Effective College Teaching

EFFECTIVE COLLEGE TEACHING
Based on IUCEE Training

by
Richard Felder & Rebecca Brent
GOMATESH M. RAVANAVAR
SAVITA G. RAVANAVAR
BAHUBALI COLLEGE OF ENGINEERING, SHRAVANABELAGOLA
Prerequisite/Assumption
• You know the subject
• You know the resources available
• You are interested to make teaching your career
• You love to be known as a good teacher
• Though you are considered to be a good teacher,

you still feel there is a scope for improvement in
your teaching
2
R V College of Engineering, Bangalore Faculty Development Programme
Why this Workshop?
• To learn ‘Tools and Strategies’ for college

professors to make their classes more effective
• To raise the Quality of both Teachers & Students
3
Topics Addressed
• How do students learn? How do teachers teach?

What goes wrong in the process?
• What are learning outcomes and learning

objectives?
• How do I plan a course?
• What do I need to do to be an effective lecturer?
4
Invocation
“I am teaching……….
……are they learning?”
This is the ‘mantra’ for the rest of your life……
5
Effective Teaching Workshop
Time
Management
6
Workshop Learning Objectives
• Identify different student learning styles and specify

instructional methods that address the needs of students
with different styles.
• Define learning objectives,

objectives write and classify them in
terms of Bloom's Taxonomy levels, and list pedagogical
and curricular benefits of writing them for courses.
• Generate a set of handouts for the first day of a course

(course syllabus, learning objectives, statement of policies
and procedures) that provides the students with a full
understanding of the course structure and ground rules.
7
• Devise preliminary course activities that capture interest
and motivate learning.
• Identify characteristics of effective lectures and

techniques for active participation from most or all
students.
• Design tests that are both challenging and fair which

provides positive motivation for learning without lowering
standards.
• Deal effectively with a variety of common classroom

management and other student related problems.
8
Learning Style
“Instruction begins when you, the teacher, learn
from the learner.
learner. Put yourself in his place so
that you may understand what he learns and the
way he understands it”.
it”.
– Kierkegaard
9
Cont…
• Fact of Life 1: What students learn is always less than what

we teach.
• Fact of Life 2: How much they learn is determined by their

– 1. Native ability
– 2. Background in the course topic
– 3. Motivation for taking the course
– 4. Match between their learning style and our teaching style.
• Fact of Life 3: We can't do much about their ability,

background, motivation, or learning style.
10
Conclusion:
To maximize student learning, all we
have to work with is our teaching style.
11
• Ideal Class:
what we what they

teach learn
• Actual Class:
Ability
Teaching Back ground
Style
Learning Styles
what we what they
teach learn
Motivation
12
A Model of Learning Styles
13
Preferred Learning Style
Every individual has a preferred way to receive
(perception
(p & input modality),, understand, process
and communicate information.
That means, each person has a preferred learning

style.
style.
14
Sensing v/s Intuitive
Learners
• Focus on external input • Focus on internal input
(see, hear, taste, touch, (thoughts, memories,
smell) images)
• Practical • Imaginative
• Observant (notice details • Look for meanings (miss
of environment) details)
• Concrete thinking (facts, • Abstract thinking
data, hands-on work) (theories, math models)
• Complaint about courses: • Complaint about courses:
No apparent connection "Plug & Chug" (Lots of
to real world memorization, repetitive
formula substitution)
• Problem with exams: Run • Problem with exams:
out of time Careless mistakes
15
Visual v/s Verbal
Learners
• "Show me." • "Explain it to me."
pictures spoken words,
diagrams written words,
symbols
sketches
schematics (seen, but translated
flow charts by brain into their
oral equivalents)
plots
16
Active v/s Reflective
Learners
• Tend to process actively • Tend to process
(doing something physical reflectively (thinking
with presented material, about presented material,
then reflecting on it) then doing something
• Think out loud with it)
• "Let's try it out and see • Work introspectively
how it goes." • "Let's think it through and
• Tend to jump in then try it."
prematurely • Tend to delay starting
• Like group work • Like solo or pair work
17
Sequential v/s Global
Learners
• Build Understanding in • Absorb information
logical sequential steps randomly, then synthesize
the big picture
• Function with partial • Need the big picture
understanding of (interrelations,
information connections to other
subjects and personal
experience) in order to
function with information
• Make steady progress • Large leaps in
understanding with little
progress between them
• Explain easily • Can't explain easily
• Good at analytical • Synthesis, holistic
thinking (the trees) thinking (the forest)
18
Resources
• Index of Learning Styles (an instrument staff / students

