BIGGER
  • VARIETY….EVEN IF IT’S JUST A LITTLE
  • REMEMBER ATTENTION SPANS
  • EMBRACE THE RISK or IT’S NOT ABOUT FEELING SAFE(feel knowledgeable)
  • CREATIVITY
  • TWO THINGS TO GET US STARTED
  • ATTRIBUTES OF CREATIVE PEOPLE(Starko)
  • WILLINGNESS TO TAKE RISKS
  • PERSEVERANCE, DRIVE, AND COMMITMENT TO TASK
  • CURIOUSITY
  • OPENNESS TO EXPERIENCE
  • TOLERANCE FOR AMBIGUITY
  • BROAD INTERESTS
  • VALUE ORIGINALITY
  • INTUITIVE WITH DEEP EMOTIONS
  • INTERNALLY OCCUPIED OR WITHDRAWN
  • CREATING CREATIVITY
  • THINK OF MANY IDEAS (FLUENCY)
  • THINK OF VARIED IDEAS (FLEXIBILITY)
  • THINK OF UNUSUAL IDEAS (ORIGINALITY)
  • ADD TO IDEAS TO MAKE THEM BETTER (ELABORATION)
  • GROUP ACTIVITYDISCUSS YOUR INSTRUCTIONAL SITUATIONS AND CREATE THE WILDEST METHOD YOU CAN--NO CONSTRAINTS!THE WORLD ACCORDING TO RANDY #3
  • ACTIVE LEARNING IS THE CREATION OF OPPORTUNITIES FOR LEARNERS TO ENGAGE CONTENT FROM MULTIPLE PERSPECTIVES, INCLUDING THEIR OWN, THROUGH EXPERIENCE, PRACTICE, AND APPLICATION
  • WHY NOT ACTIVE LEARNING? (CONSTRAINTS)ACTIVE LEARNING PRINCIPLES
  • OBERMAN
  • FAMILIAR EXPERIENCES AS BRIDGES TO NEW EXPERIENCES (LEARNING TRANSFER)
  • APPLYING CONCEPTS TO A PROBLEM(PRACTICE)
  • THINK CRITICALLY AND ACT CREATIVELY(PROBLEM SOLVING)
  • EQUILIBRATION(DE-STABILIZING THE FAMILIAR)
  • GROUP ACTIVITY
  • REINFORCEMENT(DEFINING SUCCESS)
  • APPLICATION(NEW SITUATION)
  • ACTIVE LEARNING LITE
  • HENSLEY
  • EXPERIENCE(what’s in it for me?)
  • PRACTICE(did they get it?)
  • APPLICATION(can they use it?)
  • WHY USE ACTIVE LEARNING?
  • ASSESSMENT
  • LEARNING DEMONSTRATED TO THE LEARNER BY THE LEARNER
  • TEACHER LEARNING
  • LEARNING STYLES
  • ADDRESSING LEARNING DOMAINS(affective, cognitive, behavioral)
  • INFORMATION LITERACY
  • INFORMATION LITERACY
  • BRUCE
  • ABILITY TO USE INFORMATION TECHNOLOGY FOR INFORMATION RETRIEVAL
  • ABILITY TO FIND INFORMATION
  • EXECUTING A PROCESS
  • CONTROLLING INFORMATION
  • ABILITY TO BUILD A PERSONAL KNOWLEDGE BASE IN A NEW AREA OF INTEREST
  • WORKING WITH KNOWLEDGE AND PERSONAL PERSPECTIVES SO THAT NOVEL INSIGHTS ARE GAINED
  • USING INFORMATION WISELY FOR THE BENEFIT OF OTHERS
  • HOW TO DESIGN ACTIVE LEARNING
  • IDENTIFY OUTCOMES(assessment)
  • APPLY ACTIVE LEARNING PRINCIPLES
  • SELECT FROM METHOD REPERTOIRE(techniques)
  • ESTABLISH TIMING
  • PREPARE FOR CHANGE
  • IDENTIFY LEARNING INDICATORS(assessment)
  • DISCUSS AND PRACTICE
  • CATEGORIES FOR ACTIVE LEARNING TECHNIQUES
  • THINKING
  • TALKING
  • WRITING
  • USING
  • GROUP ACTIVITY
  • CARDS IN YOUR POCKET: APPLY ACTIVE LEARNING PRINCIPLES AND DESIGNING ACTIVE LEARNING TO YOUR EXAMPLE
  • WHY NOT ACTIVE LEARNING(solutions)WATCH OUT FOR:
  • CLASS CULTURE
  • LESS IS MORE
  • SURPRISES (PLAN B)
  • THE WORLD ACCORDING TO RANDY #4
  • IT’S MESSY….
  • ENJOY IT!
  • REFLECTION:How will you change because of the information?THANK YOU!
  • THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANKS THANKS THANKS THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU THANK YOU
  • MAHALO!
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