Title: Addressing%20Different%20Learning%20Styles
1The Interactive Lecture
- Addressing Different Learning Styles
2BA 9200 Course Overview
Teaching Philosophy
Students Abilities
Course Level and Scope
Desired Learning Levels
Write Course and Topic Objectives
Select Effective Teaching Methods
How Students Learn
The Lecture
Testing and Grading
Active Learning
3Learning Objectives
- After this session, you should be able to
- Explain the four dimensions of MBTI in your own
words. - Link personality types and learning preferences.
- Design an Interactive Lecture that incorporates
various learning preferences among students. - Create a concept map and an opening application.
4Four Dimensions Underlying MBTI
Dimension Option 1 Option 2
Energy Extravert Learn by Speaking Introvert Learning by Thinking
5Four Dimensions Underlying MBTI
Dimension Option 1 Option 2
Energy
Perception / Data Collection Sensing Why Before What Intuitive See the Big Picture
6Four Dimensions Underlying MBTI
Dimension Option 1 Option 2
Energy
Data Collect
Decision Making Thinking Show Me the Objectives Feeling Group Time
7Four Dimensions Underlying MBTI
Dimension Option 1 Option 2
Energy
Perception / Data
Decisions
Preference Judger Set Deadlines Perceptor Procrastinators Club
8Faculty and UG Business Student Comparisons
9Breakdown of 16 Styles for Undergraudates
ST SF NF NT
2 4
Relatively Rare Combinations Relatively Rare Combinations
Relatively Rare Combinations Relatively Rare Combinations
Most Likely 1 3
IJ IP EP EJ
10The Lecture Outline
Introduction
Sensing (Why before What) Opening
Application Lecture Outline
Thinking State Objectives
Body
Extravert 25 minute rule TAPPS
Introvert 2 minute paper Concept map
Summary
11The Introduction
Straight Lecture Interactive Lecture
Introduction Them What You Are Going To Tell Them Create Interest Plus Share Expectations Plus Tell Them
Body
Summary
12Application-Opening (Hook) for Probability
Male Female Total
Promoted 80 40 120
Not Promoted 30 50 80
Total 110 90 200
Is there Gender Discrimination in promotions ?
13Application-Opening (Hook) for Lecture on
Cognitive Biases
- From 1998 2001, in which year did the least
plane crashes occur? The least deaths in such
crashes? - Who Will Invest More? A Person Who Makes 50,000
or One Who Makes 40,000 Plus a 10,000 Bonus? - The Size of the State of Georgia Demo.
14The Body
Straight Lecture Interactive Lecture
Introduction Them What You Are Going To Tell Them Create Interest Plus Share Expectations Plus Tell Them
Body Tell them Plus have them tell each other
Summary
15The Lecture Outline
Introduction
Sensing (Why before What) Opening
Application Lecture Outline
Thinking State Objectives
Body
Extravert 25 minute rule TAPPS
Introvert 2 minute paper Concept map
Summary
16Extraverted Students and the 25-Minute Rule
- Maximize Student-to-Student Interaction.
- Student Talk-Time.
- Use Structured Small Group Exercises.
- Avoid Free Rider and Rich Get Richer Effects.
- Example Thinking Aloud Paired Problem Solving
(TAPPS)
17Thinking Aloud Paired Problem Solving (TAPPS)
- Uses Explainer and Listener (Polite Questioner).
- Quiet Phase, Interaction, Teacher Closure.
- Explainer Explains Concept or Exercise.
- Listener Seeks Clarification, Disagrees, or Gives
Hints. - Teacher Manages Learning Exercise.
18The Summary
Straight Lecture Interactive Lecture
Introduction Them What You Are Going To Tell Them Create Interest Plus Share Expectations Plus Tell Them
Body Tell them Plus have them tell each other
Summary Tell them you told them Have them uncover key ideas
19The Lecture Outline
Introduction
Sensing (Why before What) Opening
Application Lecture Outline
Thinking State Objectives
Body
Extravert 25 minute rule TAPPS
Introvert 2 minute paper Concept map
Summary
20Introverted Students and Concept Maps
- What the teacher does
- Distribute a list of Nodes that describe topic.
- Have students build a map using those Nodes plus
any additional Nodes they may wish to include.
21Knowledge Nodes in Data Mining
- Sample Time Frame
- Binary Dependent
- Validation Sample
- KS Test
- Initial Client Meeting
- Monitoring Reports
- Logistic Regression
- Data Cleaning
- Data Visualization
- Outcome Period
- Discriminant Analysis
- Neural Networks
- Classification Trees
- Social Network Analysis
- Market Basket Analysis
22Concept Map by a Student
23(No Transcript)
24Introverted Students and the 2-Minute Paper
- Most Important Idea?
- Major Confusion?
- Relate to Previous Material?
- Value to Me (Student)?
- Develop a Prototype Question.
- How Am I (Teacher) Doing?
25 Additional Readings
- Brightman, H. and R. Hightower. Improving
Teaching in the EMBA Classroom Some Empirical
Findings. Organizational Behavior Teaching
Review, 14(1), pg. 115-130, 1989. - Brightman, H. GSU Master Teacher Program On
Learning Styles. - Myers, I. and M. McCaulley. Manual A Guide to
the Development and Use of the Myers-Briggs Type
Indicator. Consulting Psychologists Press, Palo
Alto, CA. 1985.
26BA 9200 Course Overview
Teaching Philosophy
Students Abilities
Course Level and Scope
Desired Learning Levels
Write Course and Topic Objectives
Select Effective Teaching Methods
How Students Learn
The Lecture
Testing and Grading
Active Learning