can take and self-score which will give them information
about their learning style on Professor Felder’s learning
style model)
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
19
Exercise: Who’s Talking?
• Page no A-5
20
Results
• Most undergraduates are sensors.
sensors. Most Professors
are intuitors and those professors who are sensors
teach intuitively.
• Most people are visual learners while 90-95% of the

courses are verbal.
• Most classes (except for labs) are passive-the

passive active
learners don’t get to act.
• Most students, instructors, curricula and textbooks

are sequential.
sequential.
21
Learning and Teaching Style
Mismatches
Many students can't get what's being taught.
They may then
- become bored, inattentive or disruptive in
class
- remain absent for the classes, do poorly in
tests
- get discouraged about the course, the
curriculum and/or themselves
- change to another curriculum or drop out
of school
22
Professors observe low test scores,
unresponsive or hostile classes, poor
attendance, dropouts -know something's wrong.
They may
- get defensive or hostile (making things
even worse)
- question whether they're in the right
profession
23
Society: loses potentially excellent professionals.
- visual, active learners (most students)
- sensing learners
- global learners
24
Course Example
Conventional Approach
Page no. A-7
25
How to address the full spectrum of the learning styles?
Page No. A-8
26
Summary
• All types of learners are needed in every
profession.
profession.
• We need to address all 16 (24) styles, not just

one.
one. The key to doing that is balance.
balance.
27
Two Guiding Principles
Of Effective Teaching
Practice & feedback
Balance
28
“Effective teaching should expand the
differences between students rather than
restrict them”
- Tomlinson
29
Learning Objectives
• Learning objective (or instructional objective): A

statement of something specific and observable
students should be able to do after receiving the
instructions
• By the end of this [course, section of the course,

week, lecture}, the student will be able to ‘......’
..’
Where ‘…..’
…..’ begins with an action word (explain,
calculate, design, ... )
30
Bloom's Taxonomy of Learning
Objectives: Cognitive Domain
31
Illustration
• Page no. B-5
32
Why to Write Objectives?
•Identify & classify

course material
• Make lectures, in-

in-class
activities, assignments,
and exams coherent
•Provide
Provide a study guide
for students
•Mandatory
Mandatory requirement
as per VTU, AICTE, NBA
33
R V college of Engineering, Bangalore Faculty Development Programme
Objective v/s Outcome
What you wanted to do……is What you do……………….is

‘objective’ (What you aim at) ‘out come’ (Where it hits)
Perfect answer will not be found in the first time

34
CONTINUOUS QUALITY
IMPROVEMENT
SAY WHAT YOU DO (objective/goal)
DO WHAT YOU SAY (the process)
PROVE(MEASURE) IT (sensor/comparator)
IMPROVE IT (feed back)
• You can’t improve the one which you can’t

measure
• One minute test
35
The illiterate of the 21st century will not
be those who cannot read and write, but
those who cannot learn, unlearn, and
relearn (Adapt to a rapidly changing
environment)
- Alvin Toffler
36
37
Review of Day 1
• Recollect what was discussed yesterday

(definitions, key points, messages etc.)
38
Retention with Time
Greater the number and involvement of senses of perception, better the learning
39
Time
Management
40
“IT IS NOT THE TEACHER’S TASK TO TEACH
INTERESTING THINGS...
THINGS...
BUT TO MAKE THE THINGS THAT MUST BE TAUGHT

INTERESTING”.
INTERESTING”.
- C.S. SCHLICTER
41
What to Do
During the First Week ?
Possible first week activities:
• Introduce yourself briefly

