Learning

482 views

Published on

presentation made at some programs for faculty development at more than one institute

Published in: Technology, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
482
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Learning

  1. 1. Learning to teach Teaching to educate Educating to engineer Sanjay Goel, 2004 20 March 04 Sanjay Goel, JIIT, 2004
  2. 2. <ul><li>It is, in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry. </li></ul>20 March 04 Sanjay Goel, JIIT, 2004 Albert Einstein
  3. 3. The only source of knowledge is experience. - Albert Einstein 20 March 04 Sanjay Goel, JIIT, 2004
  4. 4. <ul><li>“ When a person gets a job, 85% of the time it is because of their attitude, and only 15% of the time because of their smartness and knowledge”. </li></ul><ul><li>-A Harvard Study </li></ul>20 March 04 Sanjay Goel, JIIT, 2004
  5. 5. Common believes <ul><li>Education = To give answers and ability to find answers </li></ul><ul><li>Knowledge = information </li></ul><ul><li>Curriculum = Course structure and course content </li></ul><ul><li>Teaching = Lecturing and evaluation </li></ul><ul><li>Lecturing = Talking down to audience </li></ul><ul><li>Learning = Acquisition of knowledge </li></ul><ul><li>Evaluation = Written examination </li></ul><ul><li>Written examination = Test of ability to recall & ability to solve small non real life problems in a non real life situation </li></ul>20 March 04 Sanjay Goel, JIIT, 2004
  6. 6. ABET <ul><li>  Abilities each engineering graduate must have : </li></ul><ul><li>1.  Ability to apply knowledge of math, science, and engineering  </li></ul><ul><li>2.  Ability to design and conduct experiments, as well as analyze and interpret data. </li></ul><ul><li>3.  Ability to design a system, component or process to meet desired needs.  </li></ul><ul><li>4.  Ability to function in multidisciplinary teams  </li></ul><ul><li>5.  Ability to identify, formulate and solve engineering problems </li></ul><ul><li>6.   Understanding professional and ethical responsibilities </li></ul><ul><li>7.   Ability to communicate effectively </li></ul>20 March 04 Sanjay Goel, JIIT, 2004 … .
  7. 7. ABET <ul><li>  Abilities each engineering graduate must have: </li></ul><ul><li>8.  Understanding the impact of engineering solutions in a global and societal context </li></ul><ul><li>9.  Recognition of need and ability to engage in life-long learning </li></ul><ul><li>10. Knowledge of contemporary issues </li></ul><ul><li>11. Ability to use the techniques, skills and modern engineering tools necessary for engineering practice. </li></ul>20 March 04 Sanjay Goel, JIIT, 2004 … .
  8. 8. Richard Felder Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. <ul><li>College teaching may be the only skilled profession for which no preparation or training is provided or required </li></ul>20 March 04 Sanjay Goel, JIIT, 2004
  9. 9. 20 March 04 Sanjay Goel, JIIT, 2004 … .. the timeframe of about 2007 is when the rate of information growth goes vertically exponential
  10. 10. Bloom’s Taxonomy 20 March 04 Sanjay Goel, JIIT, 2004
  11. 11. Bloom’s Taxonomy 20 March 04 Sanjay Goel, JIIT, 2004 <ul><ul><li>Knowledge : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. </li></ul></ul><ul><ul><li>Comprehension : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, </li></ul></ul><ul><ul><li>Application : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. </li></ul></ul><ul><ul><li>Analysis : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. </li></ul></ul><ul><ul><li>Synthesis : arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. </li></ul></ul><ul><ul><li>Evaluation : appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. </li></ul></ul>
  12. 12. Student’s Bill of Rights by Schank <ul><li>Testing : No student should have to take a multiple-choice or fill-in-the blank test.  </li></ul><ul><li>Real-Life Skill : No student should have to learn something that fails to relate to a skill that is unlikely to be required in life after school.  </li></ul><ul><li>Memorization : No student should be required to memorize any information that is likely to be forgotten in 6 months.  </li></ul><ul><li>Goal clarity : No student should be required to take a course, the result of which are not directly related to a goal held by the student, nor to engage in an activity without knowing what he can expect to gain from that activity.  </li></ul>20 March 04 Sanjay Goel, JIIT, 2004
  13. 13. <ul><li>Passivity : No student should be required to spend time passively watching or listening to anything unless there is a longer period of time devoted to allowing the student to participate in a corresponding active activity.  </li></ul><ul><li>Arbitrary Standards : No student should be required to prepare his work in ways that are arbitrary or to jump through arbitrary hoops defined only by a particular teacher and not by the society at large.  </li></ul><ul><li>Mastery : No student should be required to study something that he has already mastered. </li></ul>Student’s Bill of Rights by Schank 20 March 04 Sanjay Goel, JIIT, 2004
  14. 14. <ul><li>Discovery : No student should be asked to learn anything unless there is a possibility of his being able to experiment in school with what has been learned.  </li></ul><ul><li>Defined curriculum : No student should be barred from engaging in activities that interest him within the framework of school because of breadth requirements imposed by the curriculum.  </li></ul><ul><li>Freedom of thought : No student should be placed in a position of having to air his views on a subject if the opposing point of view is not presented and equally represented. </li></ul>Student’s Bill of Rights by Schank 20 March 04 Sanjay Goel, JIIT, 2004
  15. 15. Teaching <ul><li>Galileo </li></ul><ul><li>You cannot teach people anything. </li></ul><ul><li>You can only help them discover it within themselves. </li></ul>20 March 04 Sanjay Goel, JIIT, 2004
  16. 16. Teaching <ul><li>Socrates </li></ul><ul><li>I cannot teach anybody anything, I can only make them think </li></ul>20 March 04 Sanjay Goel, JIIT, 2004
  17. 17. 20 March 04 Sanjay Goel, JIIT, 2004 Education = Ability to find answers Answers Ability to seek right questions + +
  18. 18. 20 March 04 Sanjay Goel, JIIT, 2004 Curriculum = Course Content Course Structure Pedagogical Activities + +
  19. 19. 20 March 04 Sanjay Goel, JIIT, 2004 Teaching = Lecturing Actively engaging pedagogical activities Creating learning opportunities Building bridges Providing feedback on progress Enabling + + + + +
  20. 20. 20 March 04 Sanjay Goel, JIIT, 2004 Lecturing = Following/ interpreting a text book Lecture - 13c., from M.L. lectura &quot;a reading , lecture,&quot; from L. legere &quot;to read.&quot; ? ? ?
  21. 21. 20 March 04 Sanjay Goel, JIIT, 2004 Lecturing = Regeneration Transformation Unification Cultivation Elevation Liberation Evolution + + + + + +
  22. 22. Representation of a university class, 1350s 20 March 04 Sanjay Goel, JIIT, 2004

×