• Establish expectations (yours and the
students')
• Start learning students names
• Course prerequisites
• Motivate interest in the subject
42
“ As you enter a classroom ask your self
this question: If there were no students in
the classroom, could I do what I am
planning to do? If your answer is yes,
don’t do it”
- Ruben Cubero
43
Lecturing Tips
• Decide on a reasonable amount of time to prepare
for a lecture and stick to it
• Organize your lecture around your learning
objective(s)
• Preview lecture content and learning objectives
• Write clear detailed notes for yourself
• Prepare lots of visuals
• Plan demonstrations whenever possible
• Use technology wisely
• If it isn't written down, it will be ignored
• Give out handouts with gaps
44
Application of Technology
• Page No. D-3
45
During the Lecture
• Come to the classroom a little before class

begins to talk informally with students
• Learn the students' names and use them
• Make eye contact with students
• Make effective use of the board or power point
• Cue students on important points
46
• Don't be afraid to pause periodically
• Ask questions periodically
• Get students to generate answers (or questions)

in small groups
• Avoid calling on individual students cold for

answers-many find it intimidating
• Have students individually write responses to

questions in class
47
• Respond with respect to student comments,
questions, and answers
• Don't bluff in response to student questions
• Summarize occasionally during the lecture and

always at the end
• Remember the colleague who will follow you in

the classroom
48
Improving Your Lecture
Effectiveness
• Have students complete a midterm course evaluation
• Visit other classes
• Find a colleague or two who also want to work on their

teaching
• Read about teaching
• Videotape yourself teaching
• Work with experts in the field (if available) to improve

your teaching
49
“What is the most effective method of teaching?”
Depends on Goals, the student, the content, the

teacher
But next best answer is;

“students teaching other students”
- Wilbert McKeachie
50
A Question
• What are the reasons for bad (poor) evaluation
of the students?
• Individual
• Collaborative
• Message: Instead of asking for the whole class

give 15 seconds for the group
• “Active Learning”
51
Active Learning
What is it?
Getting students to do something course-
related in class other than just watching and
listening to the instructor.
52
Why do it?
-Get full student involvement in class
-Get many more responses to questions from more than

the usual 2-3 responders
-Energize the class
-Excellent for multilingual classes (lets non-native

speakers help each other, gives them a chance to catch
up with the lecture)
53
Lecture content v/s time duration
Experimental Study
• Page No. D-6
54
55
Active Learning Structures
• In-Class Teams
• Think-Pair-Share
• Cooperative Note-Taking Pairs
• Guided Reciprocal Peer Questioning?
• Writing assignments
• Concept tests with clickers
• Pair programming
• Minute paper
• Thinking Aloud Pair Problem-Solving (TAPPS)
56
Implementing Active Learning in
Class
• Explain what you're doing and why up front.
• For pair or group activities, have the students form

into groups of 2-4 where they are sitting. - Assign
crucial roles.
• Explain the task.
• Call randomly on individuals to report (while working

and after work is complete).
57
• Keep activities short (30 seconds - 3 minutes).
• For longer exercises, circulate around the

classroom listening in, giving hints, and
checking for understanding.
• Remember the value of variety.
• Put some course material on handouts, leaving

gaps and inserting questions.
58
What Might Happen if You Start
Using Active Learning?
• Initial awkwardness (the students and you) and
noncompliance
• Rapidly increasing comfort level except for a few
students who remain resistant
• Much higher levels of energy and participation
• More and better questions and answers from
students
• Improved class attendance
• Greater learning
59
“Examinations are formidable even to the
best prepared for; the greatest fool may
ask more than the wisest man can
answer”
- Charles Colton
60
Model Exam
• Page No. C-2
61
Tips on Tests
• Make expectations clear
• No surprises
• Test understanding, not speed
• 10% -15% questions of high level
• Take test yourself
• Don’t make too long
• Open or Closed book
• Grade reasonably
• Restrict regrade
• Time for students > 3 x time for the teacher
62
Poor Evaluations
• Top three reasons:
– Bad Test
• Too Long
• Too Tricky
• Unexpected material
– Bad Assignment
• Too long
• Poorly Designed
• Too much busy work
– Bad Attitude
• Sarcastic
• Discriminatory Behavior & language
• Un helpful, Un available
63
Faculty Guide to Time
Management
• How to simultaneously write proposals, do
research, prepare notes, write papers, teach
classes, advise students, grade papers, serve on
committees, eat, sleep and occasionally visit
your family……?
• Remember…
– Stay in good health
– Prioritize your goals
– Develop a Gantt chart
– Create and frequently update ‘a to-do list’
64
Four – Quadrant System
II – Important but not I - Urgent and Important
Urgent (Deadline-driven activities
(Deadline- that
(Long-term professional, family
(Long- further your goals)
and personal activities that
further your goals)
III – Urgent but not IV

IV-- Neither Urgent nor
Important Important
(e-
(e-mails, phone calls..
calls..important
important to (TV, Computer/mobile games, junk
some one else but don’t further mails/sms
mails/sms))
your goals)
Work on quadrant I & II items when you are at peak efficiency

Work smarter… not harder
Learn how and when to say no!
65
Further Readings
On
RESOURCES IN SCIENCE AND ENGINEERING EDUCATION
http:
http://www4
//www4.ncsu.
ncsu.edu/unity/lockers/users/f/felder/public/
66
Accomplish the Success
Overcome Barriers
Put Forward Small Baby Steps
Have A Dream
67
Acknowledgements
• Richard M. Felder & Rebecca Brent, “Workshop on
Effective Teaching and Learning”, IUCEE FLI 2009,
Global Education Centre, Infosys Campus, Mysore, 29
June – 3 July, 2009
• Kumar K.L., Educational Technology, New Age

International Publishers, New Delhi, India, 1997
68
69
70
You can share your ideas with us
@
• gomatesh@gmail.com
• sgravanavar@gmail.com
71

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Based on IUCEE Training

• You know the subject

• You know the resources available

• You are interested to make teaching your career

• You love to be known as a good teacher

• Though you are considered to be a good teacher,

• To learn ‘Tools and Strategies’ for college

• To raise the Quality of both Teachers & Students

• How do students learn? How do teachers teach?

• What are learning outcomes and learning

• How do I plan a course?

• What do I need to do to be an effective lecturer?

……are they learning?”

This is the ‘mantra’ for the rest of your life……

• Identify different student learning styles and specify

• Define learning objectives,

• Generate a set of handouts for the first day of a course

• Identify characteristics of effective lectures and

• Design tests that are both challenging and fair which

• Deal effectively with a variety of common classroom

• Fact of Life 1: What students learn is always less than what

• Fact of Life 2: How much they learn is determined by their

• Fact of Life 3: We can't do much about their ability,

what we what they

That means, each person has a preferred learning

• Index of Learning Styles (an instrument staff / students

• Most people are visual learners while 90-95% of the

• Most classes (except for labs) are passive-the

• Most students, instructors, curricula and textbooks

Page no. A-7

Page No. A-8

• We need to address all 16 (24) styles, not just

Practice & feedback

• Learning objective (or instructional objective): A

• By the end of this [course, section of the course,

• Page no. B-5

•Identify & classify

• Make lectures, in-

What you wanted to do……is What you do……………….is

Perfect answer will not be found in the first time

• You can’t improve the one which you can’t

• One minute test

• Recollect what was discussed yesterday

BUT TO MAKE THE THINGS THAT MUST BE TAUGHT

• Introduce yourself briefly

• Page No. D-3

• Come to the classroom a little before class

• Learn the students' names and use them

• Make eye contact with students

• Make effective use of the board or power point

• Cue students on important points

• Ask questions periodically

• Get students to generate answers (or questions)

• Avoid calling on individual students cold for

• Have students individually write responses to

• Don't bluff in response to student questions

• Summarize occasionally during the lecture and

• Remember the colleague who will follow you in

• Visit other classes

• Find a colleague or two who also want to work on their

• Read about teaching

• Videotape yourself teaching